The general purpose of the research project in which researchers from Holland, Sweden and Australia participate, is to research classroom interaction (behaviour and communication) between teachers and pupils in the light of social justice. The research is based on the concern that educational praxis, defined as 'practice which implies a conscious awareness of the practitioners that their actions are morallycommitted, and oriented by tradition' are, under modern policy pressures in danger of being rpliaced by a form of practice which amounts simply to following rules (Kemmis and Smith, 2008: 4-5). Following Young (1990), social justice is understood in terms of 'doing' rather than 'having'. Thus, the emphasis is on teacher behaviour and communication - as opposed to the fair distribution of goods. Main research questions include: a) How do teachers understand the social processes and relations that they realise or want to realise in their classrooms in terms of social justice? b) How do they understand the dilemma’s that they experience when realising these social processes and relations? c) How do they understand the institutional, political and cultural conditions in which their teaching is realised in terms of social justice? The research involves a participative network between three departments in the Utrecht University of Applied Sciences, three teacher training colleges, and 4 primary schools in which 8 teachers and 7 practitioners and 8 groups of pupils participate in the project. The theoretical framework combines several fields, which include: Social justice (Young, 1990, Ayers et al, 2009), educational praxis (Kemmis and Smith, 2008; Ax and Ponte, 2007), human development (Bronfenbrenner, 1979), Critical theory (Habermas, 1992), Ethics in the classroom (Buzzelli and Johnston, 2002); participative action research (Carr and Kemmis, 1986; Ponte, 2006; O'Hanlon, 2003); Social theory (Harvey, 1996) Critical Discourse Analysis (Fairclough, 1995; Montesano Montessori, 2009) Narrative Enquiry (Trahar, 2006). This particular research forms part of the international Pedagogy, Education and Praxis series, a research project carried out by reserachers in Australia (S. Kemmis), the Netherlands, and several Nordic countries. See, for instance: Ax and Ponte, 2007; Kemmis and Smith, 2008).

Methodology included the collection of narratives from teachers in relation to the research questions mentioned above. These were analysed using ATLAS ti and the results were processed in categories presented by Harvey (1996): language/discourse, institutional and material practices, norms and beliefs, power, social relations and social identities. Teachers then chose a theme and started to describe 'bumpy moments' (Kan, C. van et al, in relation to this theme, for instance: 'the facilation of the self-regulative potential of children'. This is followed by a reflective discussion with practitioners and the children involved in the bumpy moment. Pedagogical conclusions will be drawn from this procedure, which will form the basis for the innovation cycle of the action research.

Expected outcomes are related to indications of desired pedagogical ways of acting and communicating for the enhancement of a climate and praxis of social justice in the class room. The development of shared meaning on social justice. Throughout the process teachers changed roles from informants to researchers, due to the participative approach within the research group a climate of social justice has emerged in terms of improved ways of communication and practice. These particular features of the research process itself: the emphasis on narrative, the dynamics and dialogue within the researchgroup and in the classroom, the feed-back from children and the lessons drawn from that feed back will be the focus of this presentation.