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Elliott John (2003). « The struggle to redefine the relationship between ‘knowledge’ and ‘action’ in the academy: some reflections on action research. », 23 octobre. En ligne : <> (consulté le 23 octobre 2009). 
Added by: orey (14 Mar 2007 11:35:32 Europe/Paris)   Last edited by: Laure Endrizzi (23 Apr 2009 19:02:52 Europe/Paris)
Resource type: Web Article
BibTeX citation key: Elliott2003a
Categories: General
Keywords: politique éducative
Creators: Elliott
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URLs     http://www.researc ... /download/JE05.pdf
"Action research resolves the theory-practice problem by theorising from the standpoint of the agent in a situation s(he) feels to be unsatisfactory. It need not simply involve the agent who wants to effect the change. Educational researchers in the academy can collaborate with an educational agent by adopting his/her practical standpoint as though they were in the action context.
Educational action research need not be exclusively practitioner research. The fact that it is so often construed as such by educational researchers, suggests that they are viewing it as a low level, non-theoretical activity from an intellectual standpoint."
Added by: Marie Gaussel  Last edited by: Laure Endrizzi
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