Methoden vergleichen

	Critical Educational Action Research	Partizipative Aktionsforschung (PAR)
Fachgebiet	Feldmethoden	Qualitativ
Familie	Process / pipeline	Process / pipeline
Entstehungsjahr	1986	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
Urheber	Wilfred Carr & Stephen Kemmis	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
Typ	Qualitative participatory research design	Qualitative research method
Wegweisende Quelle	Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Falmer Press. ISBN: 978-1850000235	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
Aliasnamen	critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry	PAR, community-based participatory research, collaborative action research, participatory inquiry
Verwandt	4	6
Zusammenfassung	Critical educational action research is a cyclical, participatory research design in which educators collaboratively examine and transform their own practice through iterative cycles of planning, action, observation, and critical reflection. Grounded in critical theory, it goes beyond improving techniques to questioning the social, institutional, and ideological conditions that shape educational practice, aiming at emancipation from unjust or oppressive structures.	Participatory Action Research (PAR) is a qualitative, community-centred methodology in which researchers and community members collaborate as co-investigators to identify a shared problem, take deliberate action, observe outcomes, and reflect critically on results — cycling iteratively until meaningful change is achieved. Unlike conventional research that studies people from the outside, PAR treats participants as active agents who co-own the research process, the knowledge produced, and the practical interventions that follow.