Social Justice, Social Change, Social Inclusion, Practice-Based Approaches to the Study of Knowing, Learning and Change in Organisations, Higher Education Feminist Studies of Science and Technology, Collaborative Action Research Methodologies,

Any added value? Co-constructing life stories of and with people with intellectual disabilities

by oliver koenig

British Journal of Learning Disabilities, 39: no. doi: 10.1111/j.1468-3156.2011.00695.x

Despite considerable achievement in inclusive research, people with intellectual disabilities have been largely... more Despite considerable achievement in inclusive research, people with intellectual disabilities have been largely excluded from the critical area of data analysis and theory development. Next to the undoubted complexity of these tasks, this can partly be attributed to higher demands of representativeness that are used to judge the validity of disability research as well as missing training opportunities for people with intellectual disabilities. The paper presents data from the first core research project in German-speaking countries that was carried out within an inclusive framework. Within the FWF (Austrian Science Fund) financed project ‘Experiences of participation in the (vocational) biography of people with intellectual disability’ at the Department of Education at the University of Vienna, the research team aimed at involving people with intellectual disability in an accompanying reference group in the process of co-construction of theory through the shared analysis of the collected qualitative data: life stories and narratives of people with intellectual disability. This paper seeks out to show the added value of this approach both methodologically and practically.

‘Critical bureaucracy’ in action: Embedding student voice into school governance

by Anna Carlile

Article accepted in Pedagogy Culture and Society; please email for a pre-proofs copy

This article suggests a model for ‘youth voice’ based on a participatory research methodology, ‘Illuminate’. The... more This article suggests a model for ‘youth voice’ based on a participatory research methodology, ‘Illuminate’. The article reports on research into the capacity for ‘Illuminate’ to amount to ‘critical bureaucracy’. Critical bureaucracy is presented as an approach to governance activities (here, in schools and FE colleges) which is related to ‘critical pedagogy’ in its reflexivity and sensitivity to issues of policy, power and social justice. The article reports on the testing of the Illuminate model through projects at two schools and a further education college: one on the flexible use of time in the curriculum; another on safety in school students’ lives; and the third on widening participation in the creative arts. Drawing on Freire, Foucault, and Hart, these projects are analysed according to theories of emancipatory research methods, governance, participation, and critical pedagogy, assessing the Illuminate model’s efficacy in terms of a pragmatic approach to critical bureaucracy. The analysis reveals a tension in the adoption of the combination of post-modern theories of governance and an ethic of social justice.

Trasformative Learning and Appreciative Inquiry: A More Perfect Union for Deep Organizational Change

by Loretta Donovan

Co-athored with Susan R. Meyer, Ed. D. and Stephen Fitzgerald, Ph.D.

Staff perspectives on the role of English proficiency in providing support services

by sophia harryba

In Developing student skills for the next decade:
Proceedings of the 20th Teaching and Learning Forum, 1-2 February 2011. Perth: Edith Cowan
University

A case study approach was applied to understand the challenges of offering support services to international students... more A case study approach was applied to understand the challenges of offering support services to international students (IS) within a university setting. A social constructivist theoretical framework informed the collection and analysis of data. Perspectives from service providers - general and academic staff members and international students were triangulated. To date, 63 participants have been interviewed and preliminary findings show that although international students encounter a number of academic and socio-cultural difficulties during university
transition, many do not access support services offered by university for various reasons including; perceived language and cultural barriers, unawareness, feeling uncomfortable; and
avoiding any stigma associated with help-seeking. The data shows service providers too have reported difficulties when working with international students, such as cultural and language barriers, lack of staff, funding and training. The focus of the current paper will be on one of the major themes explicating these tensions, namely English proficiency which acts as a pervasive barrier for both staff service provision and students service utilisation. Implications of findings, recommendations for universities and direction for future research will be discussed in
reference to this theme.

On Self-Realization Through Work

by Michele Loi

Quasi-final draft, please do not quote. Submitted 2.04.2012 to Philosopher's Imprint

Intégrer l’éducation technologique à l’éducation scientifique : pertinence pour les élèves et impacts sur les pratiques d’enseignants

by Sylvie Barma

Lacasse, M. et Barma, S. (accepté). Intégrer l’éducation technologique à l’éducation scientifique : pertinence pour les élèves et impacts sur les pratiques d’enseignants. Revue canadienne de l’éducation/Canadian Journal of Education. 35(2).

Cette recherche collaborative qui s’est déroulée pendant plus de quinze mois s’intéresse aux défis que présente pour... more Cette recherche collaborative qui s’est déroulée pendant plus de quinze mois s’intéresse aux défis que présente pour les enseignants l’intégration du travail en classe-atelier à l’enseignement des sciences dans un contexte de réforme de programme d’études au 2e cycle du secondaire au Québec. Cet état des faits a justifié la mise en place d’un travail de collaboration entre plusieurs intervenants du milieu scolaire, et plus particulièrement avec deux praticiens réflexifs qui ont modélisé, avec l’équipe de recherche, deux situations d’apprentissage et d’évaluation intégrant la technologie à l’enseignement des sciences ayant pour but de les partager avec leurs pairs. Suite à deux sessions de formation, des enseignants ayant accepté de mettre en œuvre ces SAÉ nous ont fait part des conditions favorables et des contraintes liées à leur mise en place. Cette recherche documente également leurs motivations à intégrer la technologie alors qu’ils abordent le thème des éoliennes et de l’électronique avec leurs élèves comme porte d’entrée pour contextualiser l’enseignement et augmenter l’intérêt des élèves.

The Actions of Mahabharat (an Indian Epic): An Analysis from Action Science Perspective

by madhu ranjan kumar

When communication goes with inclusion. A case analysis on participatory experiences in the municipality of Bologna

by Pina Lalli

In press in "Communication with the public. From a local government perspective", edited by A. Jenei, Budapest, AdLibrum, 2012, pp. 141-160.

This paper looks at a communication campaign brought about by an Italian municipality with the collaboration of other... more This paper looks at a communication campaign brought about by an Italian municipality with the collaboration of other local institutions and associations within the framework
of a European plan against social exclusion. This experience argues for a change of perspective in communication, for all!: this is the payoff of the campaign, too.
Playing with the key words of the Lisbon Strategy, and while inviting the spectator to take a look at marginal people merely by another having another point of view, participatory-creation
choices gave rise to the making of publicity spots using persons who are actually experiencing exclusion. The campaign deliberately avoided any victimization or
emotional “pornography of suffering”; instead, it had the objective of awareness prompting,giving a new perspective arising from the possibility of change.

Hull - A Digital City? : A study into the adoption of social media and web technologies in organisations and communities.

by Delia Pembrey MacNamara

Paper type: Research paper (MBA Dissertation), University of Hull
Submitted: 28th September 2011

A study into the adoption of social media and web technologies in organisations and communities. The findings dispel... more A study into the adoption of social media and web technologies in organisations and communities. The findings dispel the myth of the Generation Y dominance on social media, and reveal that the barriers to adoption include individual perceptions and boundaries toward new technologies, incorrect assumptions of prior learning and the need to change leadership styles when utilising social media. The scope of the research and its longitudinal nature make the study original.


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http://www.scribd.com/doc/82393381/Hull-%E2%80%93-A-Digital-City-A-study-into-the-adoption-of-social-media-and-web-technologies-in-organisations-and-communities

Organizational Politics, Power and Partnerships: An analysis of Perceptions and Perspectives of Sexual Harassment in the University of Malawi’s Chancellor College

by Happy Kayuni

Can education change society?

by Lloyd Gray

How the arrow of feedback links the theories of organisational change: a multi-method use of action research

by madhu ranjan kumar

Action Research; Applied Research, Intervention Research, Collaborative Research, Practitioner Research, or Praxis Research?

by Olav Eikeland

Published in International Journal of Action Research (IJAR), no. 1, 2012

Abstract: This article relates common ways of conceptualising action research as “intervention”, “collaboration”,... more Abstract: This article relates common ways of conceptualising action research as “intervention”, “collaboration”, “interactive research”, “applied research”, and “practitioner research” to a number of different ways of knowing extracted from the works of Aristotle. The purpose is not to disavow any of these practices but to expand the philosophical, methodological, and theoretical horizon to contain the Aristotelian concept of praxis. It is claimed that praxis knowing needs to be comprehended in order to realize the full, radical potential in action research providing real “added value” in relation to more conventional social research approaches. Praxis knowing radically challenges the divisions of labour between knower-researchers and the known-researched. Thereby it also challenges both the epistemologies and institutionalisations dominating both conventional research and conventional ways of conceptualising action research.

We make this road as we walk together: Sharing teacher authority in a social action curriculum project

by Celia Oyler

An Assessment of Factors Contributing to Environmental Racism: A Case Study of the East Austin Tank Farm

by Texas State PA Applied Research Projects

Ortiz, Manuela A. , "An Assessment of Factors Contributing to Environmental Racism: A Case Study of the East Austin Tank Farm" (1995). Applied Research Projects, Texas State University-San Marcos. Paper 134.
http://ecommons.txstate.edu/arp/134

Activism, Service Provision and the State's Intellectuals: Community Work in Australia

by Helen Meekosha

Metaversos, construção de conhecimento e mudança social: o caso "Projeto Pirarucu-Gente"

by Maigon Pontuschka

Co-authored with Luís Carlos Petry. Presented at SBGames 2011 - November 7-9, 2011 - Salvador, Brazil

Este artigo vem mostrar uma possível utilização dos games na construção de conhecimento com o método da pesquisa–ação... more Este artigo vem mostrar uma possível utilização dos games na construção de conhecimento com o método da pesquisa–ação participativa nas áreas de agroecologia, engenharia de pesca e economia solidária. O trabalho apresenta o estado inicial das atividades do Projeto Pirarucu-Gente, um projeto de pesquisa e extensão voltado para a assessoria, capacitação e mudança social. O projeto tem como objetivo assessorar agricultores, pescadores artesanais e piscicultores da região denominada Território Central da Cidadania de Rondônia na utilização de práticas sustentáveis de gestão de empreendimentos de produção, beneficiamento e comercialização de modo a garantir sua autonomia e sustento. Um metaverso será usado como ferramenta de trabalho e de divulgação de boas práticas.

Fronteras Borrosas

by Laura Cardús i Font

I translated this into spanish some years ago!

Thinking about the futures(s) of equality, participation and inclusion

by Christopher Walsh

with Kieron Sheey and Jonathan Rix

This is a textbook chapter.

This module was conceptualised to help you explore ways to make equality,... more This is a textbook chapter.

This module was conceptualised to help you explore ways to make equality, participation and inclusion a viable reality in the lives of children and young people across settings. In this concluding unit we will explore futures thinking, participatory culture, sharing innovations and using digital technologies to promote and support inclusive practices. We anticipate this final unit will provide additional tools, strategies and ideas that will assist you in further developing your own position on equality, participation and inclusion.

We have included futures thinking because it offers ways of addressing the future in the present. It is not about gazing into a crystal ball and trying to predict the future. Rather, futures thinking intentionally considers the past and present, by looking at trends to illuminate the ways that policy, strategies and actions can promote desirable futures and avoid those we consider to be undesirable. Futures thinking is collaborative and stimulates strategic dialogue from the ground up to effectively deal with those barriers or threats to equality, participation
and inclusion we are facing presently or could face in the future.

Futures thinking also allows us to widen our understanding of the possible, strengthening learning, leadership, and informing decision making across diverse settings. While the future cannot be predicted, one can look forward to a range of possible futures and ask, which of these are the most desirable for children and young people? Our stance on equality, participation and inclusion is based on a set of ideals and
values that the E214 team hopes will inform actions you take today as you envision and strive for 'preferable' futures over 'possible' and 'probable' futures. and their implications for themes raised throughout E214.

Maria Beltran-Figueroa, D. Folkman, M. Glowacki-Dudka, D. Syam, & Rey Ty. (2011). Models of Common Ground for Social Action, Community Development, and Scholarly Research. Proceedings of the Midwest Research to Practice Conference. St. Charles, MO: Lindenwood University.

by Rey Ty 鄭文華 (郑 文华)

*Not* final draft.

Maria Beltran-Figueroa, D. Folkman, M. Glowacki-Dudka, D. Syam, & Rey Ty. (2011). Models of Common Ground for Social Action, Community Development, and Scholarly Research. Proceedings of the Midwest Research to Practice Conference. St. Charles, MO: Lindenwood University.

*Not* final draft.

Community-based programs are a valuable component of the service mission for higher... more *Not* final draft.

Community-based programs are a valuable component of the service mission for higher education institutions. While this can provide a way for higher education to have a broad impact, there are issues of access, negotiation of expectations, and challenges for continued support and changing political priorities that can impact the success of these partnerships. This paper discusses some of the challenges and provides three examples where theoretical approaches for collaboration and learning meet practice in the real complex world. These include a refugee project where women are encouraged to keep their traditions in a new context, a college promotion program embedded in four schools serving Native American children, and a transition-to-work program to serve urban men in a job training and placement program. Each of these programs meet the needs of specific groups through a collaborative and integrated approach where the learning moves equally between the providers and those being served.