Abstract
In our research we focus on shared processes of interpretation, knowledge development and innovation in education, developing non-hierarchical research relationships between researchers. Our work is informed by a critical stance towards the current practice in Dutch education where teachers are struggling with student diversity and students with disabilities are excluded from mainstream schools. For the project we present in this book we combined critical discourse analysis, participatory action research and an emergent research design. We worked with teachers and students, supporting and stimulating them to develop a more just and inclusive practice in their schools, where all students get a fair deal. Starting point were the narratives of the teachers involved. Their stories, their struggle and their views were important. Interpretation became a process of shared meaning making at all stages of the research process, systematically integrating insiders’ and outsiders’ perspectives. Thus, the teachers and their students developed contextually-relevant and innovative solutions to the challenges they encountered in their practice, for example regarding power relations in the classroom and managing diversity, making use of the strengths of individual students and those of the group. The researchers involved brought in their knowledge and experience regarding practice-oriented research and introduced a theoretical framework for analysing and understanding current practices.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abell, J., & Myers, G. (2008). Analyzing research interviews. In R. Wodak & M. Krzyżanowski (Eds.), Qualitative discourse analysis in the social sciences (pp. 145–161). Hampshire/New York: Palgrave Mac Millan.
Blaikie, N. (2010). Designing social research. The logic of anticipation (2nd ed.). Cambridge/New York: Polity.
Booth, T., & Ainscow, M. (2002). Index for inclusion. Developing learning and participation in schools (Rev. ed.). Bristol: CSIE
Carr, W., & Kemmis, S. (1986). Becoming critical. Education, knowledge, and action research. London: Palmer.
Cochran Smith, M., & Susan, L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teacher College Press.
De Lange, R., Schuman, H., & Montesano Montessori, N. (2010). Praktijkgericht onderzoek voor reflectieve professionals. Antwerpen/Apeldoorn: Garant.
Deutscher, G. (2002). On the misuse of the notion of ‘abduction’ in linguistics. Journal of Linguistics, 38(3), 469–485.
ECPO, Evaluatie- en Adviescommissie Passend Onderwijs. (2009). Advies over de voortgang – Op weg naar Passend Onderwijs. Den Haag: ECPO.
Edward, P., & Montesano Montessori, N. (2011). A critical return to Lewin: Exposing discourse and identification in a Participative Action Research project to be presented at the 7th Critical Management Studies Conference in Naples (July).
Fairclough, N. (1989). Language and power. London: Sage.
Fairclough, N., & Wodak, R. (1997). Critical discourse analysis. In T. A. van Dijk (Ed.), Discourse as social interaction (pp. 258–283). London: Sage.
Fullan, M. (2001). The new meaning of educational change. London: Teachers College Press.
Gerschel, L. (2003). Connecting the disconnected – Exploring issues of gender, ‘race’ and SEN within an inclusive context. In K. Topping & S. Maloney (Eds.), The RoutledgeFalmer reader in inclusive education (pp. 17–28). London: RoutledgeFalmer.
Habermas, J. (1984). The theory of communicative action. Reason and the rationalization of society (Vol. 1). Boston: Beacon Press.
Harvey, D. (1996). Justice, nature and the geography of difference. Oxford: Blackwell.
Laragy, C. (2004). Self-determination within Australian school transition programmes for students with a disability. Disability and Society, 19(5), 281–294. August 2004.
Montesano Montessori, N., & Ponte, P. (2012). Researching classroom communications and relations in the light of social justice. Educational Action Research, 20(2), 251–266.
Montesano Montessori, N., Schuman, H., & De Lange, R. (2012). Kritische Discours Analyse. De macht en kracht van taal en tekst. Brussels: Academic and Scientific Publishers.
Montesano Montessori, N., Schuman, H., & Ponte, P. (2011). Omgaan met diversiteit in een reguliere schoolklas n het licht van sociale rechtvaardigheid. Orthopedagogiek: Onderzoek en Praktijk, 50, nr 4: 147–159.
Montesano Montessori, N. (2009). A discursive analysis of a struggle for hegemony in Mexico. The Zapatista movement versus President Salinas de Gortari. Saarbrücken: VDM.
Nixon, J., Walker, M., & Clough, P. (2003). Research as thoughtful practice. In P. Sikes, J. Nixon, & W. Carr (Eds.), The moral foundations of educational research: Knowledge, inquiry and values (pp. 86–104). Maidenhead: Open University Press.
O’Hanlon, C. (2003). Educational inclusion as action research. An interpretive discourse. Maidenhead: Open University Press.
Oliver, M. (1996). Understanding disability, from theory to practice. London: MacMillan Press Ltd.
Palshaugen, O. (2001). The use of words: Improving enterprises by improving their conversations. In P. Reason & H. Bradbury (Eds.), Handbook of action research – Participative inquiry and practice (pp. 209–218). London: Sage.
Ponte, P. (2002). Actie-onderzoek door docenten. Uitvoering en begeleiding in theorie en praktijk. Leuven-Apeldoorn: Garant.
Ponte, P. (2006). Onderwijs van eigen makelij: Procesboek actieonderzoek in scholen en opleidingen (3e druk) (3rd ed.). Baarn: Nelissen.
Pring, R. (2000). Philosophy of educational research. London: Continuum.
Reason, P., & Bradbury, H. (2001). Introduction: Inquiry and participation in search of a world worthy of human aspiration. In P. Reason & H. Bradbury (Eds.), Handbook of action research. Participative inquiry & practice. London: Sage Publications.
Reisigl, M., & Wodak, R. (2001). Discourse and discrimination. Rhetorics of racism and anti-Semitism. London: Routledge.
Reisigl, M., & Wodak, R. (2009). The discourse-historical approach (DHA). In: Romano, M. (2004). Teacher reflections on “bumpy moments” in teaching: A self-study. Teachers and Teaching: Theory in Practice, 10(6): 663–681.
Riddell, S., Tisdall, K., Kane, J., & Mulderrig, J. (2006). Literature review of educational provision for pupils with additional support needs: Final report to the Scottish Executive Education Department, Edinburgh: University of Edinburgh. Available at http://www.creid.ed.ac.uk/publications.html
Romano, M. (2004). Teacher reflections on “bumpy moments” in teaching: A self-study. Teachers and Teaching: Theory in Practice, 10(6), 663–681.
Schuman, H. (2009). The transition to adulthood – A shared responsibility. The education of visually impaired teenagers with learning difficulties and their exclusion from mainstream schools. Saarbrücken: VDM Verlag.
Schuman, H. (2010). Inclusief onderwijs – Dilemma’s en uitdagingen. Antwerpen/Apeldoorn: Garant.
Scott, D., & Usher, R. (1996). Understanding educational research. London: Routledge.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn – A fifth discipline handbook for educators, parents, and everyone who cares about education. New York: Doubleday.
Thomas, G., Walker, D., & Webb, J. (1998). Inclusive education – The ideals and the practice. In: K. Topping en S. Maloney (eds.). (2005), The RoutledgeFalmer reader in inclusive education (pp. 17–28). London: RoutledgeFalmer.
Trahar, S. (Ed.). (2006). Narrative research on learning: Comparative and international perspectives. Oxford: Symposium Books.
Usher, R. (1996). Textuality and reflexivity in educational research. In D. Scott & R. Usher (Eds.), Understanding educational research (pp. 33–51). London: Routledge.
Van Kan, C., Ponte, P., & Verloop, N. (2010). How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application. Teachers and Teacher Education, 26(8), 1553–1562.
Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (2nd ed., pp. 1–33). Los Angeles: Sage.
Young, I. (1990). Justice and the politics of difference. Princeton: Princeton University Press.
Websites
http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/SpecialEducationalNeeds/DG_4008600. Accessed on 24 Aug 2012.
http://www.oecd.org/pisa/aboutpisa/. Accessed on 24 Aug 2012.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Montesano Montessori, N., Schuman, H. (2015). 2.3 CDA and Participatory Action Research: A New Approach to Shared Processes of Interpretation in Educational Research. In: Smeyers, P., Bridges, D., Burbules, N., Griffiths, M. (eds) International Handbook of Interpretation in Educational Research. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9282-0_17
Download citation
DOI: https://doi.org/10.1007/978-94-017-9282-0_17
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-9281-3
Online ISBN: 978-94-017-9282-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)