Abstract
This chapter focuses on the roles of two unique participant groups and the reinterpretation that occurs within a facilitated action research process undertaken in regional/remote North Queensland, Australia. The chapter considers the model applied, and drawing on existing action research theories, explores the expected and unexpected roles adopted. Through a lens of “reinterpretation,” including a consideration of the work of Dorothy Heathcote and Augusto Boal, the journey of the education academic and artist practitioners is revealed. How these roles interconnected and what this means more broadly for our understanding of roles in the facilitated action research process is explored along with the need for awareness and openness for all, including the teacher practitioners .
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Perry, R., McGarry, T. (2017). Through a Lens of Reinterpretation: Roles in Facilitated Action Research. In: Rowell, L., Bruce, C., Shosh, J., Riel, M. (eds) The Palgrave International Handbook of Action Research. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-40523-4_36
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DOI: https://doi.org/10.1057/978-1-137-40523-4_36
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