From Critical Theory to Action Research or Why this Feels Empowering

This essay reflects the attempts of the first author of this paper to teach the sociological foundations of education from a critical theory perspective and discusses a surprising outcome—some students feel disempowered by the approach. It suggests that action research offers teachers the opportunity to consider their roles as social agents. One teacher’s story is shared to illustrate how her local efforts play a significant role in transforming the classroom into a more inviting, less alienating locale—addressing the “homelessness” that characterizes the modern school. Her story illustrates how action research, grounded as it is in specific, local concerns and personalities, can be transformative.