Hanks, J. orcid.org/0000-0001-6750-7568 (2024) Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice. Language Teaching Research. ISSN 1362-1688
Abstract
Over the past two decades, ‘inclusivity’ has become a key issue in research in applied linguistics and language education. However, the inclusion of teachers, teacher educators, and learners as researchers with key insights into their contexts has not yet been fully examined. This thought-piece explores developments in inclusive practitioner research, specifically focusing on exploratory practice (EP). The article probes the notion of inclusivity, asking why inclusivity matters and what does it mean for practitioner researchers. It sheds new light on inclusivity in exploratory practice, amplifying and deepening understandings, and shifting perceptions of what it means to be inclusive, as it examines the contributions practitioners make to debates about/around social justice.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
Keywords: | curiosity; co-production; exploratory practice; inclusivity; practitioner research |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 13 Nov 2024 15:40 |
Last Modified: | 13 Nov 2024 15:40 |
Status: | Published online |
Publisher: | SAGE Publications |
Identification Number: | 10.1177/13621688241265432 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:219523 |