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Inquiry as Intervention

Social science can be practiced as a decidedly action-oriented and applied phenomenon, in particular within the context of organizational change and development. These practices are often prefaced by assumptions concerning the social construction of reality, the role of the researcher as an active agent for change, and the capacity of organizations to learn. This article recounts the attempts of social science researchers to employ an action research process to promote and support organizational learning within a public school setting. Addressing concerns with regard to the methodological challenges of translating individual perceptions into organizational themes or problems, the authors discuss the use of intersubjectively constructed accounts to support organizational learning.