Thematische Bibliographien / Action research in education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Action research in education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Action research in education"

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Watt, Molly Lynn, und Daniel Lynn Watt. „Teacher Research, Action Research: the Logo Action Research Collaborative“. Educational Action Research 1, Nr. 1 (Januar 1993): 35–63. http://dx.doi.org/10.1080/0965079930010104.

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Barnes, Yvonne. „Action research in education“. Educational Action Research 23, Nr. 2 (27.03.2015): 306–7. http://dx.doi.org/10.1080/09650792.2015.1020705.

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Foster, Anna. „Action research in education“. Action Learning: Research and Practice 11, Nr. 1 (02.01.2014): 106–9. http://dx.doi.org/10.1080/14767333.2013.874780.

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Oranga, Josephine, und Billiah Gisore. „Action Research in Education“. OALib 10, Nr. 07 (2023): 1–10. http://dx.doi.org/10.4236/oalib.1110306.

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Groundwater‐Smith, Susan. „Action research“. Educational Action Research 17, Nr. 3 (September 2009): 479–81. http://dx.doi.org/10.1080/09650790903088037.

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Zuber-Skerritt, Ortrun. „The action research planner: doing critical participatory action research“. Educational Action Research 24, Nr. 1 (02.01.2016): 150–54. http://dx.doi.org/10.1080/09650792.2015.1132591.

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Carter, Philip D. „Building purposeful action: action methods and action research“. Educational Action Research 10, Nr. 2 (Juni 2002): 207–32. http://dx.doi.org/10.1080/09650790200200180.

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Noaparast, Khosrow Bagheri, und Mohammad Zoheir Bagheri Noaparast. „Action-Oriented Research in Education“. American Journal of Islamic Social Sciences 29, Nr. 2 (01.04.2012): 43–63. http://dx.doi.org/10.35632/ajiss.v29i2.324.

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Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research.
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Noaparast, Khosrow Bagheri, und Mohammad Zoheir Bagheri Noaparast. „Action-Oriented Research in Education“. American Journal of Islam and Society 29, Nr. 2 (01.04.2012): 43–63. http://dx.doi.org/10.35632/ajis.v29i2.324.

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Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research.
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Walsh, Paddy. „Philosophy, Education and Action Research“. Educational Action Research 1, Nr. 1 (Januar 1993): 189–91. http://dx.doi.org/10.1080/0965079930010112.

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Dissertationen zum Thema "Action research in education"

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Colyn, Wendy May. „Action research : an exploration“. Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.

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Ryan, Elizabeth M. „Boys in education: An action research project“. Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.

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Gender roles, and the construction of gender, are under scrutiny in our society. Many questions are being asked about the roles of men in light of the successful emergence of feminism (Connell, 1989). There is a "crisis of masculinity" (Salisbury & Jackson, 1996) which has resulted in a bombardment of literature surrounding the issue and this, in turn, has filtered through to schools responsible for the education of boys. The purpose of this particular study is to contribute both to the theory and the practice of boy's education. It endeavours to identify the issues surrounding boy's education and to support the involvement of a small group of teachers in a school based curriculum development to bring about improvement in the area. The site of the study was a Catholic, boy's boarding school which is unique for its isolation and for its high percentage of Aboriginal students and those from Papua New Guinea. The research focused on the work of four teachers who were responsible for one Year 8 class . These teachers, together with the researcher, formed a community of learners in the context of this study. The purpose of this study was to contribute to both the theory and the practice of boys' education and its aims were to identify the issues surrounding boys' education and to support the teachers engaged in school based curriculum development in the area of boys' education. At the outset of the study, two major questions were asked; - What are the key issues surrounding boys' education? - Would a curriculum intervention program support the personal development of adolescent boys? The method of research considered most appropriate to the aims of this study was a qualitative model called action research. Action research is a form of self reflective enquiry that supports the involvement of not only teachers, but also the researcher in the improvement of practice (Kemmis & McTaggert, p.5). Moments of observing, reflecting, planning and acting within five action research cycles led the researcher and the participants to make three major conclusions: - that a whole school approach is the most effective way to communicate messages affecting behaviour and attitudes of boys - that an intervention, curriculum program has a beneficial but limited effect on the process of communicating concepts affecting adolescent boys - that the participants involved in this action research project grew in awareness of the issues surrounding boy's education and in their own personal development.
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Knecht, Anke. „Action research adn reflection in preservice teacher education“. The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705468.

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Knecht, Anke. „Action research and reflection in preservice teacher education /“. Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.

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Townsend, Andrew James. „Educational action research networks as participatory interventions“. Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.

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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.
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MacDonald, Denise C. „Action research : a catalyst for school improvement /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25862.pdf.

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D'Eon, Marcel F. „Strengthening faculty development in medical education through action research“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24069.pdf.

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Creed, Andrew Shawn. „Action research of cyclonic transactions in online management education“. Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/86555.

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The aim of the research was to generate a cyclonic model for understanding the influences and processes of continuously improving management education in an environment rich in online learning technologies. The research questions were: 1. What is the nature of the cyclonic interactions observed in the transactions of a team of online management educators? 2. How might an understanding of cyclonic interactions, a. help refine action research, and, b. generate rich insight for online management education? The methodology was an action research project. The research team worked in an online Master of Business Administration (MBA) to continuously develop teaching practice in one unit of the MBA. The methodology matched the objectives of the project, and the appropriate rigour associated with qualitative, interpretive research. The results showed that theories of systems and relational dynamics, adapted to hermeneutics and aligned with other learning theories, can be framed by the metaphor of a cyclone to conduct research into teaching practice and build upon the theory base in the field of online education. Online management education is subject to reinterpretations. The cyclonic framework explains some of the changes. The project showed that a chaotic but organised cyclonic program development process in one particular MBA course was informative for and informed by the chaotic and cyclonic globalized business world. For the education of managers the cyclonic view was relevant. The approach was metaphorical and, therefore, opened new ways of seeing and speaking. Findings pertained to the nature of the cyclonic interactions, how an understanding of cyclonic interactions helped to refine action research, and how an understanding of cyclonic interactions helped generate rich insight for online management education. It was found that it was the asymmetrical impetus of imperfection that created the examples of cyclonic learning spirals formed as double feedback loops for improved understanding. Online education in the action research required cyclical enhancement of connectedness by teachers, stronger emphasis on relational considerations in learning, and heightened expectations of collaboration by educators. It became possible to correlate earlier conceptions of action research with cyclonic categories and analyse the parallels with events in this action research project. Models were developed and presented to explain cyclonic connections with hermeneutics, collaborative teaching, online resource development, and the environment of online management education.
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Ng, Heung Sang Anita. „Creating an art education website through collaborative action research“. Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439859.

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Davis, Bryce Collin. „Breaking Ground on the University Garden| Service-learning and Action Research“. Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620873.

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The purpose of this dissertation was to document, analyze, understand, and describe how the environmental virtue ethics of undergraduate students were impacted after participating in a service-learning project designed to establish a new university garden. This service-learning project occurred during the fall semester of 2011, on the campus of Lighthouse University, a mid-size Catholic college campus that is located in an urban area of Southern California. The service-learning component was embedded within one environmental ethics course. Over the course of one sixteen-week academic semester, thirty undergraduates, between the ages of 18-23, each volunteered ten hours in this new on-campus garden. In addition to the student volunteer work, one of the complimentary course components required students to attend a speaking engagement hosted by Dr. Vandana Shiva, a world-renowned environmentalist. The action researcher, served as the catalyst, recorder, and facilitator of this service-learning project. In these roles, the action researcher mobilized members of the university, volunteers from the broader community, and local master gardeners to work side by side with the undergraduate students in the garden. After a qualitative analysis was conducted through the procedures of action research, local recommendations were generated in order to assist future garden-based curricular and co-curricular activities.

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Bücher zum Thema "Action research in education"

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Campbell, Anne, und Susan Groundwater-Smith. Action Research in Education. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2010. http://dx.doi.org/10.4135/9781446260791.

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Stringer, Ernest T. Action research in education. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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Campbell, Anne. Action research in education. Los Angeles: SAGE, 2010.

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Mcniff, Jean. Action Research. London: Taylor & Francis Inc, 2002.

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Armstrong, F. Action Research for Inclusive Education. London: Taylor & Francis Inc, 2004.

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Armstrong, Felicity, und Diana Tsokova, Hrsg. Action Research for Inclusive Education. Description:Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048361.

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Dodd, Rebecca. Education: Action research projects summarised. [Edinburgh]: [EYSIP], 2001.

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Sue, Davidoff, und Human Sciences Research Council, Hrsg. Emancipatory education and action research. Pretoria: Human Sciences Research Council, 1993.

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Bridget, Somekh, Classroom Action Research Network. Conference und Cambridge Institute of Education, Hrsg. Action research in development. Cambridge: Cambridge Institute of Education, 1987.

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Atweh, Bill. Action Research in Practice. London: Taylor & Francis Inc, 2004.

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Buchteile zum Thema "Action research in education"

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Cohen, Louis, Lawrence Manion und Keith Morrison. „Action research“. In Research Methods in Education, 440–56. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-22.

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Okoko, Janet Mola. „Action Research“. In Springer Texts in Education, 9–13. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04394-9_2.

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Bradbury, Hilary, Rolla Lewis und Dusty Columbia Embury. „Education Action Research“. In The Wiley Handbook of Action Research in Education, 5–28. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119399490.ch1.

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McComas, William F. „Action Research“. In The Language of Science Education, 3. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_3.

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Capobianco, Brenda M. „Action research“. In Perspectives in Contemporary STEM Education Research, 139–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003108122-16.

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Zuber-Skerritt, Ortrun. „Action Research“. In Professional Learning in Higher Education and Communities, 102–33. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137455185_4.

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Feldman, Allan, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman, Franz Rauch und Mehmet Fatih Taşar. „Action Research“. In Handbook of Research on Science Teacher Education, 352–62. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003098478-31.

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Banegas, Darío Luis, und Luis S. Villacañas de Castro. „Action research“. In The Routledge Handbook of English Language Teacher Education, 570–82. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-44.

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Banegas, Darío Luis, und Luis S. Villacañas de Castro. „Action research“. In The Routledge Handbook of English Language Teacher Education, 570–82. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-38.

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Zwozdiak-Myers, Paula Nadine. „Action research“. In A Practical Guide to Teaching Physical Education in the Secondary School, 273–86. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021 | Series: Routledge teaching guides: Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-22.

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Konferenzberichte zum Thema "Action research in education"

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Cîmpean, Marika-Emese, Vasilica-Augusta Găzdac und Mușata-Dacia Bocoș. „ACTION RESEARCH WITHIN ERASMUS+“. In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2210.

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Sprowls, Emily. „Action Research and Education for Sustainable Futures“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580930.

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Durden, Jared, Eric Brewe, Laird Kramer, N. Sanjay Rebello, Paula V. Engelhardt und Chandralekha Singh. „"Implicit action": Understanding discourse management in modeling instruction“. In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680026.

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Sporea, Dan, und Adelina Sporea. „ACTION RESEARCH BASED PROJECT IMPLEMENTATION IN ROMANIA“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1200.

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Corbo, Joel C., Daniel L. Reinholz, Melissa H. Dancy und Noah D. Finkelstein. „Departmental Action Teams: Empowering faculty to make sustainable change“. In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.018.

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Rainey, Katherine, Joel C. Corbo, Daniel L. Reinholz und Meredith Betterton. „Improving representation in physical sciences using a Departmental Action Team“. In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.061.

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Quan, Gina M., Joel C. Corbo, Sarah Wise und Courtney Ngai. „Unpacking challenges in student-faculty partnerships on Departmental Action Teams“. In 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.quan.

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Corbo, Joel C., David A. Craig, Robert P. Dalka und Chandra Turpen. „Introducing the Departmental Action Leadership Institute and its preliminary outcomes“. In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.corbo.

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Li, L. „Action Research on Teaching of Creative Writing for Postgraduates“. In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.31.

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Sales, Jorge Victor M., Maricar S. Prudente und Socorro Aguja. „Blended Professional Learning Community Sessions on Action Research“. In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.84.

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Berichte der Organisationen zum Thema "Action research in education"

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Million, Flore. Youth-Led Participatory Action Research Guides. Oxfam-Québec, Juni 2022. http://dx.doi.org/10.21201/2022.9819.

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Participatory research challenges the academic tradition in which the scientist is at the center of decisions in the research process. Inspired by popular education, this approach allows members of the community to question their living conditions and develop solutions to improve them from a social justice perspective. These guides were developed and tested as part of two participatory action research projects carried out by Oxfam-Québec with young people (18–30 years old). The two guides provide the key steps to carry out research, build a questionnaire, develop a collective action plan and measure the impacts of the actions implemented.
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Burns, Heather. Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.942.

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Barlow, Tim, und Olivia Cairns. Idling Action Research - Review of Emissions Data. TRL, März 2021. http://dx.doi.org/10.58446/csjk8557.

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TRL were commissioned by City of London to undertake research into the vehicle emissions emitted whilst idling. Across all 32 London Boroughs, campaigns have been launched to raise public awareness of the impact of idling on environmental air quality and human health. These campaigns use a combination of education, training and enforcement. Historically, the key strapline that has been used in campaigns UK-wide is that an idling car can fill up to 150 balloons with harmful exhaust emissions every minute. However, the reliability and applicability of this statement to the vehicles in London today has recently been called into question. This project aimed to provide an updated, evidence-based conclusion to support the upcoming anti-idling campaign planned for launch in February 2021.Through analysis of real-world data, TRL have quantified the emissions and associated costs from idling events, taking into account NO2, NOx, NO and CO2 emissions from petrol and diesel cars and vans. TRL have then compared the outputs to tangible constructs so the impact of idling can be easily understood by a wide audience.
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Pritchett, Lant, Kirsty Newman und Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Cho, Emily EunYoung, Karen Austrian und Nicole Haberland. From Data to Action: Informing Menstrual Health Management Programs. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1019.

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The Population Council’s Girl Innovation, Research, and Learning (GIRL) Center and Evidence for Gender and Education Resource (EGER) program hosted the second virtual webinar of its From Data to Action series, “Informing Menstrual Health Management Programs” in February 2022. This document provides a recap of the webinar, which featured a global systematic review and results from a randomized controlled trial in Kenya on menstrual health management (MHM) programs. ZanaAfrica shared perspectives on program implementation and how the evidence is shaping their approach.
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Chaves, Fernanda, Maria Alvarez, Liliana Rodrigues, Marilene Souza und Tiago Silva. The educational inclusion of trans people in higher education: a systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0021.

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Review question / Objective: What are the means of intervention (I) for the inclusion (O) of trans people (P) in higher education? Condition being studied: Identification of scientific production on the work of education professionals who promote the inclusion of trans people in Higher Education and analyze the potential of studies; Understanding of epistemological approaches and theoretical-methodological concepts involved in the inclusion process of access, permanence and success of trans students; Apprehension of strategies and actions of education professionals, to achieve the consecration of the sociocultural, economic and political rights of trans students; Research on the interventions adopted in Higher Education Institutions have fostered the integral development of trans academics.
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Hammond, Kay, und Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6269.

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Ambekar, Neelima, Divya Jain, Vishal Patel, Arvind Sakat, Abhishek Shah und Nagma Shah. Exploring Education's Role in Sustainable Urbanisation through PUKAR's Youth Fellowship Program. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1707.2024.

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This research explores the potential of the Youth Fellowship Program (YFP) as a supplementary urban educational intervention to formal higher education. The findings highlight the significance of the YFP as a crucial element in enabling research-oriented, problem-focused and action-oriented urban education. Such an approach complements formal urban higher education and addresses existing gaps, making contemporary urban education more responsive to the challenges faced in urban settings. Firstly, the programme recognises critical gaps in the contemporary higher education curriculum, ensuring that essential dimensions of Indian urbanisation, including vulnerability, inequality, access to basic services, urban poverty and informal employment, receive due recognition. Secondly, the YFP acts as a bridge between formal and informal education systems, establishing strong feedback loops within the learning ecosystem and facilitating the integration of practical knowledge into formal higher education. Thirdly, the YFP places human agency at the core of its transformative agenda. By prioritising core constitutional principles in education and providing space for vulnerable and marginalised youth to become YFP fellows, the programme aligns with representation issues, ensuring inclusivity and fostering empowerment among the learners. Fourthly, the YFP structurally demonstrates its effectiveness in addressing multiple interdependencies inherent in various urban development agendas. Unlike discipline and skill-focused higher education systems in India, the programme enables a holistic approach where YFP can engage with challenges in areas like healthcare and navigate a suite of interconnected development issues. Finally, the research emphasises the YFP’s participatory processes of learning as an iterative and dynamic approach. Such participatory learning fosters an empowering environment and emphasises learning as a continual journey rather than a mere end point.
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Arifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/pn2022.1.wb.

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Violent extremism in the Western Balkans takes many forms, from Western Balkans foreign fighters recruited to participate in conflicts abroad, including in the Middle East and Ukraine; to ethno-nationalist organizations that spread inter-ethnic hatred, some emanating from and glorifying legacies of conflict spanning back to the breakup of the former Yugoslavia and regional conflicts in the 1990s; to chauvinism and anti-EU and anti-NATO ideas that emerge to become even more serious and with greater consequences for the region and socio-political cohesion and dynamics. As violent extremism continues to evolve and adapt in the Western Balkan countries, efforts to address it must also adjust to new threats from both internal and external sources. Recent research on violent extremism in the Western Balkans, and North Macedonia specifically, suggests that education may be an important tool in addressing violent extremism in the region. Some have suggested educational initiatives may assist in addressing online and offline disinformation and extremist narratives. Furthermore, addressing ongoing issues within ethnically divided educational systems may play an important role in working to address some of the ethnic-based divisions that can contribute to ”othering” dynamics. Others have further suggested that education and other support services can play a role in aiding the transition of those imprisoned on charges related to violent extremism and returning families back into society. As countries throughout the Western Balkans continue to update and revise their national action plans and policies to address violent extremism, greater consideration of the role of education and how it might be integrated into these policies is needed. This publication, based on findings from a large-scale literature review mapping the state of research on education in P/CVE in the Western Balkans and beyond,offers a series of considerations for policymakers and practitioners looking to incorporate education in future efforts to address drivers, both real and potential, of violent extremism in Western Balkan states. While findings from this paper are contextualized within the broader experiences of the Western Balkans, specific examples based on experiences in individual countries, North Macedonia most notably, are detailed to provide an in-depth example of considerations for policymakers interested in further incorporating education into P/CVE plans moving forward.
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