ABSTRACT
This chapter reports on recent collaborative work which attempted to link action research to social justice and school improvement. The main aim of the work was to enable teachers to take more control over their professional practice. However, those involved have had to contend with teacher burn-out because of the recent period of rapid educational reform in the UK and the increasing use of inspection as a means monitoring policy implementation. Both of these factors have dramatically changed what it is like to teach in the inner city in Britain in the late 1990s. In this chapter we reflect on the social justice issues that confront such teachers in an increasingly bureaucratized, competitive and inequitable climate.
