Send message to Author

Abstract

The paper examines the philosophical and practical underpinnings of Collaborative Action Research (CAR). It begins by highlighting the potential benefits of CAR for educational communities, particularly its capacity to support professional autonomy, foster collective responsibility, and strengthen a shared professional identity among educators. The study draws on a review of the relevant literature and reflective accounts provided by 40 teachers from mainstream schools, 13 teachers from private educational settings, and educators from two higher education institutions. The paper then critically engages with the principal arguments advanced against CAR, examining three key critiques within the context of its implementation in Kazakhstan and other educational settings. Drawing on this analysis, the paper argues that CAR can promote autonomous professional judgment rather than mere compliance with externally imposed norms only when three essential conditions are met: openness to multiple interpretations and meanings, the provision of space for dissenting perspectives, and the avoidance of moralistic or prescriptive discourse.