Developing an empowering school curriculum: A renewed focus on action research

For those concerned with issues of equity and social justice in schools, differences in achievement and participation rates amongst students from different socio-economic groups pose a significant challenge. These differences persist despite having been a major focus for educational researchers over several decades. Conventional approaches to research appear to have had little impact. This feature aims to explore the potential of action research to challenge the exploitative nature of education and address the perceived de-professionalization of teachers (Ball, 2013) through involving them as collaborative partners rather than as the objects of research.