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Category Archives for "Classroom/educational action research"

“Power-with” structures in complex healthcare systems: Gladys Yinusa Interviews Hilary Bradbury

 “Action researching means we’re reflecting together. We’re bringing stakeholders into inquiry for change to their own experience. In the healthcare world it is not just because we respect patients that we include them. Although that is true. It is also because we end up with better information when there are more eyes, more hearts and […]

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Gladys Yinusa, PhD Candidate from Bournemouth University reflects on the AR+ eCO Retreat.

Gladys Yinusa is completing her action research dissertation as we speak. It titled “An action research study to improve ward practices”, and explores the influence of organisational culture in the provision of food and nutrition care for hospitalised patients. Gladys is a match-funded PhD student from the Department of Nursing Science, Bournemouth University, in collaboration […]

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For ART’s sake. Action Research Transformations and ARJ

Choicepoints for quality are arrows toward better work

At Action Research Journal (ARJ), we have refreshed and deepened our commitment to emphasizing Action Research for Transformations (ART). Deepening commitment to ART Our commitment means that, henceforth, we’ll publish action research that is “transformative.” (Right that is not a simple matter; there is not a simple definition!).  The journal’s associate editors  – names listed […]

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Resistant voices help us imagine alternatives. Reflecting with Timothy Pyrch

Professor Emeritus Timothy Pyrch

Timothy Pyrch is professor emeritus of the University of Calgary, Canada. He helped organize action researchers from around the world at the first academic congress in 1989. His work preserves indigenous ways of knowing the world, emphasizing story-telling. Timothy explains that in this time of social-ecological transition, we need insights that can disrupt the dominant […]

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From power struggle to benevolent authority and empathic limit setting:  Creating inclusive school practice with excluded students through action research

Empathic limit setting” is an effective innovative “relational” alternative to punishment with the toughest kids – developed with and by teachers through participative action research. It’s a great example of building actionable theory from practice, a valuable read for teachers, or anyone, working with risk/excluded young people.” Children who are excluded, for whatever reason, experience […]

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