Contextualizing critical action research: lessons from urban educators

Abstract

In this paper, we argue that teacher‐researchers, especially those in politically contested school communities, should be encouraged to conduct critical action research that is contextually bound. Such a research methodology includes tenets of critical action research, postmodern and feminist theory, and attention to how oppression manifests in educational institutions. Utilizing reflections from our students of action research as well as our own reflective journals, we address three questions: How can action research be more applicable in urban contexts? How can action research be used in processes of urban education reform? How can educational researchers (both university and K–12) continue to advocate for an action research that is critical, emancipatory and empowering for all stakeholders?

Keywords:

• Action research
• Critical theory
• Teacher education
• Urban