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ABSTRACTThree researchers share their reflections on the challenges and goodness of fit of using participatory action research (PAR) in studies with indigenous peoples in the United States and Canada. Three central challenges of participatory methodologies are identified: (1) defining what constitutes participation; (2) the extended time required for a PAR study; and (3) researcher positionality. The authors discuss tensions inherent in the western academy when shifting final decision-making authority over research processes away from the academic institution to the indigenous community. A model situating the principles of PAR alongside perspectives and values congruent with the indigenous concept of relationality is presented as a means of mitigating these challenges. This approach aligns PAR principles within culturally-congruent definitions of relationship and encourages researchers to re-imagine participation as a form of relationship, allowing them to engage more deeply and genuinely with indigenous participants. 相似文献
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This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives. 相似文献
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Melanie Nind Georgie Boorman Gill Clarke 《International Journal of Inclusive Education》2013,17(7):643-656
While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and narrative methods we have been listening to girls excluded from mainstream education. They attend Kahlo School, a small special, girl-only secondary provision in the south of England, and our focus has been on gathering their views as stakeholders in the school and engaging them in curriculum and school development. In this paper, we reflect on the affordances of visual and digital methods and on how the girls perceive their educational inclusion and exclusion. We discuss the themes of space, identity, relationships and community that have emerged from analysis of the data, and conclude by outlining the importance of the core messages about belonging and not belonging that we heard in the girls' accounts. 相似文献
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Charles R Pedlar Carlo Brugnara Georgie Bruinvels Richard Burden 《European Journal of Sport Science》2018,18(2):295-305
Maintaining a positive iron balance is essential for female athletes to avoid the effects of iron deficiency and anaemia and to maintain or improve performance. A major function of iron is in the production of the oxygen and carbon dioxide carrying molecule, haemoglobin, via erythropoiesis. Iron balance is under the control of a number of factors including the peptide hormone hepcidin, dietary iron intake and absorption, environmental stressors (e.g. altitude), exercise, menstrual blood loss and genetics. Menstruating females, particularly those with heavy menstrual bleeding are at an elevated risk of iron deficiency. Haemoglobin concentration [Hb] and serum ferritin (sFer) are traditionally used to identify iron deficiency, however, in isolation these may have limited value in athletes due to: (1) the effects of fluctuations in plasma volume in response to training or the environment on [Hb], (2) the influence of inflammation on sFer and (3) the absence of sport, gender and individually specific normative data. A more detailed and longitudinal examination of haematology, menstrual cycle pattern, biochemistry, exercise physiology, environmental factors and training load can offer a superior characterisation of iron status and help to direct appropriate interventions that will avoid iron deficiency or iron overload. Supplementation is often required in iron deficiency; however, nutritional strategies to increase iron intake, rest and descent from altitude can also be effective and will help to prevent future iron deficient episodes. In severe cases or where there is a time-critical need, such as major championships, iron injections may be appropriate. 相似文献
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Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling—deviating from the rules of school and the norms of their gender—speak about their dis/engagement in education. We argue that participatory research methods can provide meaningful ways for girls to construct and better understand their own narratives. In so doing we draw on our ongoing research in England with teenage girls excluded from mainstream provision. Findings from analysis of their narratives are discussed in relation to voice, space, audience and influence. This process reveals the significance of hearing and responding to the multilayered complexities of girls’ voices in purposeful ways. 相似文献
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