On the viability of action research in education

2014 IJRSE – Volume 3 Issue 1


Shakouri, Nima*
Roudbar Branch, Islamic Azad University, Iran (shakouri.ni@gmail.com)


Knowledge is centered within society, and dynamism is based on the view that the world is constantly changing. In this regard, action research offers a tool for teachers to become the agents of change rather than as the recipients of knowledge. Furthermore, for the change to be consolidated, teachers should enter into dialogue with researchers. In fact, utterances of a single individual are barren until they are granted meaning by the other individuals. By elaborating on the tenets of action research, the paper is trying to confirm that the democratic nature of inquiry is per se well-appraised, but the applicability of action research in any context is under question. To the present writer, action research is not fulfilling these hopes because the teachers are not well-supported. However, besides investigating the philosophy adapted by action research, the writer suggests any attempt towards re-describing inquiry and abandoning the old terminologies inherited from traditional predecessors are worthwhile provided that the foundation of the so-called precondition, i.e., collaboration, for an action research is met.

Keywords: dialogue; action research; pragmatism; conscientization


DOI: https://doi.org/10.5861/ijrse.2013.544

*Corresponding Author