ESRC RESEARCH SEMINARS COMPETITION 2004/5 |
Applications
should be returned together with 20 copies to The Registrar, ESRC, Polaris
House, North Star Avenue, Swindon, SN2 1UJ, BY 14 FEBRUARY 2005 (applications
postmarked by 5pm on this date will be accepted).
Applications must
be completed in typescript and signed in black ink. Handwritten applications will not be accepted.
PLEASE NOTE: This
form is to be used for the Research Seminars Competition 2004/5 only. Prior to completing this form, please
read through the guidance notes on page 9 and the current edition of the ESRC Research
Funding booklet, available
from http://www.esrc.ac.uk/esrccontent/ResearchFunding/rf_rules.asp
PRINCIPAL
ORGANISERÕS DETAILS |
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Title: |
Dr. |
Initials: |
A.J. |
Surname: |
Whitehead |
Date
of birth: |
29/08/44 |
E-mail: |
edsajw@bath.ac.uk |
Telephone
no: |
01225
385571 |
Post
held: |
Lecturer
in Education |
Signature: |
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ADMINISTERING
INSTITUTION |
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ApplicantÕs
department: |
Department
of Education |
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Institution: |
University
of Bath |
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Address: |
Claverton
Down Bath
BA2 7AY |
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Authorising
signature: |
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Date: |
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Name: |
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Official
designation: |
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E-mail: |
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Official
stamp of administering institution: |
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CO-APPLICANT
DETAILS (see note 3) |
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TITLE
OF PROPOSED SEMINAR SERIES/GROUP |
Inclusionality,
Learning and The Growth of Educational Knowledge |
Start
date (on or after 1st September 2005) |
1st
September 2005 |
End
date |
1st
April 2007 |
Proposed
duration in months (maximum duration 24 months) |
19
months |
Number
of events (4-6 per series) |
5 |
Proposed
location(s) of activity |
University
of Bath |
Total
funds requested (see note 9) |
£14,597.50 |
Discipline
codes: in order of priority (see note 6) |
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EDUC |
SOC |
PSY |
20 |
19 |
Is
the seminar group ÔnewÕ or ÔestablishedÕ (see note 4) |
NEW |
Have
the seminar group received ESRC funding before (see note 5) |
NO |
Have
the organisers received ESRC funding before (see note 5) |
NO |
FUNDING
REQUESTED (see notes 7,8 and 9) |
FEES (Fees to speakers and organisers will
only be paid in exceptional circumstances and such requests must be strongly
justified) |
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AMOUNT Year 1
Year 2 |
||
|
|
|
TRAVEL
AND SUBSISTENCE: UK (Payable at institutional rates. Please break down by seminar and indicate
approximate dates that expenses will be incurred) |
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DETAILS |
AMOUNT Year 1
Year 2 |
||
Speakers |
Seminar Two (February
2006) Seminar Three (2006) |
150 100 |
|
Participants |
Seminar One (October
2005) Seminar Two (February
2006) Seminar Three (June
2006) Mini-conference
(October 2006) Seminar Four (February
2007) |
1500 1500 1500 |
2500 1700 |
TRAVEL
AND SUBSISTENCE: OVERSEAS (Please break down by seminar and indicate
approximate dates that expenses will be incurred) |
|||
DETAILS |
AMOUNT Year 1
Year 2 |
||
Speakers |
Seminar Three (June
2006) Seminar Four (February
2007) |
1000 |
1500 |
Participants |
Mini-conference
(October 2006) |
|
2500 |
SECRETARIAL
(Please indicate number of hours x £ per hour. Indirect costs are ineligible) |
||
DETAILS
|
AMOUNT Year 1
Year 2 |
|
Seminar
One 5 hours
£9.20 Seminar
Two 5 hours £9.20 Seminar
Three 5 hours £9.20 Mini-conference
10 hours £9.20 Seminar
Four 5 hours £ 9.50 |
46 46 46 |
92 47.50 |
|
|
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STATIONERY, POSTAGE,
PHOTOCOPYING, TELEPHONE (Please
cost each item separately) |
||
DETAILS
|
AMOUNT Year 1
Year 2 |
|
Photocopying Telephone |
400 100 |
450 120 |
HIRE
OF ROOMS, EQUIPMENT, FACILITIES (Please indicate basis of cost and state venue
of seminars. Please note that
claims cannot be made against the cost of hiring facilities belonging to the
organising HEI) |
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DETAILS
|
AMOUNT Year 1
Year 2 |
|
|
|
|
TOTAL COST (Please ensure that this is the total cost of the amounts requested in each of the above sections) |
£ |
OTHER SOURCES OF SUPPORT: Please give
details of other support or co-funding (see note 7). |
|
A Justification for funding:
The
justification for funding is focused on the creative potential of bringing together
the researchers below to share their research into inclusionality in the growth
of educational knowledge. Inclusionality is a newly emerging awareness of the
evolutionary relationship between physical space and boundaries, which shapes
the fluid dynamical form of living and universal systems. It has profound
scientific, social, psychological and educational implications for
understanding how human beings relate with one another and their environmental
living space as distinct but necessarily interdependent identities. The aim of
this seminar series is to develop shared understandings of the inclusional
meanings of living standards of critical judgement in the educational theories
of practitioner and other researchers.
The need
for ESRC funding is because the inclusional, social, educational and
interdisciplinary nature of the seminar series, while integrating
understandings from different disciplines, does not fit easily within any
existing disciplinary associations or learned societies.
The
majority of the participants in the seminar series have already obtained their
doctorates and other higher degrees for self-studies of their educational
influences in learning in their professional contexts. These contexts include
schools, universities, the police, heath visiting, commerce and local
authorities. The research programmes of the practitioner-researchers from these
different contexts have already lasted a minimum of 5 years and resulted in the
original contributions to knowledge of each doctoral and contribution to
knowledge in each masters degree. These theses and dissertations are the
accounts of individuals of their educational influence in their own learning,
in the learning of others and in the education of social formations. The
educational enquiries of the participants are continuing into doctoral and
post-doctoral phases in China, Japan, Australia, Canada, USA and the UK
The aim
of this seminar series is to clarify the meanings of inclusional, values-based
standards of critical judgement. These meanings have been used in the
self-study research programmes of participants to validate explanations of
their educational influence in learning. The series will focus on understanding
the processes through which the embodied values of participants have been
clarified in the process of their emergence in practice. It will focus on
understanding how the processes of clarifying the meanings of embodied values
can transform them into the living standards of judgement that have been used
in the Academy to accredit contributions to educational knowledge. It will also
focus on research into learning how participants are enhancing the flow of
these values through global channels and boundaries of communication in
influencing the education of social formations.
B Non-Technical Summary:
While
learning is one of the most salient characteristics of what it is to be human
there is still much to learn, through research, about living more fully the
values that carry hope for the future of humanity. Human beings learn values
through whatever counts as education in a particular society. Whatever is
valued can be used to judge the outcomes of actions in terms of an improvement
and in terms of error and mistake. What counts as education can be understood
in terms of the educational theories that help to structure society. Hence the
focus of the seminar series is on the educational theories individuals use to
account for their lives as they research the implications of asking, ÔHow do I
improve what I am doing?Õ in contexts where they are seeking to live their
values as fully as they can.
There
are differences within and between communities of social and educational
researchers about the nature of the values that carry hope for the future of
humanity. There are also some agreements that the growth of educational
knowledge about this future is connected to researching the constellation of
values associated with social inclusion and exclusion. Each participant in the
proposed seminar series has researched his or her educational influence in the
learning of others with an inclusional awareness. Their explanations for their
own learning have constituted
their own living educational theories. The term ÔlivingÕ refers to their
experience of existing as a living contradiction in their enquiries. A living
contradiction refers to the experience of holding particular values together
with the recognition that they are being denied in practice. This tension
stimulates the imagination to form action plans that are intended to move the enquiry
forward through living the values more fully in practice. This seminar series
is focused on the inclusional standards used by the practitioner-researchers,
in accounting for their lives and learning in their living theory theses and
dissertations.
The aim
of the seminar series is to test the possibility that the meanings of
inclusional values can be both recognised by participants in the seminars and
transformed into valid standards of judgement in the course of their emergence
and clarification in practice. Such standards of judgement are necessary in any
research community that is concerned with evaluating the validity of claims to
knowledge. It further aims to develop understandings of the educational
theories that can explain how to enhance the flow of such values in the
education of social formations.
The
objectives of the proposed seminars are:
i)
To
test the possibility of extending public recognition of the tacitly agreed
inclusional standards of judgement that have been used to give academic legitimacy
to self-study accounts of educational influences in learning.
ii)
To
provide evidence that shows how the embodied values individuals use, to account
for their educational influence in their own learning, can be transformed into
living standards of judgement.
iii)
To
analyse the evidence that shows the educational influence of web-based
communications of living educational theories in the education of social
formations.
The
originality and relevance of the proposed seminar series is provided partly by
the existing recognition of original contributions to the knowledge-bases of
different professions in the legitimation of doctorates on the self-study of
professional practice by the Universities of Bath, Glamorgan, West of England,
and Edith Cowan University in Australia.
Other
evidence of originality and relevance will be provided in the explication of
the constellation of inclusional values that constituted the originalities of
mind and critical judgements in these doctoral, auto-biographical accounts of
learning.
C Seminar Proposal:
The
scientific context and content of the proposed seminar series has theoretical
methodological and logical components.
The main
theoretical components draw on the ideas of Rayner (1997, 2003, 2004) on
inclusionality and the complex self and of Whitehead (1989, 1999, 2004) on
living educational theory.
Inclusionality
is understood as a relationally dynamic awareness of space and boundaries that
are connective, reflexive and co-creative. In this inclusional perspective a
complex self is a contextualised understanding of a self-identity that is
formed through the reciprocal coupling of inner with outer spatial domains
through an intermediary self-boundary. In WhiteheadÕs idea of living
educational theories, individuals produce their own educational theories as
accounts of their educational influence in learning. These accounts focus on
the individualÕs educational influence in their own learning, in the learning
of others and in the education of social formations, as they seek to live their
values more fully in their practice and to engage with the ideas of others.
One of
the theoretical resources that will inform the seminar series is DreierÕs
(1999) criticism of existing social theories (Burkitt, 1994; Giddens, 1991; Griffiths,
1995; Habermas, 1987; Kleinman, 1995; Leontiev, 1973; Markus & Herzog,
1995; Mos, 1996; Ricoeur, 1992; Strauss, 1993; Taylor, 1991) about the person,
in his work on the personal trajectories of participation across contexts of
social practice.
This
critique of their shortcomings is part of my theoretical argument for why we
need to develop theories about complex personal trajectories of participation
in structures of social practice and offer persons analytic means for an
adequate self-understanding. (Dreier, 1999, p.32)
An inclusional view of social and educational enquiry will be adopted and critiqued
through the seminar series. This will include critiques of a theory of
methodological approaches to the social sciences (Mitroff and Kilman, 1978) a
logic of educational enquiry (Whitehead, 1999) and an analysis of apparent
incompatibilities between dialectical and formal logics (Ilyenkov, 1977; Popper
1959).
The
formal seminar format includes 4, day seminars and a mini-conference, over 19
months at the University of Bath.
An
informal seminar format will support the formal seminar programme. This will be
based on the weekly Monday evening educational conversation meetings in the
University of Bath (see http://www.actionresearch.net/monday.shtml) that sustain and extend the
communications between practitioner-researchers who are engaged in self-studies
of their own professional practices around the world. These include
video-conferencing and on-line e-mail links with the participants.
The Four
Formal Seminars and Mini-conference
1) 15
October 2005, University of Bath. Keynote – Alan Rayner on Inclusionality
and The Complex Self – 30 participants
The day
will focus on the ideas of Inclusionality in Alan RaynerÕs writings and an
analysis of the artefacts produced for assessment by undergraduate students in
the ÔLife, Environment and People Unit. This unit is based on the principles of
inclusionality. It is taught by Alan Rayner and being researched by Richard
Williams, a psychologist, during the 2004-05 Academic Year.
2) 4
February 2006, University of Bath. Keynote – Margaret Farren and Jack
Whitehead on Inclusional Meanings of Living Standards of Judgement in the
Creation and Testing of Living Educational Theories - 30 participants
The day
will focus on making explicit the inclusional meanings of living standards of
judgement theses and dissertations at
http://www.actionresearch.net/living.shtml . It will include a response to
debates between Gorard (2004a & b) and Nash (2004) in the Journal of
Educational Enquiry.
3) 10
June 2006, Keynotes - Erica Holley on Accounting for Ourselves with Inclusional
Meanings of Embodied Values. Dr. Jackie Delong on Transforming Embodied Values
into Living Critical Standards of Judgement in the Development of a Culture of
Enquiry. - 30 participants
4) 14
October 2006, Mini-conference.
Speakers:Paulus
Murray on Postcolonial Critical Pedagogy - 100 participants.
The day will include ideas developed by Paulus Murray
from the workshop he convened on the 10th March 2005 on "Translating Diversity Policy into Practice: Responsibilities and
Opportunities for Transforming Our Living Practices in British Higher
Education" for the University of Sussex Diversity Week. It will be
grounded in the paper presented to the 2004 British Educational Research
Association Annual Conference, on, Speaking in a Chain of Voices ~ crafting a
story of how I am contributing to the creation of my postcolonial living
educational theory through a self study of my practice as a scholar-educator, to the Symposium: How Are We Contributing To A New Scholarship Of
Educational Enquiry Through Our Pedagogisation Of Postcolonial Living
Educational Theories In The Academy?
5) 10
February 2007 - Keynote Dr. Moira Laidlaw. Analysing Evidence of the
Educational Influence of Inclusionality in the Education of Social Formations-
30 participants plus on-line participants linked through the informal seminar
programme.
The evidential focus for the day will
be provided by the accounts of practitioner-researchers from ChinaÕs
Experimental Centre for Educational Action Research in Foreign Languages
Teaching at Guyuan Teachers College (see http://www.actionresearch.net/moira.shtml ) and from
the research of Je Kan Adler Collins on his pedagogisation of living
educational theories in the curriculum of the healing nurse in the Faculty of Nursing
at Fukoaka University.
Expected outputs and plans for
dissemination.
The action research process underlying
this seminar series integrates outputs and processes of dissemination. The
expected outputs include a collaboratively produced e-book on Developing the dynamic boundaries of living standards of
judgement in educational enquiries of the kind, 'How do I improve what I am
doing? This process is already underway from the informal Monday evening
seminars in the University of Bath and the embryonic text can be
viewed at http://www.jackwhitehead.com/jwartl141015weba.htm
Participants in the seminars include
regular presenters at the British and American Educational Research Association
and they intend to disseminate their learning in seminars and presentations at
the Annual Conferences of these Associations.
The accounts of learning from the
seminar series will be accessible from http://www.actionresearch.net with a
dedicated section to the outcomes from the seminars. The 90,000 logins to the
resources in this web-space give some indication of its popularity.
D Involving Research Users:
As all
the participants to the seminar series will be practitioner-researchers who are
engaged in self-studies of their own professional practices as they ask,
research and answer questions of the kind, ÔHow do I improve what I am doing?Õ
they are both the creators and users of the research findings as they produce
their own living educational theories as accounts of their learning. The
practitioner-researchers participating in the seminars include individuals from
Health, Education – Schools and Universities, Local Authorities, Housing
Associations, Police. This range of participants is already reflected in the
living theory doctoral research programmes legitimated by the University of
Bath.
One of
the potential users of the research are academic researchers working within the
disciplinary frameworks and methods of validation of the social sciences. One
of the intended outcomes of the seminar series is an inclusional theory of
human existence that conceptualises persons as participants in local contexts
of action in their concrete locatedness of social practice. Academic
researchers who are not engaged in self-studies of their own practice, will be
invited to the mini-conference to explore the possibility that an inclusional
theory of human existence could help to overcome the present severance between
theory and practice that seems to be a problem intrinsic to the language and
logic of present social theory.
E Participation Policy:.
Participants:
Dr.
Terri Austin, University of Fairbanks, Alaska.
Madeline
Church. Doctoral student, University of Bath.
Je Kan
Adler Collins – Assistant Professor In the Department of Mental Health of
Fukuoka University. A Doctoral research student at the University of Bath.
Dr. Pat
DÕArcy. Former English Adviser, Wiltshire L.E.A.
Dr.
Jackie Delong, Superintendent of Schools, Grand Erie District School Board,
Ontario.
Dr.
Margarida Dolan, Learning Support Unit, University of Bath
Margaret
Farren, Lecturer in Education, Dublin City University. Doctoral student,
University of Bath.
Marie
Huxtable, Educational Psychologist, Bath and North East Somerset LEA.
Erica
Holley, Senior Lecturer in Education at Oxford Brookes University.
Professor
Jean McNiff, Limerick University.
Peggy
Leong – Manager of the Academic of Best Learning in Education at the
Institute of Vocational Education in Singapore.
Eleanor
Lohr. Doctoral student, University of Bath.
Ken
Masters, former Lecturer in Sociology, Anglia Polytechnic University.
Professor
Jean McNiff, University of Limerick, Ireland
Paulus
Murray, Senior Lecturer at the Royal Agricultural College. Doctoral student,
University of Bath.
Marian
Naidoo, National Institute for Mental Health, England, Doctoral student,
University of Bath.
Dr.
Robyn Pound, Health Visitor, Bath.
Dr. Alan
Rayner, Reader, University of Bath
Karen
Riding, Head of a School Modern Languages Department, Research Student,
University of Bath.
Simon
Riding, School Deputy Head, Research Student, University of Bath
Dr. Joao
Roe. Head of Sensory Support Service. Bristol L.E.A.
Alon
Serper. Doctoral student, University of Bath.
Jane
Spiro, Head of Applied Linguistics at Oxford Brookes University. Doctoral
Student, University of Bath
Professor
Mark Williams, Edith Cowan University, Australia.
Richard
Williams, psychologist and educational researcher.
Dr. Jack
Whitehead, University of Bath
Joan
Whitehead, Policy and Liason Officer for the University Council for the
Education of Teachers.
Ceri
Williams, ICT consultant.
The
participation policy is to involve participants from a range of professions as
set out in the research users section. These include people who can be
identified as full-time academics, as practitioner-researchers in the Health,
Police and Education services, from Housing Associations and from Industry.
They also include participants from the UK, Ireland, Japan, China, Canada and
Australia. This should ensure intercultural learning about the educational
influence of an intercultural approach to inclusionality.
The
participation policy is to draw on the participants in the weekly face-to-face
and on-line educational conversations in the Department of Education of the
University of Bath.
The
participants listed in Section C above, include young researchers, established
academic researchers, users from local authorities and practitioner researchers
from the range of professional contexts listed above.
The
plans for publicity of the seminars will be largely web-based through the
extensive global e-lists that participants use. These include the BERA
Practitioner-Researcher Special Interest Group; the AERA Self-Study of Teacher
Education Practices (S-STEP) Special Interest Group; the AERA Action Research
Special Interest Group; the Collaborative Action Research Network and the
individuals and groups associated with the Centre for Action Research in
Professional Practice (CARPP) at Bath. The additional participants for the
mini-conference will be draw from BERA Practitioner-Researcher SIG members and
members of CARN.
The
follow-up action for maintaining contact with the participants will be an
extension of the informal network of educational conversations that have been
sustained for the last 30 years between practitioner-researchers associated
with the University of Bath.
REFERENCES
Burkitt,
I. (1994) The Shifting Concept of the Self. History of the Human Sciences. Vol.
7, (2), pp. 7-26.
Dreier,
Ole (1999). Personal Trajectories of Participation across Contexts of Social
Practice. Outlines 1 (1), 5-32.
Giddens,
A. (1991) Modernity and Self-Identity. Self and Society in the Late Modern Ave.
Stanford, CA: Stanford University Press.
Gorard,
S. (2004a) Sceptical or Clerical? Theory as a barrier to the combination of
research methods. Journal of Educational Enquiry, Vol. 5, No.1. Retrieved 9
February 2005 from http://www.literacy.unisa.edu.au/JEE/Issue5.htm
Gorard,
S. (2004b) Three abuses of ÔtheoryÕ: an engagement with Roy Nash. Journal of
Educational Enquiry, Vol. 5, No.2. Retrieved 9 February 2005 from http://www.literacy.unisa.edu.au/JEE/Issue5.htm
Griffiths,
M. (1995) Feminisms and the Self: The Web of Identity. London; Routledge.
Habermas,
J. (1987) The Theory of Communicative Action, Vol. 2: System and Lifeworld,
Cambridge; Polity Press.
Ilyenkov,
E. (1977) Dialectical Logic. Moscow: Progress Publishers.
Kleinman,
A. (1995) Writing on the Margins. Cambridge, MA: Harvard University Press.
Leontyev, A.N. (1979). The problem of activity in psychology. In
J.V. Wertsch (Ed.). The concept of activity in Soviet psychology (pp. 37-71).
Armonk, NY: Sharpe.
Markus, H. R. & Herzog, A. R. (1995) The Sociocultural
Self-Concept. In: I. Lubek et. Al. (eds): Spatial Practices. London: Sage,
1-12.
Mitroff, I. & Killman, R. (1978). Methodological Approaches to
Social Science. London; Jossey-Bass.
Mos, L. P. (1996) Comment: on Re-working Theory in Psychology. In:
C. W. Tolman et. al. (eds.), 37-46.
Nash, R. (2004) Science as a theoretical practice: a response to
Gorard from a sceptical cleric. Journal of Educational Enquiry, Vol. 5, No.2.
Retrieved 9 February 2005 from http://www.literacy.unisa.edu.au/JEE/Issue5.htm
Popper, K. (1959) The Logic of Scientific Discovery. London:
Hutchinson
Rayner,
A. D. M. (2005) Inclusionality and the Role of Place, Space and
DynamicBoundaries in Evolutionary Processes. Philosophicus (In Press)
Rayner,
A. D. M. (2004a) Introduction to the Complex Self. Retrieved 25 January 2005
from http://www.bath.ac.uk/~bssadmr/inclusionality/complexself.htm
Rayner,
A. D. M. (2004b) ÔLife, Environment and PeopleÕ (BB30108) - Encouraging
creative and critical biological and scientific enquiry into issues concerning
human relationships with the living world. Course notes, University of Bath.
Rayner,
A. (2003) Rationality and Inclusionality. The ÒOutsÓ and ÒInsÓ of Biological
and other Science. Retrieved 25 January 2005 from http://www.bath.ac.uk/~bssadmr/inclusionality/complexself.htm
A.D.M. Rayner (1997) Degrees
of Freedom – Living in Dynamic Boundaries (Imperial College Press)
Ricoeur, P. (1992) Oneself as
another. Chicago: University of Chicago Press.
Strauss, A. L. (1993) Continual
Permutations of Action. New York: Aldine de Gruyter.
Taylor, C. (1995) Irreducibly
Social Goods. In: Taylor, C. 1995: Philosophical Arguments. Cambridge, MA:
Harvard University Press, 127-145.
Whitehead, J. (1989) Creating a living educational theory from
questions of the kind, "How do I improve my practice?'. Published in the
Cambridge Journal of Education, Vol. 19, No.1,1989, pp. 41-52
Whitehead, J. (1999) Whitehead, J. (1999) How
do I improve my practice? Creating a New Discipline of Educational Enquiry. PhD
Thesis, University of Bath. Retrieved 25 January 2005 from http://www.actionresearch.net/jack.shtml
Whitehead, J. (2004) Do action researchers' expeditions carry hope
for the future of humanity? How do we know? An enquiry into
reconstructing educational theory and educating social formations. Retrieved 25
January 2005 from http://www.arexpeditions.montana.edu/articleviewer.php?AID=80