Action research in West African schools: problems and prospects

This paper investigates the claims of action research as an appropriate research methodology for investigating West African education. It suggests that since action research is sensitive to context and is directly relevant to practitioners, it might avoid some of the criticisms that have been levelled at some other methodologies. However, data from Ghana are used to problematize this position. The paper concludes with a discussion of ways in which collaboration between academics and teachers, based on action research, might develop so that both useful knowledge about education in West Africa is derived and practice is improved.