The significance of living-theory action research in a culture of inquiry transforms learning in elementary, high school and post-graduate settings

Delong, Jacqueline, Griffin, Cathy, Campbell, Elizabeth and Whitehead, Jack (2013) The significance of living-theory action research in a culture of inquiry transforms learning in elementary, high school and post-graduate settings. Educational Journal of Living Theories, 6 (2). pp. 78-96.

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Official URL: http://ejolts.net/node/216

Abstract

This issue of EJOLTS intends to demonstrate the capacities of teachers and students in a variety of settings to create cultures of inquiry that transform social formations within their classrooms, their schools and their school systems. These transformative changes are accredited and validated over considerable time, from 1995 to 2013. This final paper follows the works of the authors from the creation of their living-educational-theories with their original living-theory-methodologies, to their integration and evolution in cultures of inquiry by masters and doctoral students and to the improvement of learning in primary, secondary and tertiary classrooms and other professional contexts across the globe. Our organization of this article follows the pattern in our individual contributions as we distinguish the values that constitute our unique contributions to cultures of inquiry in terms of: being loved into learning; praxis; students as co-researchers; building trust and respect; unveiling embodied knowledge; the living curriculum; influencing self, others and social formations; obstacles and challenges; scholarly significance; interim conclusion.

Item Type: Article
Journal or Publication Title: Educational Journal of Living Theories
Publisher: EJOLTS
ISSN: 2009-1788
Departments: Non-Initial Teacher Education (Non-ITE)
Additional Information: This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License.
Depositing User: Anna Lupton
Date Deposited: 11 May 2018 14:39
Last Modified: 11 May 2018 23:51
URI: http://insight.cumbria.ac.uk/id/eprint/3816

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