Quality in Action Research: Reflections for Second-Order Inquiry

One of the current debates in action research concerns the quality of these practices. Up to now, many contributions have focused on defining specific criteria based on action research epistemology. This article sustains (1) that prior to dealing with these questions, it is necessary to define for what purpose and for whom we are making the evaluation; (2) that this leads us to make a distinction between different evaluation models; and (3) that the quality strategies and criteria will be different for each model. In particular, the article confronts an academic evaluation model as a form of external control over the quality of action research and an internal, participatory evaluation model as a quality strategy aimed at establishing feedback for the process. Final considerations are given about the implications of both models for academia.     

Methodologies for the Participant Construction of Knowledge

Over the last few decades there have been increasingly rapid changes in all fields (economic, political, etc. ...) leading to new forms of education and research. During the 1990s we have been working on innovative forms of education and participant research. In this context, this article includes some reflections on specific experiences of the construction of collective knowledge carried out in several cities, mainly in Spain and Latin America. It focuses on concrete postgraduate course experiences and it shows some innovative ways of collaborative relations between University, Public Administrations, and Social Organizations. The main theoretical and methodological principles of these experiences are also developed. On the other hand, we have been developing a network with some Latin partners on both sides of the ocean and we have recently made contacts with partners from English-speaking countries. We hope this article will contribute to building new bridges and communications on participant and instituent forms of knowledge construction.