Change from Within: an account of school‐based collaborative action research in an English secondary school

Oldroyd, David; Tiller, Tom

doi:10.1080/0260747870130102

Cited by 11 publications

(4 citation statements)

References 2 publications

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“…One of these possibilities is outlined by Oldroyd (1985b) and Oldroyd and Tiller (1987). Their work is chosen as an example because it set out explicitly to challenge the teaching culture.…”

Section: Collaborative School-based Actionmentioning

confidence: 99%

Prevalence, presentation and occupational risk factors of chronic venous disease in nurses

et al. 2015

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Section: Collaborative School-based Actionmentioning

confidence: 99%

Prevalence, presentation and occupational risk factors of chronic venous disease in nurses

et al. 2015

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“…Practitioner research can either reproduce those norms, rules, skills, and values or it can challenge them. As we have defined rigor in this article, it would be difficult to do rigorous practitioner research without eventually coming up against these institutional barriers or what Oldroyd and Tiller (1987) call "glass walls." Practitioners intuitively know that when they challenge the norms, the institutions' dynamic conservatism will often respond in a self-protective manner.…”

Section: Practitioner Knowledge As a Threat To The Status Quo Of Schoolsmentioning

confidence: 99%

The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities?

Anderson

Herr

1999

Educational Researcher

332

151

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Introducing the new scholarship into institutions of higher education means becoming involved in an epistemological battle. It is a battle of snails, proceeding so slowly that you have to look very carefully in order to see it going on. But it is happening nonetheless.-Donald Schon (1995)A ccording to Schon (1995) "the new scholarship" implies "a kind of action research with norms of its own, which will conflict with the norms of technical rationality-the prevailing epistemology built into the research universities" (p. 27). The "battle" of snails that Schon refers to echoes the "paradigm wars" among "positivists," interpretiyists, and critical theorists, satirically described by Gage (1989) in the pages of Educational Researcher. While we believe • that practitioner research cannot be subsumed under any of Gage's three paradigms without doing it damage, our purpose in this article is not to argue for separate paradigm status. Nevertheless, we believe that the insider status of the researcher, the centrality of action, the requirement of spiraling self-reflection on action, and the intimate, dialectical relationship of research to practice, all make practitioner research alien (and often suspect) to researchers who work out of Gage's three academic paradigms. If anything, academic traditions of feminist and poststructural research might be more compatible with these characteristics.It is interesting to speculate on why metaphors of war and battles are evoked to discuss these epistemological debates. While it could be attributed to the academic version of "a guy thing," we think the association with violence has more to do with the ways these epistemologies are embedded in the very institutional structures of universities (i.e., human subjects review boards, tenure and promotion criteria, dissertation committees, etc.). These structures, in turn, create a kind of institutionalized violence that is used to protect the epistemological stances that underlie an institution's perceived legitimacy. Because the two are inextricably linked, our goal is to discuss how institutional and epistemological dilemmas are dialectically related. Cert mological stances will be more of a threat to institutions than others will, and institutional structures and politics will, to some extent, determine the epistemological stances that can be safely advanced.In this article, we will explore the ways institutions respond to ways of knowing that appear to threaten their legitimacy. We will discuss not only resistance within the academic community to legitimating practitioner research 1 , but also the threat that a view of professionalism based on rigorous inquiry by school practitioners represents to public schools as they are currently structured. A discussion is provided of what "rigorous" practitioner research might look like along with some tentative "validity" criteria for evaluating rigor. We will then explore how colleges of education are responding to an increasing crisis of legitimacy of their own model of knowledge creation and ...

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“…The latter might suffer the fate of Plowdenism and transform to ideology (Alexander, 1992). Pupil involvement in control of their own learning (Rowland, 1987;Oldroyd & Tiller, 1987) and in the evaluation of their own work (Armstrong, 1992;Towler & Broadfoot, 1992;Quicke & Winter 1993) are indicated. In general, pupil Voices' need to be heard.…”

Section: Achieving Breakthroughsmentioning

confidence: 98%

Critical Students: breakthroughs in learning

Woods

1994

International Studies in Sociology of Education

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Alienative learning is a common feature in schools. Approaches aiming to combat it, such as child-centred progressivism or critical pedagogy, do not appear to have been very productive as yet in the empowerment of students. Alienative learning, in fact, seems set to increase in the drift to intensification. This paper takes a different approach, seeking to identify instances of empowerment that have actually occurred, and examining their properties. Examples include moments or periods of profound insight; the cultivation of marginality; positive trauma; communitas; and social outrage. These are all potentially radicalising states. Among the factors for achieving breakthroughs is the use of pupils as 'critical others'. An example is given involving some children with special needs, wherein the learning and development of all, including teachers, was enhanced.

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Change from Within: an account of school‐based collaborative action research in an English secondary school

Cited by 11 publications

References 2 publications

Prevalence, presentation and occupational risk factors of chronic venous disease in nurses

Prevalence, presentation and occupational risk factors of chronic venous disease in nurses

The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities?

Critical Students: breakthroughs in learning

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