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Additional resources for Action Research: Living Theory
While we personally manage to realize our values in our practices for much of our working lives, we still sometimes find ourselves in contexts where we are not living our values as fully as we would like. However, while we are familiar through long experience with such situations, we are deeply concerned about how teachers and other practitioners are systematically bullied by dominant forms of research and theory, and are persuaded to think that they cannot think for themselves or participate in public debates about education and the future of professional endeavours.
When you think about your house propositionally, you would probably think of a room with four walls, which act as boundaries, fixed demarcations. The mental models involved in understanding living spaces as organized into boundaried rooms are symptomatic of a mode of thinking that understands physical reality as organized as closed spaces, social reality as organized as specific modes of conduct, and underlying modes of thought as closed. Propositional logics tend to make statements about the way things are, with no room for argument.
At this point therefore we are able to formulate specific research questions, including the following: • How do we encourage educators to participate in public debates about the future of educational research? • How do we enable practitioners to produce accounts that show the creative processes of their own living educational theories? • What kind of resources do we produce to enable them to do so? • What kind of practices do we personally need to engage in as we support their personal professional enquiries?