Collaborative action research: A democratic undertaking or a web of collusion and compliance?

International Journal of Research and Method in Education

Volumn 33, Issue 2, 2010, Pages 151-163

  Jones, Marion ^a   Stanley, Grant ^a  

^a LIVERPOOL JOHN MOORES UNIVERSITY   (United Kingdom)

Author keywords

Action research; Democracy; Epistemology; Ethics; General methodology; Ownership

Indexed keywords

EID: 77953713798     PISSN: 1743727X     EISSN: 17437288     Source Type: Journal    
DOI: 10.1080/1743727X.2010.484549     Document Type: Article

References (50)

1. Allmark, P.J. 2002. The ethics of research with children. Nurse Researcher 10, no. 2: 7-13.
2. Anderson, P., and V. Morrow. 2004. Ethics, social research and consulting with children and young people. Barkingside: Barnardos.
3. Bell, E., and A. Bryman. 2007. The ethics of management research: An exploratory content analysis. British Journal of Management 18: 63-77.
4. Bourdieu, P. 1986. The forms of capital. In Handbook of theory and research for the sociology of education, ed. J.G. Richardson, 241-58. New York: Greenwood Press.
5. Bridges, D. 1998. Research for sale: Moral market or moral maze. British Educational Research Journal 24, no. 5: 593-608.
6. British Educational Research Association. 2004. Revised ethical guidelines for educational research. Southwell: British Educational Research Association.
7. Carr, W., and S. Kemmis. 1986. Becoming critical: Education, knowledge and action research. Lewes: Falmer.
8. Cook, T. 2009. The purpose of mess in action research: Building rigour through a messy turn. Educational Action Research 17, no. 2: 277-91.
9. De Laine, M. 2000. Fieldwork, participation and practice. London: Sage.
10. Denzin, N.K. 1989. Interpretive interactionism. Newbury Park, CA: Sage.
11. Department for Children, Schools and Families. 2007. The Children's plan. London: The Stationary Office.
12. Department for Education and Skills. 2003. Every child matters. London: The Stationary Office.
13. Department for Education and Skills. 2004a. Five year strategy for children and learners. London: The Stationary Office.
14. Department for Education and Skills. 2004b. Curriculum continuity: Effective transfer between primary and secondary school. Norwich: The Stationary Office.
15. Department of Health. 1998. Data Protection Act 1998. London: The Stationary Office.
16. Doucet, A., and N. Mauthner. 2002. Knowing responsibility: Linking ethics, research practice and epistemology. In Ethics in qualitative research, ed. M. Mauthner, M. Birch, J. Jessop, and T. Miller, 123-45. London: Sage.
17. Ebutt, D. 1985. Educational action research: Some general concerns and specific quibbles. In Issues in educational research: Qualitative methods, ed. R.G. Burgess, 152-76. London: Falmer.
18. Economic Social Research Council. 2005. Ethics framework for social scientists http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Images/ESRC_Re_Ethics_Frame_tcm6-11291. pdf (accessed September 1, 2009).
19. Elliot, J. 1991. Action research for educational change. Buckingham: Open University Press.
20. Elzinga, A. 1985. Research, bureaucracy and the drift of epistemic criteria. In The university research system: The public policies of the home of scientists, ed. B. Wittrock and A. Elzinga, 191-220. Stockholm: Almqvist & Wiksell.
21. Fine, G.A., and K.L. Sandstrom. 1988. Knowing children: Participant observation with minors. Newbury Park, CA: Sage.
22. Greenwood, D.J., and M. Levin. 2000. Reconstructing the relationships between universities and society through action research. In Handbook of qualitative research, ed. N.D. Denzin and Y.S. Lincoln, 2nd ed., 85-106. Thousand Oaks, CA: Sage.
23. Hammersley, M. 1992. What's wrong with ethnography? London: Routledge.
24. Hill, M. 2005. Ethical considerations in researching children's experiences. In Researching children's experiences: approaches and methods, ed. S. Greene and D. Hogan, 61-86. London: Sage.
25. Hopkins, D. 2002. A teacher's guide to classroom research. Buckingham: Open University Press. (Orig. pub. 1985.)
26. Janesick, V.J. 2000. The choreography of qualitative research design. In Handbook of qualitative research, ed. N.K. Denzin and Y.S. Lincoln, 2nd ed., 379-99. Thousand Oaks, CA: Sage.
27. Kemmis, S. 2006. Participatory action research and the public sphere. Educational Action Research 14, no. 4: 459-76.
28. Kemmis, S., and R. McTaggart. 2000. Participatory action research. In Handbook of qualitative research, ed. N.K. Denzin and Y.S. Lincoln, 2nd ed., 567-606. London: Sage.
29. Lareau, A. 2000. Home advantage: Social class and parental intervention in elementary education. Oxford: Rowman & Littlefield.
30. Lather, P. 2004. Scientific research in education: A critical perspective. Journal of Curriculum and Supervision 20, no. 1: 14-30.
31. British Educational Research Journal 30, no. 6: 759-72.
32. Masson, J. 2000. Researching children's perspectives: Legal issues. In Researching children's perspectives, ed. A. Lewis and G. Lindsay, 34-45. Buckingham: Open University Press.
33. McNeal, R.B. 1999. Parental involvement as social capital: Differential effectiveness on science achievement, truancy and dropping out. Social Forces 78, no. 1: 117-44.
34. McNiff, J.P. Lomax, and J. Whitehead. 1996. You and your action research project. Bournemouth: Hyde.
35. Negri, A. 2008. On social ontology: Material labour, immaterial labour and biopolitics. In Reflection on empire, ed. A. Negri, 60-78. London: Polity Press.
36. Norris, N., and B. MacDonald. 1992. Looking up for a change: Political horizons in policy evaluations. Case Study Methods ER881. Deakin: Deakin University.
37. Passmore, J. 1984. Academic ethics? Journal of Applied Philosophy 1: 63-78.
38. Posch, P. 1994. Changes in the culture of teaching and learning and implications for action research. Educational Action Research 2, no. 2: 153-61.
39. Simons, H., and R. Usher, eds. 2000. Situated ethics in educational research. London: Routledge.
40. Southampton Psychology Service. 2003. Emotional literacy: Assessment and intervention, ed. A. Faupel. London: nferNelson.
41. Stringer, E.T. 2004. Action research in education. London: Sage.
42. Stringer, E.T. 2007. Action research. 3rd ed. London: Sage.
43. Stronach, I., R. Halsall, and D. Hustler. 2002. Future imperfect: Evaluation in dystopian times. In Exploring evaluator role and identity, ed. K. Ryan and T. Schwandt, 167-92. Greenwich, CT: Information Age.
44. Stronach, I., and B. Morris. 1994. Polemical notes on educational evaluation in the age of 'policy hysteria'. Evaluation and Research in Education 8, nos. 1/2: 5-19.
45. Truman, C. 2003. Ethics and the ruling relations of research production. Sociological Research Online 8(1). Available from, http:/www.socresonline.org.uk/8/1/Truman.htlm (accessed on August 22, 2009).
46. Turner, E., J. Lloyd, I. Stronach, and S. Waterhouse. 1994. Plotting partnership: Education- business links in Scotland. Report prepared for the SOED, Department of Education, University of Stirling.
47. van den Hoonard, W.C. 2002. Walking the tight rope. Toronto: University of Toronto Press.
48. Wiles, R., S. Heath, G. Crow, and V. Charles. 2005. Informed consent in social research: A literature review. Economic Social Research Council (ESRC) National Centre for Research Methods, NCRM Review papers NCRM/001. London: Institute of Education. http://nrcm.ac.uk/publications/methodsreview/MethodsReviewPaperNCRM-001.pdf (accessed August 12, 2009).
49. Wolcott, H.F. 1994. Transforming qualitative data. Thousand Oaks, CA: Sage.
50. Zuber-Skerritt, O., ed. 1996. New directions in action research. Abingdon: RoutledgeFalmer.