JOURNAL OF RESEARCH IN SCIENCE TEACHING

VOL. 34, NO. 7, PP. 669671 (1997)

EDITORIAL
Action Research
I wish to bring to your attention three edited books that focus upon recent advances
in action research (Hollingsworth, 1997; OHanlon, 1996; Zuber-Skerritt, 1996). In its
broadest sense, action research refers to research conducted in a field setting with those
actually involved in that field. Action research is part of a long tradition among grassroots activists to seek mutually constitutive relationships between research and social
change. Action research differs from traditional empiricalanalytic and interpretive research in both its dynamism and its continuity with an emergent practice.
Sandra Hollingsworths collection of articles offers an understanding of action research as a research methodology and offers insights into the political work of action research. The articles address the theoretical and practical dimensions of action research. A
collection of case studies demonstrates how action research has been applied in various
settings for the purpose of taking action towards bringing about change. Thus, action research is viewed from the perspective of socially transforming organizations of all types.
In fact, Hursh (in Hollingsworth) states that action research can be used to develop and
refine theories and practices that develop critical citizens who actively engage in understanding and changing the world (p. 125). Collectively, the articles in this edited volume
demonstrate that theory/practice/knowledge/ and action are dialectically related.
Christine OHanlon offers an international perspective on the role of action research in professional development in educational contexts. Herein, the collection of
articles affirms the position of action research as a process for transformational practice in professional development. Several authors adhere to a notion that theoretically
informed action research can contribute to the development of teachersin schools and
universitiesas flexible, critical, and reflective practitioners. Authors consider such issues as how to facilitate moving from personal development and reflection to collective political action (i.e., political responsibility and social transformation) and how authentic participation is possible when teachers lack the social and political power to
define the terms and nature of participation under structural conditions of inequality.
Posch (in OHanlon) emphasizes that the prevalent culture of teaching and learning is
still attuned to a relatively static society. He notes that the culture of teaching and learning, however, will need to change to reflect the social changes. Thus, as the concept of
learning is extended, there will likely be more opportunities for teachers (and students
alike) to engage in collaborative reflection on action and communication about the
knowledge that has been generated.
1997 John Wiley & Sons, Inc.

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KYLE

Ortrun Zuber-Skerritt brings together leading action researchers who have critically reflected on their theory and practice with a focus on emancipatory or critical action
research. Borrowing from Carr and Kemmis (1986) explicit link to the critical theory
of Habermas emancipatory knowledge-constitutive interest, Zuber-Skerritt states that
action research is emancipatory when it aims not only at technical and practical improvement and the participants better understanding, along with transformation and
change within the existing boundaries and conditions, but also at changing the system
itself or those conditions which impede desired improvement in the system/organization (p. 5). She asserts that action research also aims at the participants empowerment
and self-confidence about their ability to create grounded theory (see Glaser &
Strauss, 1967).
Based upon the purpose(s) of the research project, the political and epistemological perspectives of action research vary widely. Some projects focus upon personal and
professional growth and development, others upon collective action and organizational change, while other projects may have a social justice or emancipatory focus. Kemmis and McTaggart (1988) state that:
Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their
own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out. . . . The approach
is only action research when it is collaborative, though it is important to realise
that the action research of the group is achieved through the critically examined
action of individual group members. (pp. 56)

Regardless of project focus, when viewed from a wider lens, all forms of action research are political. Through a recognition of the personal and professional engagement
of individual and collective efforts, the focus is placed upon understanding action in
action research. Thus, action research is evaluated in terms of both its knowledge production and ability to improve the human condition. In the context of our rapidly changing society, I believe action research will become increasingly more important as we
strive to address the educational and sociocultural imperatives associated with teaching
and learning.
William C. Kyle, Jr.
Editor
References
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. Philadelphia: Falmer Press.
Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies
for qualitative research. New York: Aldine de Gruyter.
Hollingsworth, S. (Ed.). (1997). International action research: A casebook for educational reform. Washington, D.C.: Falmer Press.

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Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. Geelong, Victoria, B.C., Canada: Deakin University Press.
OHanlon, C. (Ed.). (1996). Professional development through action research in
educational settings. Washington, D.C.: Falmer Press.
Zuber-Skerritt, O. (Ed.). (1996). New directions in action research. Washington,
D.C.: Falmer Press.