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Page 1: g R µz?ÿ  ... · 124 50 3 Bulletin of Educational Research September, 2004, Vol. 50 No. 3 pp. 123-143 Theorizing Curriculum Practice in Action Research

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Page 2: g R µz?ÿ  ... · 124 50 3 Bulletin of Educational Research September, 2004, Vol. 50 No. 3 pp. 123-143 Theorizing Curriculum Practice in Action Research

124� ������� � 50 � � 3

Bulletin of Educational Research

September, 2004, Vol. 50 No. 3 pp. 123-143

Theorizing Curriculum Practice

in Action Research

Pei-Hsuan Lin

Abst rac t

Some educational researchers applied a linear problem-solving process, rather

than a recursive cyclical process when conducting action research. Curriculum action

researchers pay much attention to the steps in conducting research and the products in

curriculum. Little attention is paid towards the meaning and complexity of curriculum

practice. This article asserts that the value of action research is internal to the practice.

The author first examines the relationship between curriculum theory and practice from

the perspectives of critical theories, system thinking, and complexity theory. Then she

contends that curriculum practice should be understood as a philosophy of life rather

than the aggregation of simple technical skill domains. Third, she highlights various

forms of knowledge action researchers need to engage in curriculum practice.

Finally, she urges action researchers to share their experience of theorizing cur-

riculum practice with others.

Keywords: action research, curriculum action research, curriculum practice

Pei-Hsuan Lin, Assistant Professor, Graduate School of Curriculum & Instruction, National

Taipei Teachers College

E-mail: [email protected]

Manuscript received: Mar. 2, 2004; Modified: July 16, 2004; Accepted: Aug. 20, 2004

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