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Action Research
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Collaborative enquiry, action research, and curriculum development in rural China

How can we facilitate a process of educational change?

Peidong Li

Ningxia Teachers University, China

Moira Laidlaw

Ningxia Teachers University, China

This article shows how two colleagues, one Chinese, one British, are learning to work together in a Teachers’ College in northwest China as we help to facilitate change in our organization. The change constitutes the setting up of action research enquiries as a way of enhancing learning and professional development together with changes in The New Curriculum for the teaching of English. Tentative conclusions are drawn about our educational influence on each other, colleagues in our department and beyond, as well as its effects on curriculum development. By working through our assumptions we show some of the benefits of our collaboration and how we have overcome some fundamentally different precepts about education. The most profound of these are concerned with the differing epistemological norms and attitudes to collectivism and individualism. We discover the significance of keeping open minds in enhancing our insights and actions and in our conclusion look to the possible characteristics of our collaboration in the future.

Key Words: action research with Chinese characteristics • collaboration • curriculum development • professional educational development

Action Research, Vol. 4, No. 3, 333-350 (2006)
DOI: 10.1177/1476750306066805
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