Action Research: Applied Research, Intervention Research, Collaborative Research, Practitioner Research, or Praxis Research?
This article relates common ways of conceptualising action research as “intervention”, “collaboration”, “interactive research”, “applied research”, and “practitioner research” to a number of different ways of knowing, extracted from the works of Aristotle. The purpose is not to disavow any of these practices but to expand the philosophical, methodological, and theoretical horizon to contain the Aristotelian concept of praxis. It is claimed that praxis knowing needs to be comprehended in order to realize the full, radical potential in action research providing real “added value” in relation to more conventional social research approaches. Praxis knowing radically challenges the divisions of labour between knower-researchers and the known-researched. Thereby it also challenges both the epistemologies and institutionalisations dominating both conventional research and conventional ways of conceptualising action research.
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Data sharing in the life sciences : a study of researchers at the Norwegian University of Life Sciences Kvale, Live Håndlykken (Høgskolen i Oslo og Akershus. Institutt for arkiv, bibliotek- og info.fagUniversitetet i TallinnUniversitetet i Parma, 2012)Digital research data collected in the sciences has the potential to be reused and shared openly. Several arguments for such sharing have come forward both from funders and researchers during the last decade. This study ...
Gjærum, Rikke Gürgens (Oslo and Akershus University College, 2013)The purpose of this article is to study how a reminiscence theatre production develops dramaturgically, and to discuss what impact it has on the participants who take part in the project “The aged as a resource”. The theatre ...
Keane, Moyra; Khupe, Constance; Seehawer, Maren (Nelson Mandela Metropolitan University, 2017)It is common for indigenous knowledge (IK) researchers in South Africa to conduct studies within conventional Western paradigms, especially in the field of IK-science curriculum integration. The scientific paradigm usually ...