Theorising the methodo-logics of action research for a culturally responsive practice

This paper examines the method-logics underpinning two consecutive action research projects aimed at developing culturally responsive practices in Australian schools. In response to the marginalisation of Indigenous perspectives and increasing student cultural and linguistic diversity, the first project engaged teachers as co-researchers in transforming their classroom practices, while the second project expanded this focus to whole-school transformation. In this paper we address the problematic separation between methodology and conceptual framing in research design through the notion of ‘methodo-logics’, an approach that extends beyond research methods to encompass the guiding principles that underpin decisions about the research process. This discussion enables us to examine the integration between theoretical commitments, ethical orientations, and social justice principles that fundamentally shape how research is designed, conducted and analysed. The paper gives a brief outline of both studies and their findings, which reveal a parallel between the underlying ideas of culturally responsive pedagogy and the approach to professional learning through action research, namely: connecting to participants’ lifeworlds, viewing difference as an asset, offering high challenge, fostering critical consciousness, and enabling multimodal expression. By positioning teacher-researchers in both studies as curriculum makers and knowledge creators, our research offers a counter-narrative to technocratic education reforms.