Introduction

These are exciting times in which to be involved in education, given that major shifts are taking place internationally in what counts as knowledge and who should be seen as a knower. Since the 1970s and 1980s personal practical knowledge has taken its rightful place alongside ‘pure’ conceptual theory, and practitioners in workplaces have claimed that they are entitled to be regarded as valuable knowledge workers alongside intellectuals in formal settings. Action research has contributed much in getting us to this situation.