For those concerned with issues of equity and social justice in schools, differences in achievement and participation rates amongst students from different socio-economic groups pose a significant challenge. These differences persist despite having been a major focus for educational researchers over several decades. Conventional approaches to research appear to have had little impact. This feature aims to explore the potential of action research to challenge the exploitative nature of education and address the perceived de-professionalization of teachers (Ball, 2013) through involving them as collaborative partners rather than as the objects of research.

中文翻译：

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开发赋权学校课程：重新关注行动研究

对于那些关心学校公平和社会正义问题的人来说，来自不同社会经济群体的学生在成绩和参与率方面的差异构成了重大挑战。尽管几十年来一直是教育研究人员的主要关注点，但这些差异仍然存在。传统的研究方法似乎没有什么影响。此功能旨在探索行动研究的潜力，以挑战教育的剥削性质，并通过让他们作为合作伙伴而不是作为研究对象参与来解决感知到的教师去专业化问题（Ball，2013 年）。