Notes on writing subjects of action research

Abstract

In this article, the author playfully represents his role as reader and interpreter of an article sent to him for review by editors of the journal Educational Action Research. By representing the specificity of his reader responses, the author shows how literacy practices function to create the identities of readers and writers. It is argued that a post-structural view of reading and interpretation helps those engaged in action research projects to understand that knowledge and identities are co–specified. Reports of action research, then, are not merely reports of what is learned through shared inquiry; they also reveal traces of how the subjects involved in action research are affected by their work.