首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Participatory Health Research is a collective term adopted globally for participatory action research in a health context. As an approach to research, it challenges current ways used within the health sciences to measure research impact as research, learning and action are integrated throughout the research process and dependent on context and participation. The literature on participatory evaluation is explored to see if it can offer some insights into how best to articulate impact. Similar debates are taking place particularly concerning the relationship between degree of participation and impact, how impact should be defined and the role of wider social forces on the evaluation process. A focus on core values, such as social justice, differentiates transformative evaluation from more pragmatic participatory evaluation, but this is poorly conceptualised in evaluation models.  相似文献   

2.
A research collective comprised of teacher candidates, graduate students, and faculty set out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action research as sites of growth and efficacy toward justice learning. And, each began to perceive themselves as both impacted by educational structures and as agents enacting their own visions of professional practice. These outcomes are discussed in the context of the growing body of participatory action research, emphasizing the dynamic learning precipitated within the intersections of the research collective. The empirical analysis, involving survey and interview data, brought to bear the rarity of events participants (teacher candidates) recognized as invoking meaningful social and ecological justice learning, and goes some way to describe such learning in terms of embodied experience. The paper closes with a selection of testimonials provided by members of the research collective, offering personal accounts of what was gained through participating in the research process.  相似文献   

3.
While participatory action research’s (PAR) democratic and social justice principles promote team member involvement across the research, collaborative team writing for publication is not standard practice. Peer-reviewed publications are predominately written by academic team member(s), and may include varied but often limited, co-authorship from youth, teachers and/or community team members. Drawing from narrative approaches, this paper narrates a youth-adult PAR team’s movement from a sense of distance and distaste towards academic writing to experiencing writing for publication as a process of transformative team engagement. In doing so, this account offers a story of possibility and agency for teams considering this facet of democratic youth-adult PAR team work.  相似文献   

4.
Participatory Action Research: Practical Theology for Social Justice   总被引：1，自引：1，他引：0  
This article looks at participatory action research (PAR) as a means for a religious educator to unite scholarship and teaching with the purpose of building up community and moving toward social justice. A definition of this term is offered as well as short examples of how different religious educators have engaged in doing PAR in their respective communities. The place of the researcher is analyzed and the different methods of research that are a part of PAR are briefly described. As a practical theology for social justice, theological reflection is integrated with the theory and practice of PAR.  相似文献   

5.
This article introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). It argues that dominant models of research impact tend to see it as a linear process, based on a donor-recipient model, occurring at the end of a project following the take-up and use of findings. PAR challenges this approach, as impact is embedded in cycles of the action research process; the distinction between researchers, research informants and research users is blurred; and micro process-based impacts, including changes in the thinking and practices of co-researchers, are as significant as findings-based changes in policy and practice. A conceptual framework is developed, based on a three-fold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. This is applied to a case study action research project, Debt on Teesside, working with low-income households in North-east England. The project is analysed in terms of participatory impact (e.g. developing skills of participating households, mentor-researchers, and university staff); collaborative impact (e.g. findings-based changes in thinking, policies and practices of advice, community finance and housing agencies, and local authorities resulting from collaborative research); and ‘collective impact’, adapted from the field of social interventions, which involves organisations collectively targeting specific actions based on research (e.g. changing policy and practices of lenders and government relating to high-cost loans).  相似文献   

6.
ABSTRACT

This article examines the participatory impact of a storytelling project on a small group of Latinx English learners in a sixth grade classroom. The storytelling project unexpectedly emerged as a positive ripple effect from a Participatory Action Research (PAR) initiative to foster civic empowerment among middle school students in an English Language Development classroom in Northern California during the 2014–2015 academic year. As the university researcher and classroom teacher worked together on the PAR project, they came to understand the importance of storytelling for this group of students and agreed to create a safe classroom space with appropriate instructional support for the students to develop and write their stories in English. Although the PAR project failed to produce an Action Plan based on students’ research findings, the storytelling ripple effect from the PAR initiative had a transformative impact on the students as they constructed counter-stories to dominant discourses that marginalize and dehumanize Latinx immigrant students and their families. Through the process of writing and reading their stories aloud in English, the Latinx English learners successfully positioned themselves as resilient, hard-working students who are fully capable of participating in civic programs, projects, or debates with their native English-speaking peers.  相似文献   

7.
We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a social justice approach to inform the SoTL. It focuses on the implications for professional learning, as an aspect of the SoTL which has been neglected. The tripartite account of participatory parity as advanced by Nancy Fraser is shown to be a valuable frame to describe instances of social justice, as well as the kind of institutional arrangements that should be instituted to support participatory parity. Alongside this, the notion of a ‘pedagogy of discomfort’ is shown to be an effective, but challenging means to advance awareness of justice and injustice amongst academics. The article draws on examples from three action based research projects run by the authors.  相似文献   

8.
《师资教育杂志》2012,38(2):207-223
This paper offers reflections on two transformative teacher education projects. The first a global communities module is set in a university in Vancouver and utilizes the lens of social ecology to examine the roles of teachers in bringing an awareness of local/global issues to their students' learning experiences. The second, a Canadian International Development Agency (CIDA) teacher education project located in rural Peru, involves the collaboration of universities in Canada, Mexico and Peru. The projects are united in their use of ‘critical place‐based’ transformative teacher education agendas and democratic participatory methods. We use our experiences in these projects combined with relevant literature to explore three questions: (1) What inspirations might be drawn from our critical place‐based participatory approaches? (2) What might these approaches offer in response to the United Nation's Decade of Education for Sustainable Development [UNDESD]? (3) Does the UN Decade provides a conceptual framework to instigate and support social and ecological transformation?  相似文献   

9.
This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.  相似文献   

10.
As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.  相似文献   

11.
Despite strong political support for the development of sustainability literacy amongst the UK graduates, embedding sustainability in the higher education curriculum has met with widespread indifference, and in some cases, active resistance. However, opportunities exist beyond the formal curriculum for engaging students in learning about sustainability. Previous research has highlighted the potential of the university campus for experiential, place-based learning about and for sustainability. This has been conceptualised as the ‘informal’ curriculum, consisting of extra-curricular activities and student projects linking estates and operations to formal study. However, the impact of the so-called ‘hidden curriculum’ (the implicit messages a university sends about sustainability through the institutional environment and values) has been overlooked as a potential influence on student learning and behaviour. This article reports on a small-scale research project which utilised a phenomenographic approach to explore students’ perceptions of the ‘hidden sustainability curriculum’ at a leading sustainability university. The findings suggest that helping students deconstruct the hidden campus curriculum may enhance aspects of sustainability literacy; developing students’ understanding about sustainability and creating solutions to sustainability issues, enabling evaluative dialogue around campus sustainability and also self-reflection, which could be transformative and translate into pro-environmental behaviour change. This research is transferable to other contexts.  相似文献   

12.
This research uses transformative learning theory to explore how Farmers Field Schools (FFS) of the Taita Hills, Kenya have contributed to environmental sustainability, with a particular focus on gendered learning. Both genders experienced transformations in their meaning schemes related to farming (e.g., men and women switched their traditional roles in tillage and planting). A significant change in meaning perspective occurred among men who overcame personal biases and a cultural practice of land inheritance for males to now include their daughters. More research is needed to explore how all participants (farmers, extension agents, scientists) could enhance sustainability efforts and gender equality through agricultural participatory education projects such as FFS.  相似文献   

13.
We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience.  相似文献   

14.
Universities aspire to offer students a transformative experience, but rarely spell out the nature of this transformation. In this essay, L. A. Paul and John Quiggin frame the successful university education as transformative in the philosophical sense. They explain the way that a successful college education can be understood as generating an individual conceptual revolution, and thus, as a transformative experience. Education can create epistemically transformative change through the process of developing critical thinking skills, leading to conceptual replacement and the discovery of new intellectual frameworks. This epistemic transformation, if deep enough, scales up into a personal transformation. After explicating the nature and structure of transformative education, Paul and Quiggin show how understanding transformation in terms of personal change and awareness of unawareness clarifies the debate over its value.  相似文献   

15.
As we enter the 21st century it seems likely that the collection of methodologies and methods that have constituted PAR will continue to permeate mainstream research. There is increasing evidence, for example, that the discourse of participatory action research is now being widely used by international development agencies, NGOs and related organisations to promote a wide array of educational, healthcare and social programmes. This paper argues that the increasing popularity and use of PAR over recent years poses both possibilities and problems for researchers. In particular, it will discuss the challenges that this process presents to the concept of participation within PAR, as well as the implications it has for constructing methodologies for inclusive forms of participatory research.  相似文献   

16.
In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented.  相似文献   

17.
  相似文献   

18.
The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach are outlined, with examples, before possible articulations of capability and Sen's notion of process freedom with critical pedagogy are investigated. It is argued that each approach has something to offer when brought alongside as ‘critical capability pedagogies’, which seek to enhance and expand student experiences of learning and their ‘valuable beings and doings’. Finally core capabilities in a university education are considered and some of the problems of domesticating the capability approach addressed.  相似文献   

19.
This article seeks to illuminate the complexity of youth participatory action research (YPAR) through the use of two concepts: (1) transformative agency, a collective initiative to address conflicts and contradictions in activity systems, and (2) role re-mediation, the disruption of power relations. We demonstrate that these concepts, in comparison to the concept of civic participation, allow for an expanded consideration of the cross-contextual processes that are involved in collective mobilization to enact justice. To explore this area, we examine an afterschool YPAR program involving the adult authors and youth of color with intersectional identities—including emergent bilinguals and youth perceived as struggling academically. We illustrate three avenues of transformative agency and role re-mediation within the YPAR program: (1) engagement with critical fiction and non-fiction texts that expose power relations; (2) interactions between individuals within and beyond the YPAR space; and (3) production and dissemination of knowledge. Through this exploration, we illustrate how the lenses of transformative agency and role re-mediation can provide new understandings of change-oriented action in YPAR.  相似文献   

20.
ABSTRACT

In this paper, two researchers reflect on the institutional space for participatory governance in a participatory action research (PAR) process that was initiated by the Ministry of Education, Culture and Science (ECS) in the Netherlands. It was implemented in two schools by researchers contracted by the ministry. The project’s aim was to explore possibilities for involving schools in policy processes using PAR. We conclude that PAR sheds light on the communication strategies, power and authority balances, and meaning of participation among the participants. The attempt to break through traditional hierarchies generated new insights into the institutional space at both the participating schools and the government institutions that can be used to create participatory approaches to governance. The researchers were the bridging actors between the schools and the government institutions. While previous research showed that a bridging actor can play a positive role as an objective party who is able to deliberate between the participants, we found that it impeded the creation of a participatory governance space.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号