Using action research in curriculum development in a fully-controlled educational context: The case of Greece

Eleni Katsarou, Vassilis Tsafos


The main aim of this paper is to illustrate the process through which curriculum development utilizing critical action research can contribute in the democratization in education. So it focuses on the potential of the interaction between teachers and students through developing cooperative and participatory practices in the context of conducting action research. All the specific examples presented in this paper are derived from the Greek educational system which is fully-controlled and highly-centralised. This choice makes the argument presented in the paper stronger: even in our times when in most western countries the neo-liberal policies in education are dominant and impose homogenisation, centralisation, austere accountability, and the disempowerment of teachers, there is still room for freedom, where teachers and students can interact, reflect and judge in the classroom, where the real curriculum can be developed. And –as we try to show in the paper- critical action research can suggest interesting processes in this prospect.

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