Gunilla Karlberg-Granlund – författare

Critical participatory action research creates opportunities for people to work together to solve problems and address issues about the conditions under which they work, through mutually agreed on actions in practice. Partnership and recognition hold together the practices of critical participatory action research, and as mutually entwined ideals are fundamental for site-based education development.

Drawing on the theory of practice architectures, this book interrogates and extends the concepts and practices of partnership and recognition in action research as they are explored in different educational settings, and as these are played out in the day-to-day experiences and practices of people participating and collaborating in educational change. Partnership and recognition are considered in terms of the agency and actions of both individuals and collectives as they encounter one another in educational change, and in terms of the cultural-discursive, material-economic and social-political conditions that enable and constrain possibilities for partnerships and recognition. Of central importance is the concept of practice theory, and the authors illuminate how recognition, change, learning and development practices are experienced and recognised by people in a range of partnerships.

This book was originally published as a special issue of Educational Action Research.

Critical participatory action research creates opportunities for people to work together to solve problems and address issues about the conditions under which they work, through mutually agreed on actions in practice. Partnership and recognition hold together the practices of critical participatory action research, and as mutually entwined ideals are fundamental for site-based education development.

Drawing on the theory of practice architectures, this book interrogates and extends the concepts and practices of partnership and recognition in action research as they are explored in different educational settings, and as these are played out in the day-to-day experiences and practices of people participating and collaborating in educational change. Partnership and recognition are considered in terms of the agency and actions of both individuals and collectives as they encounter one another in educational change, and in terms of the cultural-discursive, material-economic and social-political conditions that enable and constrain possibilities for partnerships and recognition. Of central importance is the concept of practice theory, and the authors illuminate how recognition, change, learning and development practices are experienced and recognised by people in a range of partnerships.

This book was originally published as a special issue of Educational Action Research.