Bridget Somekh

Action research for educational reform: remodelling action research theories and practices in local contexts

This paper explores how action research theories and practices are remodelled in local contexts and used to support educational reform. From an analysis of 46 publications from the period 2000–2008, five ‘variations’ in the globalized theory and practice of action research are identified: action research in times of political upheaval and transition; action research as a state‐sponsored means of reforming schooling; co‐option of action research by Western governments and school systems to control teachers; action research as a university‐led reform movement; and action research as locally‐sponsored systemic reform sustained over time. A common feature in these ‘variations’ of action research is the importance each demonstrates of working towards a resolution of the impetus for action with the reflective process of inquiry and knowledge generation, to generate new practices. The paper also offers a framework to enable the analysis of how action research differs in local settings within and across national boundaries. The paper ends by suggesting that the emerging variations of action research in many countries during the period 2000–2008 can be construed as an example of Appadurai’s ‘globalization from below’, in which teacher‐action‐researchers contribute knowledge and learning from multiple local sites about the process of effective educational reform.

The SAGE handbook of educational action research

This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities.

The Contribution of Action Research to Development in Social Endeavours: a position paper on action research methodology

In this invited paper, presented at the 1994 BERA conference, the author reviews key ideas arising from her own practice of action research and that of close colleagues over the past fifteen years, in particular John Elliott. The paper is divided into two parts. The first describes and comments upon the main characteristics of action research as perceived by this group; the second deals in rather more depth with a range of methodological and epistemological issues related to its practice. The latter include: the role of action research in teacher education and curriculum development; the context‐sensitive nature of action research and the resulting variations in its methodology in professional settings such as nursing, the police and commercial companies; the role of self in action research; the nature of practitioner knowledge; action research and writing; and action research and the structure‐agency debate.

Factors Affecting Teachers’ Pedagogical Adoption of ICT

this chapter uses insights from socio-cultural theory to develop a new analysis of the process of teachers’ pedagogical adoption of ICT. It refutes the common assumption that failure to embed ICT in pedagogy is the result of teachers’ resistance to change, and argues the need for a wider analytic frame that takes into account complex cultural factors and the regulatory frameworks and policies of national education systems. Humans learn to use new tools by, first, attempting to find a ‘fit’ with existing social practices and over time, through experimentation, developing new social practices that take advantage of their affordances. This process is always enabled or constrained by organisational structures, social contexts and established mechanisms of control, such as national curricula and assessment regimes. The chapter provides examples of transformative pedagogies with ICT and draws attention to the common factors which have enabled their success.

Inhabiting Each Other's Castles: towards knowledge and mutual growth through collaboration

ABSTRACT This paper presents a critical analysis of a form of collaborative action research undertaken by teachers in schools and a university‐based team, within the context of a funded project. Building on Bruners concept of multiple realities and Foucaults theory of discourse, it uses the metaphor of a castle for the different constructed realities of the school and the academy, each with their own system of values and criteria for truth testing. The paper assumes that collaboration between the inhabitants of two very different ‘castles’ is inherently problematic, although mutually beneficial. It addresses three questions: • In the collaborative relationship how do you deal with the perceived power differential construed by the educational community in school/university collaboration? • What might be appropriate epistemologies to underpin collaboration in school/university relationships? • How does each partner in these relationships change as a result of the process? What does each partner contribute...

New Technology and Learning: Policy and Practice in the UK, 1980–2010

A previous version of this paper was first presented in October 1998 as an inaugural professorial lecture at the University of Huddersfield. It focuses mainly upon issues related to policy and practice in schools, with some cross-referencing to higher education. It is divided into three sections: the politicised nature of policy for new technology in education in the UK; key issues from the authors research on new technology and learning; and speculations on re-organising schooling with the help of new technology. The first section provides an analysis of the aspirations of politicians and how these shaped policy, as well as assessing the successes and weaknesses of policy implementation. The second section surveys the outcomes of a number of research studies, carried out over fifteen years, and from these identifies some generic findings about the impact of new technology on learning and ways of maximising its beneficial effects. The third section suggests an approach to re-structuring schooling to make best use of the lightweight, mobile, new technology tools, which are about to be widely available.

Broadening Access to the Curriculum through Using Technology to Link Home and School: A Critical Analysis of Reforms Intended to Improve Students’ Educational Attainment

This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young peoples home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction.

The Collaborative Action Research Network: 30 years of agency in developing educational action research

This article provides an analysis of the Collaborative Action Research Network’s (CARN) origins and development since its foundation in 1976. The author brings the unique perspective of active involvement in CARN almost from its inception, and editorship for many years of its journal Educational Action Research. Cultural–historical activity theory is used as an analytical framework: key concepts are succinctly summarised and then used to identify and explore CARN’s agency in developing educational action research. The article focuses on key themes of CARN’s activity, such as developing teachers’ knowledge as an engine of school reform, establishing an action research literature and supporting the challenging processes of collaboration. The author argues that CARN’s origins in teachers’ action research in classrooms have given it a unique educational base. This has been carried forward to embed learning and educative values in its increasingly broad membership across the professions and within communities since the 1980s. The article explores some of the disruptions and contradictions in CARN over the years; for example, when it changed its name to broaden its membership, and on occasions when its inclusive, voluntarist values have come into conflict with the imperative to remain financially viable. CARN’s strength is that it promotes flexibility and tolerance and works to be inclusive of a wide range of methods and approaches that espouse action research principles. CARN is a forum for critical questioning rather than a platform for a critical orthodoxy. It has established a presence and a history, and exists for action researchers to make use of its affordances. The article concludes with an agenda for future development.

Learning transformation with technology: a question of socio-cultural contexts?

There is currently strong interest among policy‐makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of the radical sociocultural changes resulting from the introduction of digital technologies such as the Internet, wireless connectivity and digital imaging. This paper derives from research carried out collaboratively between university‐based researchers, teachers and students in four schools, spanning the age range 8–16. A working definition of transformative learning is the starting point for an investigation into new ways of planning learning events using a generic pedagogic framework derived from activity theory. The paper explores the implications of the outcomes of this empirical work, and develops a theory of transformative learning, grounded in sociocultural theories including the work of Turkle, McLuhan and Wartofsky.

Supporting information and communication technology innovations in higher education

Abstract This article draws upon a wide range of research that provides insights into the process of innovation and change, to see what can be learnt to support the innovation of information and communication technology (ICT) in higher education.