ABSTRACT
Action Research (AR), and Collaborative Action Research (CAR) in particular, has made a significant contribution to the development of inclusive policies and practices in education, which has been a feature of Continued Professional Development (CPD) in some schools in the UK. This chapter describes and evaluates the process of a CAR project I participated in as Head of an English department in an inner-city secondary school in England. It takes a reflexive approach to critique the benefits and explore the challenges of working through a project of this kind within a tightly controlled and data-driven context. The chapter draws on a Social Constructivist theoretical framework and explores the values and practices of the inclusive pedagogies that underpinned the project and helped to facilitate and drive forward the research process.
