手法を比較

	クリティカル教育アクションリサーチ ― 教育現場における解放的探求	クリティカル・エスノグラフィー
分野	フィールド調査法	質的手法
系統	Process / pipeline	Process / pipeline
提唱年	1986	Late 20th century (~1980s–1993 systematisation)
提唱者	Wilfred Carr & Stephen Kemmis	Jim Thomas (systematised); rooted in Frankfurt School critical theory (Adorno, Horkheimer) and feminist/postcolonial traditions
種類	Qualitative participatory research design	Qualitative research method
原典	Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Falmer Press. ISBN: 978-1850000235	Thomas, J. (1993). Doing Critical Ethnography. Sage Publications.
別名	critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry	critical ethnographic research, critical qualitative ethnography, advocacy ethnography, emancipatory ethnography
関連	4	6
概要	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.	Critical ethnography is a qualitative research approach that combines sustained fieldwork immersion with explicit critical theory to examine how power, inequality, and ideology shape the lived experiences of marginalised communities. Unlike conventional ethnography, which aims to describe a culture as it is, critical ethnography commits the researcher to questioning what is taken for granted and to producing knowledge that can serve as a resource for social change. Rooted in Frankfurt School critical theory and expanded through feminist, postcolonial, and race-critical traditions, it treats the research process itself as a political act.