Action Research, Ethics and the Risks of Practicing Freedom for Early Childhood Professionals

Abstract

‘Fourth generation action research, as envisaged by Kemmis and McTaggert (1986) embodies educational transformation and emancipation through using critical reflection and social critique as key research processes. In this article, I argue that reconceptualist action research offers a space in which early childhood practitioners can practice reflection as an ethico-political act, and in doing so work with more effect for equity in early childhood. Central to this possibility is the capacity and desire of early childhood professionals to consciously reflect to ‘free’ themselves from knowledge and practices that fix a true and certain way to think, act and be as an as early childhood profession..