1. Granada REDCo meeting May 2006 Introduction to Action Research as a methodology for school based research Kevin O’Grady

2. Introduction The nature of action research; The nature of action research; my MA study; my MA study; my PhD study; my PhD study; possible adaptations of my methodology in our REDCo projects; possible adaptations of my methodology in our REDCo projects; the concepts of the interpretive approach; the concepts of the interpretive approach; uses of action research strategies to RE teachers wishing to improve their practice; uses of action research strategies to RE teachers wishing to improve their practice; different degrees of action research. different degrees of action research.

3. Action Research as a methodology for school based research What is Action Research? What is Action Research? What is Action? What is Action? What is Research? What is Research? Action Research is research into action. Action Research is research into action. An action researcher is a person who tries to improve his or her understanding of the world and to share this with others. An action researcher is a person who tries to improve his or her understanding of the world and to share this with others. And more: an action researcher is a person with a wish to improve his or her own action. And more: an action researcher is a person with a wish to improve his or her own action.

4. Action Research in my MA dissertation New Head of RE in a failing school, trying to find ways to boost student engagement; New Head of RE in a failing school, trying to find ways to boost student engagement; a year eight class were asked to redesign a scheme of work for the teaching of Islam; a year eight class were asked to redesign a scheme of work for the teaching of Islam; student diaries, interviews, participant observation → ongoing modification of plans; student diaries, interviews, participant observation → ongoing modification of plans; participation in topic and lesson planning; participation in topic and lesson planning; lesson content that related to students’ own questions about life; lesson content that related to students’ own questions about life; creative methodologies allowing students to collaborate and to express themselves, such as art and drama; creative methodologies allowing students to collaborate and to express themselves, such as art and drama; the students were motivated against didactic teaching of factual content; the students were motivated against didactic teaching of factual content; there was a clear need for a follow-up study with an increased emphasis on iterativity. there was a clear need for a follow-up study with an increased emphasis on iterativity.

5. Action Research in my PhD study Questionnaires, participant observation, semi- structured group interviews. Questionnaires, participant observation, semi- structured group interviews. Key findings: Key findings: (Cycle 1) Islam: dialogue; (Cycle 1) Islam: dialogue; (Cycle 2) Interfaith Relations, Peace and Reconciliation: existential significance; (Cycle 2) Interfaith Relations, Peace and Reconciliation: existential significance; (Cycle 3) Inspiration: personal engagement and the chance to compare experiences of commitment; (Cycle 3) Inspiration: personal engagement and the chance to compare experiences of commitment; (Cycle 4) Hinduism and Creation: dialogue with difference. (Cycle 4) Hinduism and Creation: dialogue with difference.

6. Zakah-related drama (1)

7. Zakah-related drama (2) Why should you pay? Why should you pay? What would it be like to be poor? What would it be like to be poor? Engagement of students’ imaginations Engagement of students’ imaginations Dialogue over Islam - Dialogue over Islam - Ismael: It makes you like, look at yourself, and think, do I do this? It makes you think about other people and how you are as a person.

8. Possible adaptations of my methodology in the REDCo projects, using the concepts of the interpretive approach 1. How might my action research methodology be adapted for use in new projects? General remarks. General remarks. Possibilities for change. Possibilities for change. Action research studies, or studies influenced by action research? Action research studies, or studies influenced by action research? 2. The interpretive approach and action research. ‘The pupils’ own perspective is an essential part of the learning process.’ (Jackson 2004, 88) ↔ action research can reveal effective ways to bring the pupils’ perspective into view. ‘The pupils’ own perspective is an essential part of the learning process.’ (Jackson 2004, 88) ↔ action research can reveal effective ways to bring the pupils’ perspective into view. Re-assessment and constructive criticism ↔ action research offers a framework for handling emergent pupil ideas and enthusiasms. Re-assessment and constructive criticism ↔ action research offers a framework for handling emergent pupil ideas and enthusiasms. Awareness of the development of the interpretive process ↔ action research strategies (questionnaires, interviews) can allow this to happen. Furthermore, they can help the teacher to plan for continual development. Awareness of the development of the interpretive process ↔ action research strategies (questionnaires, interviews) can allow this to happen. Furthermore, they can help the teacher to plan for continual development.

9. Conclusion 1. What does action research offer to RE teachers who want to improve their practice? Sharp focus on your own classroom; Sharp focus on your own classroom; more sensitivity to students’ experiences of RE; more sensitivity to students’ experiences of RE; a way to boost quality; a way to boost quality; increased scope and autonomy. increased scope and autonomy. 2. What does action research offer to RE teachers who want to investigate the interpretive approach? Young people’s perspectives are the heart of RE; Young people’s perspectives are the heart of RE; student voice and agency; student voice and agency; the future of RE and the need for good research. the future of RE and the need for good research.

10. An interpretation of oneness: ‘I am unique’. Emerald: ‘The picture represents the power all of us have to change the world... everyone twists the world in their own way. Nobody plans to live in exactly the same way, nobody has the same thoughts...’ Emerald: ‘The picture represents the power all of us have to change the world... everyone twists the world in their own way. Nobody plans to live in exactly the same way, nobody has the same thoughts...’

11. Tawhid-related art (task) Make a composition that interprets the words. Make a composition that interprets the words. Make a composition that shows what the idea of oneness means to you personally. Make a composition that shows what the idea of oneness means to you personally. Make a composition on the theme ‘I am unique’. Make a composition on the theme ‘I am unique’. Your God is one God; there is no God but He (Qur’an 2:155-60) God: there is no God but He, the Living, the Everlasting (Qur’an 2: 255-60)

12. Tawhid-related art (1) ‘Our picture shows Allah in the centre of the page as a flame. To a Muslim we think that life evolves around Allah, which is what we have shown. Allah is in the middle with life around him.’ ‘Our picture shows Allah in the centre of the page as a flame. To a Muslim we think that life evolves around Allah, which is what we have shown. Allah is in the middle with life around him.’