This paper considers notions of spaces and relations in research design for critical education researchers, based on Freirean principles of empowerment education. Three reflective 'narratives of praxis' from community-based research are explored. The first narrative takes a community arts approach to research and is situated in an urban regeneration programme with community workers. The second narrative is situated in the intersection of education and research-in-action and is situated in outdoor learning 'farmer field schools' with teachers and pupils. The third narrative explores the idea of co-production and is situated in a dialogue between researchers, working together yet occupying different spaces, who are engaged in a commentary of the impacts of austerity policies. Using excerpts and reflections from research journals such interpretations are useful to identify and seek the interstices, the cracks, in which critical education researchers operate. This paper seeks to ask, 'In seeking research spaces for change, what lessons can be drawn from community research-in-action for critical education researchers?' In response, the paper explores the centrality of research relations, as priority focus in the idea of engaging in research to know and act in the world.