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Welcome to Action Research Canada
As a practitioner researcher for most of my life and formally since 1996, I have been devoted my energy to researching my own practice and encouraging and supporting others to research theirs.
In a culture of inquiry, values are expressed in different contexts with an energetic and dynamic response to creating individual and system spaces for learning and growth. The transformatory nature of my learning as a superintendent of education is described and explained in my Ph.D (Delong, 2002). I have been concerned that educators’ voices be heard loud and clear (Delong et al, 2001-2009) and to this mission was added that aboriginal teachers’ voices be heard loud and clear. The focus of my learning over the years, 2007-2009, demonstrated the growth in my educational knowledge with respect to my understanding of Indigenous ways of knowing, historical and current contexts, alternative ways of representing knowledge and how I might bring Indigenous ways of knowing into the Academy.
Learning about alternative and mulitmedia forms of generating knowledge has required that I become more proficient in using these forms for my own research and in order that I might teach others. Pushing the boundaries of data representation such as artifacts, performance art, photos, video clips and webcam communication has produced conflict with current practices in universities and school systems as Schon (1995) predicted. Nevertheless, smooth stories of self (McLure, 1996) will never bring about improvement and change. i am committed to bringing teachers' practitioner research into the knowledgebase of teaching and learning.
In this work, the meanings of the embodied energy-flowing values that educational researchers use to explain their educational influences are shown to have epistemological significance for educational knowledge.
Adjunct Professor, Brock University
St. Catharines, Ontario, Canada