Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research

Journal article

Boyle, Tess, Petrie, Kirsten, Grootenboer, Peter, Rönnerman, Karin and Edwards-Groves, Christine. (2022). Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research. Educational Action Research. 31(5), pp. 909-919. https://doi.org/10.1080/09650792.2022.2044875
AuthorsBoyle, Tess, Petrie, Kirsten, Grootenboer, Peter, Rönnerman, Karin and Edwards-Groves, Christine
Abstract

Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for critical and participatory research. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings, so seemingly ‘celebratory’ stories emerge. Yet, the process of changing practices is complex and challenging. By sharing some of our own’ uncomfortable truths,’ we reveal the often-hidden realities of action research as spaces of contestation and negotiation, where uncomfortable truths are shared, examined, and sometimes silenced. This engagement in the form of ‘reflexivity of discomfort’ helps shed light on the need for Action Research to be (re)considered as more than a project and instead as a praxis-orientated approach that requires balanced reporting.

Keywordsaction research; praxis; uncomfortable truths; professional learning; participatory research
Year01 Jan 2022
JournalEducational Action Research
Journal citation31 (5), pp. 909-919
PublisherRoutledge
ISSN0965-0792
Digital Object Identifier (DOI)https://doi.org/10.1080/09650792.2022.2044875
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/09650792.2022.2044875
Research or scholarlyResearch
Page range909-919
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All rights reserved
File Access Level
Controlled
Publication dates
Online27 Feb 2022
Publication process dates
Accepted10 Feb 2022
Deposited30 Apr 2024
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© 2022 Educational Action Research

Place of publicationUnited Kingdom
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