From the Critical Ethnography to the Critical Action Research: The continuum in the planning of educational innovation.

Eleftherios Vekris

PhD Sciences of Education - Teacher of Secondary Education


In this paper I describe the phases of development of planning an innovation in the didactics of Language in High school of Attica. The planning and the realization of the ethnographic phase, by using the model of P. Fr. Carspecken’s Critical Ethnography, served: a) the orientation of researcher in the inquiring field, b) the attendance of subjects of the research, teachers and students, in a process of empowerment as far as it concerns  the practices of reading that they applied and g) the integration of ethnographic scene in the wider social and political frame. The previous process constituted the first phase of the research. The critical orientation of the research led to the planning of action, to the second that is to say phase, which includes the intervention in the analytic program of Modern Greek Language in the secondary school as far as it concerns the practices of reading. With the presentation of inquiring course it will be elected the continuum from the critical ethnographic approach to the critical action research, with cohesive elements the dialogical approach of the field and the action with double aims, the empowerment of subjects and the innovation.

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