Teachers' Voices for School Change

Originally published in 1992, this book posed the question ‘who owns knowledge in education?’ The debate over theory and practice which had raged in education over the previous few years had increasingly placed the interests of education academics and those of teachers in schools in opposition.

This timely book described an alternative approach to research in which experiential knowledge and knowledge based on academic inquiry are equally valued. In a detailed methodological section it shows how teachers and academics working together can use personal and social histories and collaborative peer evaluation to explore their own values and to back pressure for institutional change. The second half of the book, written by teachers, shows the educative research process in practice as the teachers work together to give themselves an effective voice. Today it can be read in its historical context.