Canadian Journal of Action Research
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Roderick, T. (2023). Teach for climate justice: A vision for transforming education. Harvard Education Press.
No full textCall for Papers: Sociology Journal of the University of Chile – IAP – One Hundred Years Since the Birth of Orlando Fals Borda
No full textThe Sociology Journal of the University of Chile, together with the Sentipensante Nucleus of` Participatory Methodologies, is pleased to invite you to submit contributions to the dossier, “One Hundred Years Since the Birth of Orlando Fals Borda: Legacy of a Sentipensante Sociology.”
The submission deadline is November 28, 2025.
See details in the attached Call for Papers
Exploring Anonymous Marking to Mitigate Marking Bias: A Self-Study Through Mixed Methods Action Research
No full textAnonymous marking, as a means to mitigate bias in grading, involves evaluating student work with their identities withheld. Anonymous marking is explored in this self-study to mitigate implicit bias, which negated a practitioner-researcher’s educational values. The mixed methods action research findings show withholding student identities during grading alleviates confirmation bias and the halo effect. Despite a short period of adjustment, anonymous marking promotes objectivity and fosters more consistent feedback. However, it prevents personalized feedback, jeopardizes relationship building, and undermines the detection of contract cheating. Moreover, anonymity cannot avert affectual influences and is impracticable for scaffolded formative assessments requiring follow-up feedback. Overall, anonymous marking is shown to be but one measure to counter assessment bias; strategies to mitigate bias unrelated to student identities need to be explored. This self-study also helped the author better understand her role as a practitioner and researcher, enabling her to generate her living-theory
The Time is Ripe for Leadership Development: New Brunswick Vice-Principals Strive and Thrive Through Saturday Morning Participatory Action Research Seminars
No full textThis paper describes a participatory action research project that was delivered on Saturday mornings to vice-principals (VPs) in two Anglophone school districts in the province of New Brunswick, Canada, in 2022 and 2023. The project was set up as an invitational five-part seminar series that was grounded in educational theory and leadership standards in Atlantic Canada. Forty-three VPs participated in the seminars offering the researcher/seminar leaders a deep look into their complex working lives. Data was gathered through a World Café activity, seminar observations, pre- and post- surveys, and exit interviews. Several themes were constructed by the research team and given back to the VPs for their consideration and reflection. Final seminars focused on topics and strategies that supported the VPs in their leadership development
Picturing Possibilities: Harnessing Photovoice to Foster Critical Engagement in Youth Facing the Ecological Crisis
No full textThis participatory action research project used photovoice to explore how adolescents perceive and communicate about the natural world. Members of a high school social justice club took photographs of nature and wrote artist statements to convey their intended messages. They highlighted the beauty and complexity of nature, aiming to inspire appreciation in their audience. Drawing on a participatory paradigm and from concepts of ecopedagogy and self-efficacy, the project underscores the importance of allowing students to experience and express emotions, even negative ones, to challenge the status quo and foster active participation in climate action. The article concludes with recommendations for educators to empower youth in eco-justice efforts
Little Architects, Big Ideas: Climate Action Through Design-Based Learning
No full textThis study explores how architecture can support climate change education and examines how children develop climate action concepts through design. In response to increased eco-anxiety among children due to climate change, the research explores how and if architecture can empower students as future designers. The study was conducted as a five-week action research project in collaboration with a local public school and the participation of two fourth grade classes. The study involved children participating in an architecture program adjusted to their existing ministry-approved curriculum, and enriched by two exhibitions, one at their school for their school community and families and another one at a university. Findings highlight the versatility of architecture as a cross-curricular subject and the importance of using design education to foster empathy, agency, and a sense of responsibility in addressing climate change
McGuinn, N., & Naylor, A. (2025). Engaging with environmental education through the language arts: Interdisciplinary and creative approaches to fostering ecoliteracy (1st ed). Routledge Taylor & Francis Group.
No full textvan den Hoonaard, D. K., & van den Scott, L.-J. (2022). Qualitative research in action: A Canadian primer. (4th ed.). Oxford University Press.
No full textCARN Conference in Austria - November 2025
No full textThe CARN 2025 Conference will take place at the University of Klagenfurt, from 13th to 15th of November 2025. The conference will be held entirely on-site.
Visit the website for information about keynote speakers, the programme, and registration
Advancing Pedagogical Alignment in a Bhutanese Teacher Education College: Employing an Action Research Approach Anchored in Bloom\u27s Taxonomy
No full textTutors in higher education institutions often face the challenge of aligning learning outcomes, subject matters, instructional activities, and assessment practices. Drawing from a decade of teaching experience, the authors employ practical action research (PAR) to develop a common anchor for achieving alignment. Their project unfolds in three phases: baseline data collection, intervention development and use, and post-intervention evaluation. Baseline data analysis revealed the intricacies of evaluating alignment within class lessons, emphasizing the need to reevaluate current practices. The interventions, mapped to the cognitive and knowledge dimensions of Bloom’s Taxonomy of Educational Objectives, were transformative tools aimed at achieving alignment. Post-intervention data analysis demonstrated tangible changes in lesson outlines and responses to follow-up questions, validating the effectiveness of the interventions. The authors underscore the importance of Bloom’s Taxonomy of Educational Objectives as a facilitator for alignment, offering tutors a practical and straightforward approach. The authors conclude by proposing the scalability of this approach during semester planning, providing tutors with a systematic framework to achieve alignment. Additionally, they suggest avenues for future research, exploring beyond the cognitive and knowledge dimensions to enhance the alignment phenomenon in educational practices