A paper presented at the Practitioner Research Special Interest Group Symposium,' Academic practitioner-researchers: shifting the epistemollogical centre in higher education'. University of Manchester, September 2009.
A paper presented at the British Educational Research Association Annual Meeting. University of Manchester, September 2009.
A paper presented at the Practitioner Research Special Interest Group Symposium,' Academic practitioner-researchers: shifting the epistemological centre in higher education'. University of Manchester, September 2009.
A paper for the Keynote Symposium of the British Educational Research Association EXPLICATING A NEW EPISTEMOLOGY FOR EDUCATIONAL KNOWLEDGE WITH EDUCATIONAL RESPONSIBILITY. University of Manchester, 2009.
Lecture series at the University of Limerick, 28 May 2008.
A keynote presentation at the conference 'Portfolios for and of Professional Development'
International Association of Teachers of English as a Foreign Language Exeter, April 2008
Maynooth, National University of Ireland, March 2008.
A paper presented at the American Educational Research Association
Annual Meeting as part of the Symposium Communicating and Testing the Validity of Claims to Transformational Systemic Influence for Civic Responsibility, Monday March 24th, New York.
AERA Professional Development Training and Extended Courses Proposal. March 2008
A modified version of this paper appears in Lesley Wood (ed.) (2008) Dealing with HIV & AIDS in the classroom, Cape Town, Juta Academic.
A paper to be presented at the Philosophy of Education Special Interest Group, Philosophical Issues in Higher Education, British Educational Research Association Annual Meeting, Institute of Education , University of London Friday, 7 September 2007
A paper to be presented at the Practitioner Research SIG symposium Educational Knowledge: Explanations and Knowing at the British Educational Research Association annual meeting, Institute of Education, University of London Friday, 7 September 2007 by Jean McNiff and Jack Whitehead, Universityof Bath.
A paper for publication in the Health Information and Libraries Journal, September 2007 issue.
A keynote paper presented at the New Horizons for Quality in Higher Education and Training Conference organised by the South African Association for Research and Development in Higher Education at the University of Pretoria, 1-4 July 2007.
A keynote paper presented at the Challenges and Opportunities within Practitioner Research Conference at St Angela's College, Lough Gill Sligo- A College of the National University of Ireland, Galway, 11th-12th May 2007.
Jean McNiff and Tsepo Majake
A paper to be presented at the 2007 American Educational Research Association annual meeting in Chicago as a contribution to the Critical Educators for Social Justice Special Interest Group session on 'Immigration, Identity, and Critical Education', 10 April 2007.
A paper to be presented at the 2007 American Education Research Association annual meeting in Chicago as a contribution to the Action Research Special Interest Group session on 'Action Research: Participating, Transforming, and Creating', 13 April 2007.
A paper presented at the British Educational Research Association annual meeting, University of Warwick, September 8th 2006.
A paper presented with Jack Whitehead, University of Bath, at the British Educational Research Association 2005 Annual Conference at the University of Glamorgan on the 16th September 2005.
A paper presented at the American Educational Research Association Annual Meeting Peace Education Special Interest Group Paper Discussion Session The self, the school, the world: Peace making, peace building, peace keeping April 2005.
A paper presented at the American Educational Research Association Peace Education SIG 'Peace Education: Transforming Conflict and Citizenship in Divided Communities' San Diego, April 2004.
A proposal submitted to the Peace Education SIG: 'Peace Education: Transforming Conflict and Citizenship in Divided Communities' American Educational Research Association, San Diego, April 2004.
A paper to be presented at the American Educational Research Association Annual Meeting as part of the interactive symposium for the Self-Study of Teacher Education Practices.
A paper presented at an invitational seminar, The University of Stellenbosch, November 10th, 2003.
A paper presented at the Symposium 'The Community Function of Higher Education' at the Annual Meeting of the American Educational Research Association, San Francisco, April, 1995.
A paper to the All Ireland Society for Higher Education,
Dublin Institute of Technology, October 2002.
Jean McNiff with Revital Heimann
A paper presented at the Conference 'Discourse, Power, Resistance: NewDirections, New Moves' at the University of Plymouth, April 6-8, 2003.
A paper presented at the Conference 'Discourse, Power, Resistance: New Directions, New Moves', University of Plymouth, April 6-8, 2003.
A paper presented at the Research Forum, Centre for Research in Teacher Education and Development, University of Alberta, 24th October 2002.
A paper presented to the Special Interest Group Peace Education at the American Educational Research Association Annual Meeting, New Orleans, April 1-5 2002.
A paper presented to the Special Interest Group Research on Evaluation at the American Educational Research Association Annual Meeting, New Orleans, April 1-5 2002.
Notes for Jean McNiff's contribution to the Symposium Teaching and Learning Action Research American Educational Research Association, New Orleans, April 1-5, 2002.
A paper presented to the British Educational Research Asociation Annual Conference University of Leeds 13-15, September, 2001.
A paper presented at the 8th International Conference on Teacher Research, Richmond, BC, April, 2001.
A Paper presented at the Qattan Foundation, Palestine, January 2001.
This chapter is from 'Rethinking Pastoral Care' (1999) edited by Úna M. Collins and J.McNiff, published by Routledge, London. You can access further information about the book by clicking on the link to the Routledge website
This paper was published in the South African Journal of Education (EASA) (2008), Vol 28: 351–364 www.sajournalofeducation.co.za
In this paper I call for an unequivocal legitimisation of the living ‘I’ in educational
research. The paper itself becomes a context that explains this call. It is a report
of my action research into my professional learning through working in South
Africa, within the context of new policy frameworks for continuing teacher
development. The call embeds issues about the need for higher education
practitioners to produce their explanatory accounts of practice as they support
teachers’ enquiries for improving practice and knowledge creation, and to
legitimise a free academic press for the dissemination of those accounts. The
accounts need to demonstrate epistemological, methodological and scholarly
validity, to strengthen practitioners’ attempts to influence policy debates about
continuing professional development. By clarifying the processes of establishing
quality, it becomes possible to show the links between continuing professional
education and the active contributions of practitioners to economic and social
Keynote presentation at the Nelson Mandela Metropolitan University, 19 August 2010
Jean McNiff, York St John University
Preliminary notes for a presentation at the Symposium
Value and Virtue in Pedagogical Action Research in Higher Education
British Educational Research Association Annual Conference
Institute of Education, London, 6th September 2011
￼Student Engagement and Experience Journal Volume 1, Issue 1 ISSN (online) 2047-9476 DOI 10.7190/seej.v1i1.44 Editorial Higher Education Research and Scholarship Group Special Issue: Action Research in Higher Education Jean McNiff Professor of Educational Research, York St John University Correspondence should be addressed to Jean McNiff, J.McNiff@yorksj.ac.uk Copyright © 2012 Jean McNiff. This is an open access journal article distributed under the Creative Commons Attribution License, which permits the unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This editorial celebrates the work of academic practitioners at Sheffield Hallam University, UK.
Drawing on the concept of cosmopolitans and locals within competing discourses regarding the aims of higher education and international marketiza- tion, this paper suggests that cultural cosmopolitanism may be developed through intercultural dialogue. It reflects on the findings of an action research- based teacher professional education programme in Qatar, with further delivery in other Gulf States, and suggests that potential negative outcomes of uncritical ‘othering’ forms of marketization, potentially resulting in epistemological mnemocide through the exercise of cultural imperialism, may be avoided through developing dialogical communities of inquiry, where issues of values pluralism may be negotiated according to participants’ needs and capacities for knowledge creation. These ideas may be significant for negotiating appropriate criteria for judging the quality of delivery and methodological ethics of the increasing numbers of international programmes using practice-based forms of enquiry. They are essential if international development work is to encourage sustainability through independent knowledge creation.
Keywords: higher education; cosmopolitans and locals; intercultural dialogue; assessing quality; international development
Educational Action Research, 20 (1): 129–146
This paper is about: developing critical understandings about the nature and origins of one’s personal and professional identity; learning how to transform uncritically internalised and potentially damaging conceptualisations of identity and identity formation; saying why it is important to do so; and considering what kinds of texts can show the processes involved. Becoming critical means not simply accepting that ‘I’ am the person I see in the mirror or the ‘me’ my mother/partner/boss wishes me to be, but actively engaging with the experience of my own living ‘I’. This is especially important for action researchers involved in processes of social transformation, and trying to find ways of living their understandings in practice, which begins with developing capacity in critical self-reflection. Here I tell a story of how this capacity might be achieved, and some of the problematics involved. The story is about how two groups of teachers – one in Ireland and one in South Africa, studying for their higher degrees – and I as their supervisor, managed to find ways of reconceptualising what we thought were our stable identities, how we came to appreciate that those identities were culturally and historically constituted, and how we made our collaborative enquiries public. Thus we found ways of writing new stories about identity and identity formation, which, we hope, will influence new thinking about critical self-reflection in educational practices and research.
Keywords: critical self-reflection; identity and identity formation; action research; learned and unlearned colonisation
A paper presented at the American Educational Research Association annual conference, Chicago, April 2015
NEW BOOK AVAILABLE NOW!
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VALUE AND VIRTUE IN PRACTICE-BASED RESEARCH (2013) EDITED BY JEAN MCNIFF, DORSET, SEPTEMBER BOOKS.
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JEAN MCNIFF'S (2010) ACTION RESEARCH FOR PROFESSIONAL DEVELOPMENT: CONCISE ADVICE FOR NEW (AND EXPERIENCED) ACTION RESEARCHERS. DORSET, SEPTEMBER BOOKS. PLEASE GO TO WWW.SEPTEMBER-BOOKS.COM FOR FURTHER INFORMATION.
THIS BOOK IS A BRAND NEW PRODUCTION AND HAS LOTS OF EXAMPLES, EXERCISES AND REALLY PRACTICAL ADVICE THAT ENGAGES WITH FREQUENTLY ASKED QUESTIONS ABOUT ACTION RESEARCH. IT GIVES A CONCISE THEORETICAL OVERVIEW FOR ACTION RESEARCH AS WELL AS OUTLINING ITS HISTORICAL ROOTS. I HOPE YOU ENJOY IT!
Go to www.september-books.com to order and to see further information about the book and its contents.
Read about the Value and Virtue in Practice-Based Research conference at York St John University, Tuesday 9th and Wednesday 10th June 2015. Go to www.yorksj.ac.uk/value&virtue for further information.
Keynote speakers: Dr Tina Cook, Northumbria University
Professor Carol Munn-Giddings, Anglia Ruskin University
Professor Julian Stern, York St John University
Professor Jean McNiff, York St John University