Becoming Critical: Education, Knowledge, and Action ResearchFirst published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science. |
Contents
Further Reading | 7 |
The Positivist Approach to the Problem of Theory and Practice | 61 |
Criticisms of Positivism | 71 |
Copyright | |
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Other editions - View all
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Common terms and phrases
achieve activity actors aims approach to educational argued beliefs Chapter classroom collaborative commitment communities of action concepts concerned context critical educational science critical social science critical theory curriculum research Deakin University dialectical discourse educa educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enlightenment enquiry example explanandum explanations framework Frankfurt School Geelong groups Habermas Habermas's hermeneutic historical ideas ideology improvement individuals institutions interests interpretive approach involved Kegan Paul KEMMIS kind knowledge learning London means methods nature objective organization paradigm participants particular perspective philosophy Philosophy of Education phronesis political positivism positivist praxis produced professional questions rational reflection relation relationship requires role Routledge and Kegan scientific self-reflection sense society sociology Sociology of Education strategies structure task teachers teaching technical theoretical theorists theory and practice tion tional transform values view of educational