Barazangi, Nimat Hafez2007-10-052007-10-052007-09http://dx.doi.org/10.1177/1476750307081020DOI: 10.1177/1476750307081020https://hdl.handle.net/1813/8326Copyright 2007, SAGE Publications. This is a pre-copyedited version of an article accepted for publication in the edited journal Action Research following peer review. The definitive publisher-authenticated version is available through SAGE Publications: http://ARJ.sagepub.com/content/vol5/issue3. See also: http://www.eself-learning-arabic.cornell.edu/publications.htm#6I discuss a unique action research (AR) pedagogical experience of professors at four public universities (Damascus, Aleppo, Al-Ba'ath, and Tishreen) in the Syrian Arab Republic. The approach in this experience began by contextualizing some lessons and experiences of AR pedagogy at Cornell University and issues about university reform in a very different cultural and academic setting, under the program "Higher Education and Training Program in Contemporary Social Sciences (HETPCSS)." This collaborative program in Syria was a unique opportunity to address new dimensions of action research in a developing country, where a real gap exists in paying attention to many aspects of conducting any serious research in the social sciences and the humanities. The program was intended to partially remedy this gap through introducing AR in Syria. Few are those universities in the US or Europe that have contextualized AR and the relation between university and society in an effective pro-social way. The experience of the Syrian universities is unique in that some of their professors are being educated in AR despite the adverse national political and economic conditions. One may even suggest that we are able to educate these professors in action research because of the contemporary adverse conditions.136883 bytesapplication/pdfenAR pedagogy in Higher EducationSyrian Arab RepublicIslamic/Arabic Cultural HeritageEquilibriumcontextualized AR for Social Changearticle