ABSTRACT
This will entail, first, indicating how action research rejects positivist notions of rationality, objectivity and truth in favour of a dialectical view of rationality. Second, it will entail indicating how action research employs the interpretive categories of teachers by using them as the basis for ‘language frameworks’ which teachers explore and develop in their own theorizing. Third, it will entail showing how action research provides a means by which distorted self-understandings may be overcome by teachers analyzing the way their own practices and understandings are shaped by broader ideological conditions.
