"Airing our dirty laundry...": a case study of collaborative behaviour within an action research project

Abstract

This case study examines the collaborative experiences of four participants involved within an action research project. The participants include two primary teachers, a third year pre-service teacher trainee, and myself (researcher/facilitator of the action research project). Although collaboration is seen as an essential part of participatory action research methods, this case study highlights some of the pitfalls, dilemmas and contradictions inherent in the provision of collegial support within action research settings. In this study, the degree of challenge, formed by the spiralling nature of the action research process, affected the nature of collegiality and collaboration between the research participants. The resulting collaborative behaviour subsequently affected the action research process and the depth of investigation. In this study, the research project under investigation started with a technical concern: how to improve the listening and cooperative behaviour of the children within the teachers' two classes. Through the process of observation and documentation, the two teachers gradually became more aware of particular children's covert bullying practices and of the isolation and victimisation certain individual children experienced. As the action research collaborators became more aware of previously hidden practices, as well as their own biases and assumptions, their collaborative behaviour appeared to change. As previous facilitator of this action research process, now turned researcher/participant observer, I have included my reflections on the difficulties, dilemmas and tensions inherent in the collaborative roles I was also attempting to play. What part did 'I' have to play? Collaborator? Friend or foe? I see that this study highlights ethical tensions inherent in the role of facilitators/research collaborators who wish to support or empower participatory action research projects. Finally, this study also raises questions around the provision of safe learning environments for educators attempting to investigate areas of their classroom or school practice, and the effect that participant safety may have on the depth of exploration into educational practice.