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Writing about engaged scholarship: Misunderstandings and the meaning of "quality" in action research publications

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  • Laura Saija

Abstract

What distinguishes one engaged approach to planning from another? In the bid to produce innovative planning scholarship which impacts theory and practice, there is growing interest in broadening the range of approaches to engaged planning research. This article looks specifically at action research - which moves away from more traditional research models and aims at generating collective learning processes through the relationship between researcher and community. Enriching the debate around the quality of action research writings, the paper discusses the theoretical foundations of action research, looks at the misconceptions surrounding it, compares its written outcomes to other planning publications and suggests criteria for the assessment of such publications.

Suggested Citation

  • Laura Saija, 2014. "Writing about engaged scholarship: Misunderstandings and the meaning of "quality" in action research publications," Planning Theory & Practice, Taylor & Francis Journals, vol. 15(2), pages 187-201, June.
    • Handle: RePEc:taf:rptpxx:v:15:y:2014:i:2:p:187-201
    DOI: 10.1080/14649357.2014.904922
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    References listed on IDEAS

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    1. John F. Forester, 1999. "The Deliberative Practitioner: Encouraging Participatory Planning Processes," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262561220, April.
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