Talk as action in ‘collaborative action research’: making and taking apart teacher/researcher relationships

Abstract

This article considers the role of university researchers in a project aimed at developing inclusive practices in schools through collaborative action research. It tells the story of how these researchers became part of the action in one school—Beechbank Primary—through visits, the collection and reporting of data, and through the development of a relationship (particularly with the head teacher) that facilitated learning and change to take place. One of the issues highlighted is that it is in the process of setting up an action research project that many disturbances are evident and, perhaps, inevitable. We argue that it is in working with these disturbances that one might begin to establish the basis of a collaborative relationship, rather than implying that collaboration may result in such things. The approach taken in the section ‘Beechbank Story’ is a conscious departure from the investigations conducted as a consequence of audit mechanisms, where only particular measurable outcomes, designated in advance, constitute evidence of ‘progress’. We focus instead on process and hope to illustrate the small shifts and changes, documented ethnographically, which we argue are essential if change is to take place in the culture of a school.

Acknowledgements

With thanks to everyone in the Project, and to Kathy Boxall, Sam Fox, Ian Kaplan and the reviewers of an earlier version for helpful readings of the account.

Notes

1. The Economic and Social Research Council (ESRC) is funded by the UK central government. It is the UK's leading research funding and training agency addressing economic and social concerns.

2. The ‘Network for Inclusion’ was funded under the ESRC managed Teaching and Learning Research Programme (TLRP). The project title was ‘Understanding and Developing Inclusive Practices in Schools’, Grant holders: Mel Ainscow (Manchester), Tony Booth (Canterbury) and Alan Dyson (Newcastle). Award number: L139 25 1001. The TLRP is funded by the Higher Education Funding Council for England (HEFCE) with contributions from the Scottish Executive, National Assembly for Wales, Northern Ireland Executive and the Department for Education and Skills, and is managed by the ESRC. The Programme was launched in 1999. The Programme aims to deliver high‐quality research which leads to improvements in the achievement of learners of all ages, in all sectors and contexts of education, training and lifelong learning throughout the UK. ‘Inclusion’ in this context relates to full participation in schooling of those previously constructed as having ‘special educational needs’. The shift in emphasis relates to the belief that schools should adapt to meet individual needs in the mainstream classroom, rather than expecting individuals (perhaps with extra help outside the classroom) to adapt to existing school practices.

3. England is currently divided into 154 LEAs. These LEAs have four areas of responsibility: overseeing special educational needs provision, school transport, school improvement and admissions.