Linganisha mbinu

	Uchambuzi Muhimu wa Mtaala	Utafiti wa vitendo vya elimu
Nyanja	Mbinu za Uwandani	Mbinu za Uwandani
Familia	Process / pipeline	Process / pipeline
Mwaka wa asili	1970s–1980s	1940s (Lewin); educational context developed 1970s–1980s
Mwanzilishi	Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Aina	Critical qualitative research approach	Participatory qualitative research design
Chanzo asilia	Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Majina mbadala	CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique	EAR, practitioner research, teacher action research, classroom action research
Zinazohusiana	5	6
Muhtasari	Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.