An Ethical Theory of Action Research Pedagogy

Copyright 2006, SAGE Publications. This is a pre-copyedited version of an article accepted for publication in the edited journal Action Research following peer review. The definitive publisher-authenticated version is available through SAGE Publications: http://arj.sagepub.com/cgi/content/abstract/4/1/97. See also: http://www.eself-learning-arabic.cornell.edu/publications.htm#5The theory of action research (AR) pedagogy presented in this article is, at its core, ethical in nature. For teaching, learning, and evaluating AR, the theory's goal is to increase individuals' capacity to act on their own behalf and preventing themselves from becoming an authoritarian expert. Achieving such an increased individual capacity requires the integration and deployment of multiple dimensions of ethical principles and understanding their implications for the ethics of AR pedagogy. An integration of Ibn Miskawayh's Islamic philosophy of ethical pedagogy, Iris Young's theory of justice, Greenwood and Levin's criteria for ethical participation, and my own model of participatory action research evaluation that is central to the learning process constitutes the basis of this ethical theory of AR pedagogy