For those concerned with issues of equity and social justice in schools, differences in achievement and participation rates amongst students from different socio-economic groups pose a significant challenge. These differences persist despite having been a major focus for educational researchers over several decades. Conventional approaches to research appear to have had little impact. This feature aims to explore the potential of action research to challenge the exploitative nature of education and address the perceived de-professionalization of teachers (Ball, 2013) through involving them as collaborative partners rather than as the objects of research.

Action research involves practitioners carrying out a systematic and rigorous investigation of their own practice. It aims to develop a deeper understanding of theory-in-practice and to bring about positive social change for those involved in the research process. Action research methodologies have been under-utilized in formal school educational settings and have tended to be carried out in informal settings or in under-developed countries where the exploitative nature of practice is more overt. A 2018 BERA report highlighted the renewed interest in ‘close to practice’ research, including action research, for bringing about changes in classroom practice, while at the same time highlighting concerns over its quality. Practitioner research often lacks robustness in research design and transferability to contexts beyond those in which the practitioners are working. 

Publication date: 13 November 2020. Volume 18, Issue 3.

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Guest Editor

Dr Pete Wright, UCL Institute of Education, UCL, UK.

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Article list 

Research article

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