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Action Research Within the Tradition of Nordic Countries

Chapter in book
Authors Karin Rönnerman
Petri Salo
Published in In L. Rowell, C.Bruce, J. M. Shosh & M. Riel (Eds.), The Palgrave International Handbook for Action Research
Pages 455-469
ISBN 978-1-137-44108-9
Publisher Palgrave macmillian
Place of publication New York
Publication year 2017
Published at Department of Education and Special Education
Pages 455-469
Language en
Links www.palgrave.com/us/book/9781137441...
Keywords action research, nordic education tradition, bildung, folk enlightenment
Subject categories Pedagogy

Abstract

The promise and challenge of action research is embedded in the double-edged concept itself: “action” referring to striving for improvement and change, and “research” suggesting certain kinds of principles and practices for enhancing and enabling change. As Somekh and Zeichner (2009, p.5) note, the collision of terms emanates discursive power. In our interpretation action research is first and foremost to be understood as a “both-and” concept, combining political aspirations with methodological ambitions. In this chapter we dig deeper into this discursive collision and the potentials of the both-and character. We search for inspiration and understanding in the history of our educational traditions in order to reflect on the concepts and practices in use today. Within the field of education we look at Nordic ways of conducting action research as a historical, political and cultural amalgamation of Continental (German) pedagogy, the ideals and aims of the French revolution, and the methods of Anglo-American popular education.

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