Action research: an intervention or a potentially transformative process ?

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A teaching colleague recently told me how he had undertaken a highly successful action research project with his maths class. When asked, he explained how he had used a software programme to help his students learn 2D and 3D shapes. I thought the project sounded interesting and asked him to tell me some more about it. He explained how he was interested in using technology and decided to use the software to help raise students understanding of 2 and 3D shapes. He had done a pre-test and tabulated the results. He then introduced the students to the software and after a couple of weeks, administered a post-test. The scores showed that the students’ understanding had increased greatly and my colleagues was delighted.

I was disappointed when I realised that that was all he had done! In my opinion, action research encapsulates much more than trying out a new idea. While the aim of improving one’s practice is always admirable, I think that calling, what is basically an intervention, an ‘action research project’, demonstrates disappointing lack of understanding around the underpinning features of action research.

Maybe this is an opportune moment to remind ourselves what we mean by self study action research.

Undertaking an action research project assumes, for example, that one-

has an understanding of one’s educational values,

is living or trying to live, in the direction of one’s educational values,

has engaged in critical reflection on their practice,

experiences oneself as a ‘living contradiction’ (Whitehead, 1999)

is seeking to improve one’s practice or one’s understanding of one’s practice,

is aiming to generate a theory from one’s learning in the process of the project and

acknowledges that the focus of the research is ‘I’ (along with others). (See McDonagh et al. 2012 and Whitehead and McNiff 2006 for more on these ideas.)

Engaging in action research allows the the teacher to be a researcher and a theorist. It encourages a dialectic between theory and practice. It enables the practitioner to assume a sense of autonomy over their practice as they develop theories and ideas from a personalised grassroots perspective. It enables practitioners to potentially transform their thinking, their practice and their sense of professionalism while generating educational theory from their practice.

So, while I believe that self-study action research can encompass the staging of an intervention or an experimentation with a new idea in one’s classroom, its essence is far greater and more powerful than that. Let us not reduce the power of action research to  a hollow victory narrative based on increased test scores. Let us embrace self-study action research in its powerful, transformational wholeness and try make a sustainable difference in our professional lives!

 

 

 

 

 

 

Racism and Prejudice in Modern Ireland

Recent events in Ireland confirm the suspicion that prejudice and racism continue to underpin bureaucratic policy in relation to the treatment of minority groups and immigrants. Two children were removed from the care of their Roma families simply because their hair/eye/skin colouring did not conform to the view commonly held as to what the Roma should look like, i.e. dark-haired, dark-eyed and sallow-skinned . Little or no consideration was given to the effect that such separation from their families would have on these young children, or to the trauma that could ensue for the families involved. Neither was there any thought for the effect that such actions could have on the Roma community in general, in terms of the fracturing of the often fragile relationships they share with the majority population. It will take some time to repair these relationships and to re-establish a basis of mutual trust and respect.

 

Was there another way that the situation could have been handled? There are always other options, some more humane and life-enhancing than others. In this instance, the children could have remained with their families for the short time it took to carry out DNA tests. The Roma families were not going to flee the country, having chosen to make Ireland their home. If the authorities had any doubts in this regard, they could have confiscated the passports of the parents, as they do in other situations where they feel there is a flight risk.

 

One wonders what would have happened if the situation had been reversed, i.e. if blond-haired, blue-eyed, white-skinned parents were discovered to have a dark-haired, dark-eyed, sallow-skinned child living with them? I do not doubt for one minute that the situation would have ben handled much more sensitively and with a greater degree of trust, resulting in the authorities waiting for conclusive evidence before contemplating the removal of the child. The injustice and inequality that are apparent in the handling of the Roma families in this incident are to be abhorred, and are an indication of how far we have yet to progress in terms of valuing and accepting marginalised and minority groups in Ireland.

 

It is not just because the Roma are immigrants that they are treated in such an uncaring and dehumanising way. Our own native Traveller community are treated equally badly. Just when schools had got to the stage of persuading Travellers that it was in the best interests of their children to attend school regularly and to continue their education to second level, and to envisage them as participants in the workforce on an equal basis with the settled population, the whole system collapsed through the actions of the Government. The Resource Teacher for Travellers, who ensured that Traveller children had school places and received adequate support to continue in school, was withdrawn in one of the first educational cutbacks. The Visiting Teacher for Travellers, who was instrumental in ensuring that Traveller children were placed in suitable second level schools, was also withdrawn. The free transport system for Traveller children was another casualty of the cutbacks in education. All of these measures have left Traveller education provision back where it was forty years ago, with no incentive for Traveller children to participate in the educational system and with no-one to mediate for them in their engagements with  educational establishments, when neither they nor their parents have the wherewithal to do so.

 

The situations of both the Roma and the Traveller community outlined here demonstrate the levels of oppression and deprivation that can be inflicted on marginalised and minority groups when there is a lack of concern for values of justice and equality among the general population.

Online Summer Course 2013

Enhancing Practice through Reflection, Action and Self-Evaluation
Summer Course 2013 Online (Primary teachers are entitled to three EPV days)

Click here to apply through Mayo Education Centre

In this course, you will:

  • explore ideas such as reflective practice and critical thinking,
  • make a personal action plan to enhance and evaluate your everyday work
  • see and hear the experiences of Irish teachers and some international experts who have spent years conducting self-study of their teaching
  • examine the current guidelines on self-evaluation from Department of Education and Skills that encourage teachers to become more active in a process of improving their own work practices.

Course leaders: Drs. Máirín Glenn, Caitriona McDonagh, Mary Roche and Bernie Sullivan
More information at http://www.mayoeducationcentre.ie

To book your place on this course go to http://www.mayoeducationcentre.ie

Forthcoming – International Research Methods Summer School

IRMSS Conference Schedule

This conference may be of interest to anyone engaged in education research. The programme includes a symposium by a group from St Pats Thurles which may be of particular interest to students in ITE.

In Year 3 the student teachers in St Pats Thurles identified an area of concern to them, arising from their year 2 and 3 School Placements. They then undertook a review of the literatures surrounding the conceptual frameworks of their area of study so as to deepen their understanding of their area of concern. In Year 4, in order to try and improve their teaching in relation to this area of concern, they carried out a small scale self study action research project during their final school placement. The research was conducted in collaboration with several critical friends – including pupils, cooperating teachers, tutors and peers.

Three of the student teachers will present their work at the IRMSS accompanied by Dr Mary Roche and Dr Jennifer Johnston from the St Pats Thurles Education Department.

Identifying an area of professional concern

When practitioners undertake research into their own practice and seek to improve aspects of that practice or to improve their understanding of it as they seek to generate new theory (McNiff and Whitehead, 2009a), one step they take is to identify an area of professional concern or interest.

This area of professional concern may be something that is causing anxiety for the practitioner or it may be an area that the teacher feels needs some investigation or indeed it can be an area that the teacher feels should be celebrated. A closely related phase of the research process seeks to identify why this issue is of concern to the practitioner (see Whitehead and McNiff 2006).

Whitehead (1989) talks about experiencing oneself as a ‘living contradiction’, a term he uses to describe occasions when we might not be acting out our values in our practice as we could or should. Sometimes, when we experience ourselves as a living contradiction in a certain aspect of our practice, we  can tell that this might an area of professional concern.

Establishing why an issue is of concern or is attracting your attention usually involves some deep reflection on the chosen area of interest. It also calls for critical thinking on the part of the practitioner and sometimes requires ‘digging deep’ into their own beliefs and everyday practices. Moon (2004: 100) explains that in-depth reflection is characterised by an ‘increasing ability to frame and reframe internal and external experience with openness and flexibility’.

This idea of seeing our work through a new lens, is kernal to the action research process.

(adapted from: McDonagh, C., Sullivan, B., Roche, M. and Glenn, M. (2012) Enhancing Practice through Professional Development: A teachers’ guide to classroom research. London: Routledge).

Moon, J. (2004) A Handbook of Reflective and Experiential Learning,London: RoutledgeFalmer.

Whitehead, J. (1989) ‘Creating a Living Educational Theory from Questions of the Kind, “How do I improve my Practice?”’ Cambridge Journal of Education 19 (1), 137-153, Online. Whitehead, J. and McNiff, J. (2006) Action Research Living Theory, London: Sage Publications.

Educational Pause

Sometimes we just race along through our educational lives without taking a moment to pause and take breath. As teachers we frequently rush to meet curriculum requirements, to get a topic ‘covered’, to meet the increasing  demands of the newest trends of literacy, numeracy and self evaluation as we struggle to meet the most recent Government whims.

When you are caught up in that frantic treadmill, it is very easy to forget what it is exactly you want to do as a teacher. You might forget the passion that brought you into the profession in the busyness of the day and lose your sense of purpose and connection. You may try to cling to mindless exercises in ticking boxes to give you a sense of achievement. Frequently ticking boxes can be a frustrating process not only because you may not be able to tick the prescribed boxes with honesty and integrity but also because these particular  boxes may have little  to do with people or how they learn.

I am calling for a pause…a moment to take a breath…and to put aside the checklists and busyness for a moment.

Just think about one of your students for a few moments, somebody who needs a little help with something perhaps, and imagine how you can do something in your everyday work that can help them.  As you visualise yourself working alongside this student in a way that will help them, make the decision to actually do this tomorrow.

Even pausing to think about  one student as a real living being, and not as a statistic in a standardised test, can go some way towards helping return to us some sense of the ultimate importance of the human connection in teaching and learning; of holism in education; of the ‘I – Thou’ relationships that Buber talks about.

Take the pause, breathe in and wait for inspiration.

“I need to start moving at the speed of my soul, not any faster.”
Parker J. Palmer   http://www.couragerenewal.org/blog