ABSTRACT

Action or lifeworld enquiry provides insightful methods of observing, analysing and explaining lifeworld experiences. This chapter explores how lifeworld experiences can be researched as they unfold or in action. Paradigmatic shifts away from traditional positivist epistemology have enabled the emergence of a range of interpretive methodologies that offer an alternative way to approach research in action. One such methodology is action research. Action research, which is also known as participatory action research (PAR), community-based study and co-operative enquiry is an approach commonly used for improving conditions and practices in a range of environments (Lingard, et al., 2008 and Whitelaw et al., 2003). This chapter specifically explores how action research can be used as an immersive research methodology that can be used to explore lifeworld experiences in action. In particular, action research is positioned as an effective research methodology that can be used with teachers working in contexts with a high degree of intersectionality, namely inner-city schools with diverse populations. Action research can also provide an effective alternative approach to teacher professional development, moving away from a ‘one size fits all’ approach, to a more responsive and personalised method that acknowledges the teaching and learning context. Action research can also be used to empower teachers to become better educators by connecting theory and practice and/or respond sensitively to the intersectional nature of their working environment. This in turn creates research informed educators with the resources to be able to challenge and improve educational practice.