Purpose: This paper examines if and how agricultural researchers and extension officers can see, understand and change processes that exclude some people and influence marginalisation.
Design and methodology: We used participatory action research (PAR) in a programme building sustainable farming practices for nutrition and income in Solomon Islands as our case study. Two qualitative PAR data streams were analysed: (i) documentation of community activities over three years including action planning, learning activities, training workshops, focus group discussions, key informant and informal interviews and (ii) documentation of the research teams’ own learning and reflection sessions.
Findings: Agricultural research and learning activities facilitated through PAR can help researchers and extension officers see, understand and challenge processes that cause social exclusion and marginalisation and lead to inequitable access to agricultural opportunities. A combination of (i) starting with a collective vision; (ii) facilitating systematic reflection exercises; and (iii) having locally tuned facilitators creating safe spaces; makes processes of social exclusion tangible, discussable and ultimately actionable, illustrating the potential of the research and extension processes to facilitate social change in real time.
Theoretical Implications: The paper makes a contribution to the growing body of theory and literature on innovation systems and people-centred approaches to agricultural development, by highlighting the facilitation challenges and opportunities that can create more learning focused and power-aware agricultural programming.
Practical Implications: Our approach, examined in this paper, can improve implementation of policies such as the Solomon Islands Agriculture and Livestock Sector Policy (2015–2019), which aims for active participation of women and youth in agricultural development.
Originality: Using a PAR approach to discover how agricultural research and extension activities can help transform the processes that cause social exclusion and create disadvantage and marginalisation. 相似文献
Creative and critical thinking have been traditionally considered as involving independent skills and dispositions. However the definition of critical thinking has been gradually reconsidered to include skills and dispositions through which one opens new links instead of scrutinizing existing links in a closed analysis. Experimental studies have rarely focused on bonds between creative and critical thinking. The present study concerns the antilogos ability, the ability to critically evaluate whether specific information may support different claims. This ability pertains to critical thinking. One hundred and eight male adolescents from Grades 8, 10 and 12 participated in antilogos evaluation and answered tests measuring creative thinking and dispositions to critical reasoning. The study shows rich bonds between creative thinking and antilogos evaluation and between their developments. Analytical skills involved in antilogos evaluation were shown to develop, so that older adolescents could uncover unexpected aspects for interpreting given information, or could challenge the credibility of the given information. In contrast, heuristic biases may hamper older adolescents to free themselves from holding one meaning to given information, the meaning to which their heuristics is directed. We found that in order to free themselves from holding one meaning, adolescents need a high level of a particular aspect of creative thinking which does not develop during adolescence. The study shows then that effective antilogos evaluation involves both critical and creative thinking. We conclude that antilogos evaluation is archetypical in the sense that tasks involving both critical and creative thinking must be of argumentative nature. 相似文献
Our main goal in this study is to exemplify that a meticulous design can lead pre-service teachers to engage in productive
unguided peer argumentation. By productivity, we mean here a shift from reasoning based on intuitions to reasoning moved by
logical necessity. As a subsidiary goal, we aimed at identifying the kinds of reasoning processes (visual, inquiry-based,
and deductive) pre-service teacher's students adopt, and how these reasoning processes are interwoven in peer-unguided argumentation.
We report on a case study in which one dyad participating in a pre-service teachers program solved a mathematical task. We
relied on three principles to design an activity: (a) creating a situation of conflict, (b) creating a collaborative situation,
and (c) providing a device for checking hypotheses/conjectures. We show how the design afforded productive argumentation.
We show that the design of the task entailed argumentation which first relied on intuition, then intertwined the activities
of conjecturing and checking conjectures by means of various hypotheses-testing devices (measurement, manipulations, and dynamic
change of figures with Dynamic Geometry software), leading to a conflict between conjectures and the outcome of the manipulation
of DG software. Peer argumentation then shifted to abductive and deductive considerations towards the solution of the mathematical
task. These beneficial outcomes resulted from collaborative rather than adversarial interactions as the students tried to
accommodate their divergent views through the co-elaboration of new explanations. 相似文献
In this paper we map the scientific journals from Ibero‐American countries indexed in the Web of Science and Scopus. Data were collected from the journals' websites. Of 879 journals in the two databases, Spain accounted for 35.6% of the titles, Brazil 28.5%, and the remaining 11 countries together 35.9%. Medicine had the most titles in almost all countries, with 28.9% of the total, followed by agricultural and biological sciences (particularly in Brazil) with 14.9%, and social sciences with 11.5%. A digital format was used by 95% of the journals and 82% were open access, with an even higher level of open access in Latin America. The publishers were mainly universities (37.7%) and associations (31.1%). Ibero‐American countries, with the exception of Spain, do not have a long tradition as scientific journal publishers, but in the last few years they have gained in importance as players in scientific communication with the use of new business models for journals. 相似文献
In this paper, we examine current changes in the ethnic and social composition of the preschool and school aged population as well as the consequences these changes may have for educational participation and thus for overall educational attainment in the near future. Based on the micro-census 2008 survey, we identify groups of migrants by region of parents’ origin where children – despite low levels of parents’ education and comparatively few socioeconomic resources – have greater chances of upward educational mobility than non-migrant children. By contrast, children from less educated, nonmigrant families show a much lower tendency to be upwardly mobile, and educational choices are more closely tied to the economic and social background. Thus, our analysis provides evidence that educational background and socio-economic resources in the students’ families are of greater importance for the overall development of educational attainment in Germany than characteristics of migration and ethnicity. 相似文献
As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's α, Feldt‐Raju, stratified α, and marginal reliability). Models with different underlying assumptions concerning test‐part similarity are discussed. A detailed computational example is presented for the targeted coefficients. A comparison of the IRT model‐derived coefficients is made and the impact of varying ability distributions is evaluated. The advantages of IRT‐derived reliability coefficients for problems such as automated test form assembly and vertical scaling are discussed. 相似文献
