For educators interested in researching their own professional practice. Included are stories of practitioner researchers working in most areas of education.
The article outlines several variants of teacher/action research, describing some of the different "tools" and "intentions" of a number of prominent qualitative researchers.
The article proposes some ways of distinguishing action research and learning processes in research practices, particularly with regard to experiences of reconciliation at an inter-racial level.
The paper offers an analysis of how narratives may be reflexively used at different stages of the research process as a tool to access the interpretative frameworks that actors use to construct their accounts of events and to make sense of their action.
