Inhalt

IJAR – International Journal of Action Research
2-2025: Free Contributions

Editorial
Lone Hersted: Action Research in a Fluent and Unpredictable World

Articles
Kenneth J. Gergen: Action Research as Process-Based Knowing
Erica Porras / Mariana Chrestia: Systematisation of Experiences and its contribution to Action Research: Transformative knowledge in a process of territorial development in Latin America
Ignacio Calderón-Almendros / Teresa Rascón-Gómez / Luz Mojtar-Mendieta / Jesús Moreno-Parra: New cartographies of inclusive education through narratives and action research
Thomas G. Ryan: Enabling Professional Development via Tertiary Action Research Praxis
Charlotte Reimert Munch: Temporality and Processuality in Narrative Action Research: Working with Collaborative ‘Reflexive Revisits’ in the Analytical Process

Book Review
Carol Gorelick: Louise Phillips (2025). Embracing the Messy Complexities of Co-Creation: A Dialogic Approach to Participatory Qualitative Inquiry

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Zusätzliche Information

Zusatzmaterial

Table of Contents / Inhaltsverzeichnis
Extracts / Leseproben

Autor*innen

Lone Hersted

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Kenneth J. Gergen

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Erica Porras

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Mariana Chrestia

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Ignacio Calderón-Almendros

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Teresa Rascón-Gómez

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Luz Mojtar-Mendieta

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Jesús Moreno-Parra

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Thomas G. Ryan

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Charlotte Reimert Munch

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Carol Gorelick

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Schlagwörter

action research, biographical research, Dezember 2025, Disability, diversity, inclusive education, inequality, leadership development, narrative studies, organizational learning, participatory action research, participatory strategic planning, pragmatism, Praxis, process philosophy, process theory, professional development, Social constructionism, Systematisation of experiences, territorial development

Abstracts

Action Research as Process-Based Knowing (Kenneth J. Gergen)
Action research has long been treated as a marginal methodology in the social sciences, largely owing to its lack of fit with modern assumptions about the nature of scientific research. These assumptions, however, are specific to an empiricist paradigm. My aim in the present offering is to lay out the logic of an alternative paradigm, a process-based paradigm of knowledge, adequate to the practices of action research and its relatives. This logic touches on issues of pragmatic potential, ontology, epistemology, and ethics. Such a paradigm legitimates an enormously important form of knowledge, otherwise obscured by empiricist hegemony, and opens a generative link between action research and a vast array of inquiry and practice in the social sciences. I shall also propose that the forms of research favored by a process paradigm – and most fully realized in action research – are arguably more significant in their potentials than those available within empiricist tradition. In the contemporary context of rapid change and global peril, the potential contribution of such research is unparalleled. Keywords: action research, process philosophy, social constructionism, pragmatism
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Systematisation of Experiences and its contribution to Action Research: Transformative knowledge in a process of territorial development in Latin America (Erica Porras and Mariana Chrestia)
Systematisation of Experiences (SE) is a methodology originating and widely used in Latin America, which allows for the generation of knowledge from practice. This article seeks to contribute to demonstrating the value of SE for researchers who legitimate experiences and practices as sources of scientific knowledge production, and to recognizing the potential of SE to complement processes addressed through Action Research (AR). To this end, the main characteristics of the SE methodology are presented and the similarities, differences, and complementarities with AR are analysed. Likewise, the systematisation of a strategically planned participatory territorial development process is presented, which takes place in a medium-sized municipality in the southwest of the Province of Buenos Aires (Argentina). This case demonstrates the capacity of SE to generate collective learning, strengthen local capacities, and improve the future approach to similar experiences in other territories. Keywords: Systematisation of experiences, action research, territorial development, participatory strategic planning
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New cartographies of inclusive education through narratives and action research (Ignacio Calderón-Almendros, Teresa Rascón-Gómez, Luz Mojtar-Mendieta and Jesús Moreno-Parra)
This research paper aims to document narratives on diversity and inclusive education and to understand the collaborative mechanisms used by teachers and families seeking recognition of diversity and disability in schools in Spain. To achieve these objectives, over 700 people have collaborated to generate new narratives of resistance that make possible inclusive and critical encounters and processes. This collaboration has been carried out through methodologies such as Participatory Action Research (PAR) that, combined with biographical and narrative research, are nourished by individual experiences having as their axis the collective construction of meaning. As the results show, this interconnection between narratives that are normally condemned to exclusion and loneliness allows the complexity of reality to be understood through hope. At the same time, this turns teachers, families and students into activists, forming networks of mutual support and resistance that lead to resilience processes, aim at structural transformations and act for the benefit of the educational community. Keywords: Inclusive education, diversity, inequality, disability, participatory action research, biographical research
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Enabling Professional Development via Tertiary Action Research Praxis (Thomas G. Ryan)
This integrative review argues that professional development is accomplished within action research with its stepwise acting, reflecting, and revision not unlike praxis. Praxis, or the application of theory while practicing requires committed pedagogical action. I ask: Can praxis and action research be managed within professional development? Secondly, is there enough support within the literature to prove the supposition that AR can be praxis and vice versa? Findings suggest that within tertiary education, many teachers act as researchers of self, and practice, as there is an on-going need for professional development. Keywords: Action research, professional development, praxis
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Temporality and Processuality in Narrative Action Research: Working with Collaborative ‘Reflexive Revisits’ in the Analytical Process (Charlotte Reimert Munch)
This article contributes methodologically to action research in the field of leadership development. It examines how narrative approaches can foster leadership development and how co-researchers may be actively involved in the process of analysis. The study was conducted in a large public institution with ten mid-level managers as co-researchers. The overall purpose of the project was to strengthen the leadership team and develop a relationally oriented leadership style. The article outlines the theoretical framework, followed by an account of how the term ‘reflexive revisits’ was used in the analytical process. Hereafter is presented an example in which the co-researchers actively participated in the analytical work. The conclusion is that narrative action research with ‘reflexive revisits’ can work as a useful approach to co-create reflexivity, development, and cohesion in a leadership team. Keywords: action research, narrative studies, leadership development, process theory, organizational learning
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