方法对比

	批判性教育行动研究	参与式行动研究 (PAR)
领域	田野方法	质性
方法族	Process / pipeline	Process / pipeline
起源年份	1986	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
提出者	Wilfred Carr & Stephen Kemmis	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
类型	Qualitative participatory research design	Qualitative research method
开创性文献	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.
别名	critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry	PAR, community-based participatory research, collaborative action research, participatory inquiry
相关	4	6
摘要	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.	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.