I have done historical/conceptual work in social studies as well as some analysis of my own practice as a social studies teacher educator, both of these with a particular eye toward issues of anti-racist education. I have recently completed a number of publications reflecting these broad research interests. A natural outgrowth of both the conceptual and field studies has been on the need for a more adequate framework for curriculum history and curriculum development (including that for teacher education) to reflect the diverse segment of American education.I have recently published on participatory action research and worked to facilitate understanding of diversity among pre-service teachers through social and community inquiry assignments. Bridget Somekh is based at Manchester Metropolitan University as well as University of Canterbury.

′[I]t is undoubtedly an important and interesting volume′ - ESCalate′Action research continues to play a major role in democratising educational inquiry. This volume demonstrates why this is the case. It provides a set of articulate and sensitive analyses that deserve a wide readership.′ - Michael W. Apple, John Bascom Professor of Education, University of Wisconsin, US; Madison and World Scholar and Professor of Educational Policy Studies, Institute of Education, University of London, UK

• Introduction - Susan E. Noffke and Bridget SomekhRevisiting the Professional, Personal and Political Dimensions of Action Research - Susan E. NoffkePART ONE: ACTION RESEARCH METHODOLOGY: DIVERSITY OF RATIONALES AND PRACTICESIntroduction to Part IBuilding Educational Theory through Action Research - John ElliottTeacher Research as Stance - Marilyn Cochran-Smith and Susan L LytleDialogic Inquiry as Collaborative Action Research - Gordon WellsAction Research and the Personal Turn - Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim TeelEducational Action Research: A critical approach - Wilfred Carr and Stephen KemmisAction Research for/as/Mindful of Social Justice - Morwenna GriffithsPART TWO: PROFESSIONAL: KNOWLEDGE PRODUCTION, STAFF DEVELOPMENT, AND THE STATUS OF EDUCATORS Introduction to Part IIA School District-Based Action Research Program in the United States - Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra PiedrahitaUsing Action Research to Support Students with Special Educational Needs - Christine O′HanlonRenegotiating Knowledge Relationships in Schools - Chris Bigum and Leonie RowanLesson Study as Action Research - Catherine Lewis, Rebecca Perry and Shelley FriedkinProfessional Development, Teacher Voice and Knowledge ProductionPractitioner Action Research and Educational Leadership - Gary L Anderson and Kathryn HerrEducational Action Research as a Paradigm for Change - Shoshana Keiny and Lily Orland-BarakPractitioner Action Research: Building and Sustaining Success Through Networked Learning Communities - Christopher Day and Andrew TownsendAction Research and Educational Change: Teachers as Innovators - Lesley Saunders and Bridget SomekhA School System Takes on Exhibitions through Teacher Action Research - Marie BrennanAction Research, Professional Development and Systemic Reform - Herbert Altrichter and Peter PoschSustaining the Next Generation of Teacher-Researchers to Work for Social Justice - Barbara Comber and Barbara KamlerCo-operative Change Management through Practitioner Inquiry - Susan Groundwater-SmithPART THREE: PERSONAL: SELF-AWARENESS, DEVELOPMENT AND IDENTITYIntroduction to Part IIIEthics and the ′Personal′ in Action Research - Jane ZeniWriting to Learn: A process for the Curious - Mary Louise HollyFrom Passionate Enquiry to Loving Detachment: One researcher′s Methodological Journey - Marion DaddsThe Interconnections between Narrative Inquiry and Action Research - Debbie Pushor and D Jean ClandininCapabilities, Flourishing and the Normative Purposes of Action Research - Melanie WalkerDemonstrating Quality in Educational Research for Social Accountability - Jean McNiff and Jack WhiteheadAction Research and Pedagogy as Science of the Child′s Upbringing - Petra Ponte and Jan AxDeveloping Relationships, Developing the Self: Buddhism and Action Research - Richard WinterTeaching and Cultural Difference: Exploring the potential for a psychoanalytically informed action research - Terrance CarsonComplexity Theory and Action Research - Dennis Sumara and Brent DavisAgency through Action Research: Constructing Active Identities from Theoretical Models and Metaphors - Bridget SomekhExistentialism and Action Research - Allan FeldmanPART FOUR: POLITICAL: POPULAR KNOWLEDGE, DIFFERENCE, AND FRAMEWORKS FOR CHANGE Introduction to Part IVElbows Out, Arms Linked: Claiming spaces for feminisms and gender equity in educational action research - Patricia Maguire and Britt-Marie BergeStudents′ Participation in School Change: Action research on the ground - Pat Thomson and Helen GunterCommunity Action and Agency in the Education of Urban Youth - Peter C Murrell Jnr.Professional Development, Teacher Voice and Knowledge ProductionSocial-Political Theory in Working with Teachers for Social Justice Schooling - Marie Brennan and Susan E NoffkeRethinking Action Research: Commonsense and Relations of Freedom - Andrew GitlinParticipatory Action Research in Latin American Education: A road map to a different part of the world - Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H SuárezTeacher Development and Political Transformation: Reflections from the South African experience - Maureen Robinson and Crain SoudienThe Impact of Action Research in the Spanish Schools in the Post-Franco Era - Ángel I Pérez Gómez, Miguel Sola Fernandez, Encarnación Soto Gomez and Francisco Murillo MasPopular Education and Action Research - Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M Brinton Lykes, Jean Schensul and Susan WilliamsPartnership Action Research for Social Justice: Politics, challenges and possibilities - Lew Zipin and Robert HattamConclusions - Bridget Somekh and Susan E Noffke

I have done historical/conceptual work in social studies as well as some analysis of my own practice as a social studies teacher educator, both of these with a particular eye toward issues of anti-racist education. I have recently completed a number of publications reflecting these broad research interests. A natural outgrowth of both the conceptual and field studies has been on the need for a more adequate framework for curriculum history and curriculum development (including that for teacher education) to reflect the diverse segment of American education.I have recently published on participatory action research and worked to facilitate understanding of diversity among pre-service teachers through social and community inquiry assignments. Bridget Somekh is based at Manchester Metropolitan University as well as University of Canterbury.

′[I]t is undoubtedly an important and interesting volume′ - ESCalate′Action research continues to play a major role in democratising educational inquiry. This volume demonstrates why this is the case. It provides a set of articulate and sensitive analyses that deserve a wide readership.′ - Michael W. Apple, John Bascom Professor of Education, University of Wisconsin, US; Madison and World Scholar and Professor of Educational Policy Studies, Institute of Education, University of London, UK

• Introduction - Susan E. Noffke and Bridget SomekhRevisiting the Professional, Personal and Political Dimensions of Action Research - Susan E. NoffkePART ONE: ACTION RESEARCH METHODOLOGY: DIVERSITY OF RATIONALES AND PRACTICESIntroduction to Part IBuilding Educational Theory through Action Research - John ElliottTeacher Research as Stance - Marilyn Cochran-Smith and Susan L LytleDialogic Inquiry as Collaborative Action Research - Gordon WellsAction Research and the Personal Turn - Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim TeelEducational Action Research: A critical approach - Wilfred Carr and Stephen KemmisAction Research for/as/Mindful of Social Justice - Morwenna GriffithsPART TWO: PROFESSIONAL: KNOWLEDGE PRODUCTION, STAFF DEVELOPMENT, AND THE STATUS OF EDUCATORS Introduction to Part IIA School District-Based Action Research Program in the United States - Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra PiedrahitaUsing Action Research to Support Students with Special Educational Needs - Christine O′HanlonRenegotiating Knowledge Relationships in Schools - Chris Bigum and Leonie RowanLesson Study as Action Research - Catherine Lewis, Rebecca Perry and Shelley FriedkinProfessional Development, Teacher Voice and Knowledge ProductionPractitioner Action Research and Educational Leadership - Gary L Anderson and Kathryn HerrEducational Action Research as a Paradigm for Change - Shoshana Keiny and Lily Orland-BarakPractitioner Action Research: Building and Sustaining Success Through Networked Learning Communities - Christopher Day and Andrew TownsendAction Research and Educational Change: Teachers as Innovators - Lesley Saunders and Bridget SomekhA School System Takes on Exhibitions through Teacher Action Research - Marie BrennanAction Research, Professional Development and Systemic Reform - Herbert Altrichter and Peter PoschSustaining the Next Generation of Teacher-Researchers to Work for Social Justice - Barbara Comber and Barbara KamlerCo-operative Change Management through Practitioner Inquiry - Susan Groundwater-SmithPART THREE: PERSONAL: SELF-AWARENESS, DEVELOPMENT AND IDENTITYIntroduction to Part IIIEthics and the ′Personal′ in Action Research - Jane ZeniWriting to Learn: A process for the Curious - Mary Louise HollyFrom Passionate Enquiry to Loving Detachment: One researcher′s Methodological Journey - Marion DaddsThe Interconnections between Narrative Inquiry and Action Research - Debbie Pushor and D Jean ClandininCapabilities, Flourishing and the Normative Purposes of Action Research - Melanie WalkerDemonstrating Quality in Educational Research for Social Accountability - Jean McNiff and Jack WhiteheadAction Research and Pedagogy as Science of the Child′s Upbringing - Petra Ponte and Jan AxDeveloping Relationships, Developing the Self: Buddhism and Action Research - Richard WinterTeaching and Cultural Difference: Exploring the potential for a psychoanalytically informed action research - Terrance CarsonComplexity Theory and Action Research - Dennis Sumara and Brent DavisAgency through Action Research: Constructing Active Identities from Theoretical Models and Metaphors - Bridget SomekhExistentialism and Action Research - Allan FeldmanPART FOUR: POLITICAL: POPULAR KNOWLEDGE, DIFFERENCE, AND FRAMEWORKS FOR CHANGE Introduction to Part IVElbows Out, Arms Linked: Claiming spaces for feminisms and gender equity in educational action research - Patricia Maguire and Britt-Marie BergeStudents′ Participation in School Change: Action research on the ground - Pat Thomson and Helen GunterCommunity Action and Agency in the Education of Urban Youth - Peter C Murrell Jnr.Professional Development, Teacher Voice and Knowledge ProductionSocial-Political Theory in Working with Teachers for Social Justice Schooling - Marie Brennan and Susan E NoffkeRethinking Action Research: Commonsense and Relations of Freedom - Andrew GitlinParticipatory Action Research in Latin American Education: A road map to a different part of the world - Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H SuárezTeacher Development and Political Transformation: Reflections from the South African experience - Maureen Robinson and Crain SoudienThe Impact of Action Research in the Spanish Schools in the Post-Franco Era - Ángel I Pérez Gómez, Miguel Sola Fernandez, Encarnación Soto Gomez and Francisco Murillo MasPopular Education and Action Research - Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M Brinton Lykes, Jean Schensul and Susan WilliamsPartnership Action Research for Social Justice: Politics, challenges and possibilities - Lew Zipin and Robert HattamConclusions - Bridget Somekh and Susan E Noffke

I have done historical/conceptual work in social studies as well as some analysis of my own practice as a social studies teacher educator, both of these with a particular eye toward issues of anti-racist education. I have recently completed a number of publications reflecting these broad research interests. A natural outgrowth of both the conceptual and field studies has been on the need for a more adequate framework for curriculum history and curriculum development (including that for teacher education) to reflect the diverse segment of American education.I have recently published on participatory action research and worked to facilitate understanding of diversity among pre-service teachers through social and community inquiry assignments. Bridget Somekh is based at Manchester Metropolitan University as well as University of Canterbury.

′[I]t is undoubtedly an important and interesting volume′ - ESCalate′Action research continues to play a major role in democratising educational inquiry. This volume demonstrates why this is the case. It provides a set of articulate and sensitive analyses that deserve a wide readership.′ - Michael W. Apple, John Bascom Professor of Education, University of Wisconsin, US; Madison and World Scholar and Professor of Educational Policy Studies, Institute of Education, University of London, UK

• Introduction - Susan E. Noffke and Bridget SomekhRevisiting the Professional, Personal and Political Dimensions of Action Research - Susan E. NoffkePART ONE: ACTION RESEARCH METHODOLOGY: DIVERSITY OF RATIONALES AND PRACTICESIntroduction to Part IBuilding Educational Theory through Action Research - John ElliottTeacher Research as Stance - Marilyn Cochran-Smith and Susan L LytleDialogic Inquiry as Collaborative Action Research - Gordon WellsAction Research and the Personal Turn - Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim TeelEducational Action Research: A critical approach - Wilfred Carr and Stephen KemmisAction Research for/as/Mindful of Social Justice - Morwenna GriffithsPART TWO: PROFESSIONAL: KNOWLEDGE PRODUCTION, STAFF DEVELOPMENT, AND THE STATUS OF EDUCATORS Introduction to Part IIA School District-Based Action Research Program in the United States - Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra PiedrahitaUsing Action Research to Support Students with Special Educational Needs - Christine O′HanlonRenegotiating Knowledge Relationships in Schools - Chris Bigum and Leonie RowanLesson Study as Action Research - Catherine Lewis, Rebecca Perry and Shelley FriedkinProfessional Development, Teacher Voice and Knowledge ProductionPractitioner Action Research and Educational Leadership - Gary L Anderson and Kathryn HerrEducational Action Research as a Paradigm for Change - Shoshana Keiny and Lily Orland-BarakPractitioner Action Research: Building and Sustaining Success Through Networked Learning Communities - Christopher Day and Andrew TownsendAction Research and Educational Change: Teachers as Innovators - Lesley Saunders and Bridget SomekhA School System Takes on Exhibitions through Teacher Action Research - Marie BrennanAction Research, Professional Development and Systemic Reform - Herbert Altrichter and Peter PoschSustaining the Next Generation of Teacher-Researchers to Work for Social Justice - Barbara Comber and Barbara KamlerCo-operative Change Management through Practitioner Inquiry - Susan Groundwater-SmithPART THREE: PERSONAL: SELF-AWARENESS, DEVELOPMENT AND IDENTITYIntroduction to Part IIIEthics and the ′Personal′ in Action Research - Jane ZeniWriting to Learn: A process for the Curious - Mary Louise HollyFrom Passionate Enquiry to Loving Detachment: One researcher′s Methodological Journey - Marion DaddsThe Interconnections between Narrative Inquiry and Action Research - Debbie Pushor and D Jean ClandininCapabilities, Flourishing and the Normative Purposes of Action Research - Melanie WalkerDemonstrating Quality in Educational Research for Social Accountability - Jean McNiff and Jack WhiteheadAction Research and Pedagogy as Science of the Child′s Upbringing - Petra Ponte and Jan AxDeveloping Relationships, Developing the Self: Buddhism and Action Research - Richard WinterTeaching and Cultural Difference: Exploring the potential for a psychoanalytically informed action research - Terrance CarsonComplexity Theory and Action Research - Dennis Sumara and Brent DavisAgency through Action Research: Constructing Active Identities from Theoretical Models and Metaphors - Bridget SomekhExistentialism and Action Research - Allan FeldmanPART FOUR: POLITICAL: POPULAR KNOWLEDGE, DIFFERENCE, AND FRAMEWORKS FOR CHANGE Introduction to Part IVElbows Out, Arms Linked: Claiming spaces for feminisms and gender equity in educational action research - Patricia Maguire and Britt-Marie BergeStudents′ Participation in School Change: Action research on the ground - Pat Thomson and Helen GunterCommunity Action and Agency in the Education of Urban Youth - Peter C Murrell Jnr.Professional Development, Teacher Voice and Knowledge ProductionSocial-Political Theory in Working with Teachers for Social Justice Schooling - Marie Brennan and Susan E NoffkeRethinking Action Research: Commonsense and Relations of Freedom - Andrew GitlinParticipatory Action Research in Latin American Education: A road map to a different part of the world - Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H SuárezTeacher Development and Political Transformation: Reflections from the South African experience - Maureen Robinson and Crain SoudienThe Impact of Action Research in the Spanish Schools in the Post-Franco Era - Ángel I Pérez Gómez, Miguel Sola Fernandez, Encarnación Soto Gomez and Francisco Murillo MasPopular Education and Action Research - Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M Brinton Lykes, Jean Schensul and Susan WilliamsPartnership Action Research for Social Justice: Politics, challenges and possibilities - Lew Zipin and Robert HattamConclusions - Bridget Somekh and Susan E Noffke