方法对比
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| 批判性课程分析× | 教育行动研究× | |
|---|---|---|
| 领域 | 田野方法 | 田野方法 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1970s–1980s | 1940s (Lewin); educational context developed 1970s–1980s |
| 提出者≠ | Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations) | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| 类型≠ | Critical qualitative research approach | Participatory qualitative research design |
| 开创性文献≠ | 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 |
| 别名 | CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique | EAR, practitioner research, teacher action research, classroom action research |
| 相关≠ | 5 | 6 |
| 摘要≠ | 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. |
| ScholarGate数据集 ↗ |
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