ABSTRACT
This chapter briefly traces the origins of critical theory and the interpretation of the work of Habermas into educational contexts. Action research is described and its links to critical theory discussed. A critique of action research is then mounted which suggests: group privileging is a distortion of critical theory; individual and group identity often blur; power is always already present and cannot be dispersed by rationality; rationality often serves the interests of the powerful, and so too does rational consensus; solidarity can become a drive to conformity; false consciousness is patronising and dangerous; the action research group assumes the aura of the rational, autonomous individual; oppressor and oppressed roles are complex and often combined; construction of difference and the Other is a necessary consequence of action; and the need to contest and dispute an attempted objectification of meanings associated with such terms as emancipation, autonomy, democracy, consensus, rationality, solidarity, social justice, community and so on. It is argued that a preferred stance is that of postmodernity and a preferred practice one which is eclectic and pragmatic.
