Patricia Maguire

TL;DR: In this paper, members of the editorial board of Action Research responded to the question, ''Why action research?" Based on their responses and the authors' own experiences as action researchers, they examined common themes and commitments among action researchers as well as exploring areas of disagreement and important avenues for future exploration.

TL;DR: The notion of teachers studying their own practice and working with students and community partners to address issues of inequality in schooling is the radical root of many forms of educational practitioner inquiry as discussed by the authors. But this emancipatory foundation of practitioner inquiry is currently under threat by efforts to limit the focus of this engaged form of knowledge generation to narrowly defined and decontextualized problems.

TL;DR: In this paper, the authors consider how feminist theories have and can contribute to action research, while acknowledging some of the tensions that arise when applying and building feminist theories, and they have an important role to play in any action research with transformative intentions.

TL;DR: In this article, the authors argue that there cannot be truly emancipatory participatory research or participatory advocates without explicit incorporation of feminist perspectives and propose a more feminist participatory approach.

TL;DR: In this paper, the authors discuss the relationship between women's self-identity and participation in participatory action research in the field of women's empowerment and women's participation in action research.