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Sarwer-Foner, Brian. „Strategies of Canadian environmental non-governmental organizations for protecting biodiversity : a participatory action research study“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ44272.pdf.
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Bhattacharyya, Sriya. „Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry“. Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
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Thesis advisor: M. Brinton LykesEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Dashora, Pushpanjali. „Empowering Homeless Youth: An Evaluation of a Participatory Action Research Based Program“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267458035.
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Távara, Vásquez María Gabriela. „“Reclaiming Our Hands”: Feminist Participatory Action Research With Andean Women of Peru“. Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108124.
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Thesis advisor: M. Brinton LykesDuring the last two decades of the 20th century the Peruvian internal armed conflict affected thousands of Quechua-speaking campesinos [peasants], including those in the community of Huancasancos. The pre-existing socioeconomic conditions strongly informed the conflict’s origins and help us to understand how its legacies have unfolded. This feminist participatory action research (PAR) dissertation was conducted with Andean women knitters from Huancasancos. Through this process the participants and I explored how organizing through a women’s knitting association could be one way to identify and face challenges in their community, including the social and emotional legacies of the armed conflict as well as ongoing structural gender and racial violence. Through participatory workshops we collectively analyzed topics related to the research focus, and the knowledge that we co-constructed was the primary dissertation data. These collective reflections were subsequently analyzed using a constructivist grounded theory approach (Charmaz, 2014) and were complemented by 16 individual interviews and field notes. The major findings of this dissertation reflect the urgency that Andean women feel about confronting material poverty. Also prevalent were Andean women’s experiences of gender racialized violence, experiences that limit their capacity to face their material poverty and improve their living conditions. Finally, these findings also confirm that the concept of “organizing-as-women” has been introduced into rural Andean towns by outsiders. As ideas from outside of the community, they typically fail to incorporate ways of organizing that already exist in these communities. Similarly, transitional justice and its mechanisms are experienced as having been introduced from outside the community and as disconnected from Andean people’s lived experiences of the armed conflict and its wake. The findings of this study yield important implications for professionals interested in working in transitional justice settings, particularly those working in cultural contexts different from one’s own. The study has additional implications for those who work with Andean and other indigenous women who have experienced the violence of armed conflict and continue to experience ongoing gender and racial marginalization
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Lam, Gary Yu Hin. „A Participatory Action Research using Photovoice to Explore Well-Being in Young Adults with Autism“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7322.
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Young adults with autism transitioning from school to adulthood are commonly described as exhibiting poor outcomes. Although there has been research efforts measuring quality of life and life satisfaction in individuals with autism, these conceptualizations of well-being are still predominantly deficit-focused and based on normalizing ideals of the dominant culture. Only by incorporating individuals with autism’s perspectives and involving their meaningful participation in research can we better understand and promote well-being among individuals with autism. The present study aims to explore young adults with autism’s ideas about well-being. I conducted a Photovoice project using a participatory action research approach with 14 young adults with autism in a post-school transition program and their three instructors. Results revealed a broad sense of young adults with autism expressing their differences while having a strong desire to be connected with others. Specifically, three themes depicted young adults’ ideas of well-being in terms of (1) showing their self-expression, understanding, and strengths as well as exhibiting personal growth and learning, (2) having close relationships with their family, friends, and animals, and (3) developing different ways of engagement and connections with the community and environment. The research process itself also supported their experiencing of self-expression and forming connections with other people, which were integral to their well-being. The young adults intended to use the project results to present their personhood in a positive manner and to promote better understanding of autism in society. I drew from critical disability studies to discuss the findings in relation to the academic literature and inform advocacy work at a broader sociocultural level. This study has implications for researchers to conduct research that is ethically appropriate and sensitive to the needs of the autism community. Practitioners working with transition-age youth with autism can also draw upon from this study to reflect on their relationships and engagement with these youth to better support their well-being.
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Koo, Ah Ran. „Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159.
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Gonzales, Rogério Leite. „Aprendizagem baseada em projetos : uma Pesquisa Ação Participante no processo de ensino/aprendizagem de Sustentabilidade no curso de Administração de Empresas“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/180896.
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Enquanto caminhamos para a terceira década no século XXI, o mundo enfrenta problemas expressivos e complexos, interligando desenvolvimento e estilo de vida, sem esquecer alguns desafios um pouco mais urgentes, como o aumento das desigualdades sociais, desmatamento e desaparecimento de espécies, mudanças climáticas, qualidade e escassez de água, e segurança alimentar. Ainda que possamos identificar os resultados do modelo positivista e mecanicista de desenvolvimento adotado, em especial no mundo ocidental, temos sido incapazes de agir para evitar a destruição do planeta. A educação popularizada nos últimos séculos, com o objetivo de sustentar e promover o modelo de desenvolvimento em questão, enfrenta um movimento global de contestação, e tampouco tem conseguido evoluir. Frente a esse panorama, este estudo, de caráter exploratório, faz uso da teoria da Educação Sustentável como ponto de apoio para propor uma metodologia de Aprendizagem Baseada em Projetos (ABP) em turmas do curso de Administração de Empresas, e compreender os efeitos da ABP quando aplicada no ensino de Sustentabilidade. A Teoria da Aprendizagem Experiencial (TAE) dá o suporte teórico para o entendimento dos processos vividos pelos participantes da pesquisa. Para viabilizar a concepção, aplicação e acompanhamento dos resultados e verificar a percepção dos discentes, a metodologia utilizada foi a Pesquisa Ação Participante (PAP). Durante os doze meses de pesquisa no campo, foi possível desenvolver dois ciclos de aplicação da ABP, onde mais de 150 alunos construíram projetos que se propuseram ultrapassar os muros da universidade e influenciar a comunidade, tendo a sustentabilidade como tema transversal e conector das propostas desenvolvidas O estudo apoia-se na percepção dos alunos, através de processos contínuos de feedback e recursivos de adaptação da metodologia, para refinar a proposta metodológica de aplicação da ABP e verificar a percepção dos alunos com relação à proposta desenvolvida. Ainda que haja estranhamento por parte dos estudantes em um primeiro momento (a característica mais progressista da disciplina, que coloca o aluno em uma posição de protagonismo, em muitos casos induz à incapacidade ou não interesse em exercer esse papel), ao final do semestre, após repetidos processos de reflexão sobre a experiência vivida, o desconforto em geral é ressignificado como aprendizado. Tal qual a TAE e a PAP, a proposta desse trabalho é avançar no entendimento das formas e resultados possíveis de serem atingidos com o uso da ABP tendo a sustentabilidade como contexto, porém tendo clareza sobre a complexidade da temática e a recursividade do processo de aprendizagem e sobre espaços para melhorias e adequações da metodologia. Esperamos que esse movimento possa inspirar outros colegas docentes a fazer uso da ABP ou outras metodologias ativas que ajudem na transformação urgente e necessária que vivemos hoje.As we move towards the third decade of the 21st century, the world faces significant and complex problems involving development and lifestyle, added by some more urgent challenges, such as increase in social inequalities, deforestation and extinction of species, climate change, and water scarcity and food safety. Although we can identify the results of the positivist and mechanistic model of development adopted in the Western world in particular, we have been unable to act in order to prevent the destruction of the planet. The education popularized in recent centuries with the aim of supporting and promoting the development model mentioned is being challenged in a global scale and has not been able to evolve. This exploratory study makes use of the Sustainable Education theory as a fulcrum in order to propose a Project-Based Learning (PBL) methodology in business administration courses and understand the effects of PBL when applied to sustainability teaching. The Theory of Experiential Learning (TEL) gives the theoretical support for understanding the processes experienced by the study subjects. Participant Action Research (PAR) was used as methodology to facilitate the design, implementation and monitoring of results, and verify the perceptions of students. During the twelve months of field research, it was possible to develop two application cycles of PBL, where more than 150 students built projects targeting a public wider than the university community, using sustainability as an overarching theme connecting propositions The study is based on the students' perception through continuous feedback and recursive processes of methodology adaptation in order to refine the methodological proposition of application of PBL and verify the students' perception regarding the proposition developed. Although the students were initially uncomfortable (given the progressive characteristic of the course, which puts the student in a position of prominence, often making students feel unable to or not interested in playing this role), this discomfort is generally resignified as learning at the end of the semester, after repeated processes of reflection on the experience. Similar to TEL and PAR, the intention of this thesis is to advance our understanding of the forms and results achieved with the use of PBL having sustainability as context, while being aware of how complex the theme is and how recursive the learning process is. We also acknowledge that there is room for improvement and adaptation of the methodology. We hope that this initiative may inspire fellow educators to make use of PBL or other active methodologies in order to assist them in the urgent transformation which is needed today.
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Keevers, Lynne Maree. „Practising social justice: Community organisations, what matters and what counts“. Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5822.
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This thesis investigates the situated knowing-in-practice of locally-based community organisations, and studies how this practice knowledge is translated and contested in inter-organisational relations in the community services field of practices. Despite participation in government-led consultation processes, community organisations express frustration that the resulting policies and plans inadequately take account of the contributions from their practice knowledge. The funding of locally-based community organisations is gradually diminishing in real terms and in the competitive tendering environment, large nationally-based organisations often attract the new funding sources. The concern of locally-based community organisations is that the apparent lack of understanding of their distinctive practice knowing is threatening their capacity to improve the well-being of local people and their communities. In this study, I work with practitioners, service participants and management committee members to present an account of their knowing-in-practice, its character and conditions of efficacy; and then investigate what happens when this local practice knowledge is translated into results-based accountability (RBA) planning with diverse organisations and institutions. This thesis analyses three points of observation: knowing in a community of practitioners; knowing in a community organisation and knowing in the community services field of practices. In choosing these points of observation, the inquiry explores some of the relations and intra-actions from the single organisation to the institutional at a time when state government bureaucracy has mandated that community organisations implement RBA to articulate outcomes that can be measured by performance indicators. A feminist, performative, relational practice-based approach employs participatory action research to achieve an enabling research experience for the participants. It aims to intervene strategically to enhance recognition of the distinctive contributions of community organisations’ practice knowledge. This thesis reconfigures understandings of the roles, contributions and accountabilities of locally-based community organisations. Observations of situated practices together with the accounts of workers and service participants demonstrate how community organisations facilitate service participants’ struggles over social justice. A new topology for rethinking social justice as processual and practice-based is developed. It demonstrates how these struggles are a dynamic complex of iteratively-enfolded practices of respect and recognition, redistribution and distributive justice, representation and participation, belonging and inclusion. The focus on the practising of social justice in this thesis offers an alternative to the neo-liberal discourse that positions community organisations as sub-contractors accountable to government for delivering measurable outputs, outcomes and efficiencies in specified service provision contracts. The study shows how knowing-in-practice in locally-based community organisations contests the representational conception of knowledge inextricably entangled with accountability and performance measurement apparatus such as RBA. Further, it suggests that practitioner and service participant contributions are marginalised and diminished in RBA through the privileging of knowledge that takes an ‘expert’, quantifiable and calculative form. Thus crucially, harnessing local practice knowing requires re-imagining and enacting knowledge spaces that assemble and take seriously all relevant stakeholder perspectives, diverse knowledges and methods.
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Keevers, Lynne Maree. „Practising social justice: Community organisations, what matters and what counts“. Faculty of Economics and Business, University of Sydney, 2009. http://hdl.handle.net/2123/5822.
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Doctor of Philosophy (PhD)This thesis investigates the situated knowing-in-practice of locally-based community organisations, and studies how this practice knowledge is translated and contested in inter-organisational relations in the community services field of practices. Despite participation in government-led consultation processes, community organisations express frustration that the resulting policies and plans inadequately take account of the contributions from their practice knowledge. The funding of locally-based community organisations is gradually diminishing in real terms and in the competitive tendering environment, large nationally-based organisations often attract the new funding sources. The concern of locally-based community organisations is that the apparent lack of understanding of their distinctive practice knowing is threatening their capacity to improve the well-being of local people and their communities. In this study, I work with practitioners, service participants and management committee members to present an account of their knowing-in-practice, its character and conditions of efficacy; and then investigate what happens when this local practice knowledge is translated into results-based accountability (RBA) planning with diverse organisations and institutions. This thesis analyses three points of observation: knowing in a community of practitioners; knowing in a community organisation and knowing in the community services field of practices. In choosing these points of observation, the inquiry explores some of the relations and intra-actions from the single organisation to the institutional at a time when state government bureaucracy has mandated that community organisations implement RBA to articulate outcomes that can be measured by performance indicators. A feminist, performative, relational practice-based approach employs participatory action research to achieve an enabling research experience for the participants. It aims to intervene strategically to enhance recognition of the distinctive contributions of community organisations’ practice knowledge. This thesis reconfigures understandings of the roles, contributions and accountabilities of locally-based community organisations. Observations of situated practices together with the accounts of workers and service participants demonstrate how community organisations facilitate service participants’ struggles over social justice. A new topology for rethinking social justice as processual and practice-based is developed. It demonstrates how these struggles are a dynamic complex of iteratively-enfolded practices of respect and recognition, redistribution and distributive justice, representation and participation, belonging and inclusion. The focus on the practising of social justice in this thesis offers an alternative to the neo-liberal discourse that positions community organisations as sub-contractors accountable to government for delivering measurable outputs, outcomes and efficiencies in specified service provision contracts. The study shows how knowing-in-practice in locally-based community organisations contests the representational conception of knowledge inextricably entangled with accountability and performance measurement apparatus such as RBA. Further, it suggests that practitioner and service participant contributions are marginalised and diminished in RBA through the privileging of knowledge that takes an ‘expert’, quantifiable and calculative form. Thus crucially, harnessing local practice knowing requires re-imagining and enacting knowledge spaces that assemble and take seriously all relevant stakeholder perspectives, diverse knowledges and methods.
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Jones, Terrianne. „Participatory Action Research to Improve Caregiver Education based on Cognitive Performance Test Results for Persons with Alzheimer's Disease or Mild Cognitive Impairments“. Diss., NSUWorks, 2015. https://nsuworks.nova.edu/hpd_ot_student_dissertations/33.
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The aim of this study was to make changes to how occupational therapists in a transitional care unit setting provide education about Cognitive Performance Test (CPT) scores to caregivers of those patients with dementia or suspected dementia. Caregiver education for this population is important, as the incidence of persons living with Alzheimer's disease and other dementias is expected to grow dramatically in the coming two decades. This study used a Participatory Action Research (PAR) approach to gather input from occupational therapists and caregivers of patients evaluated with the CPT. Interviews of caregivers indicated that they were unhappy with the education they received from therapists. Caregivers wanted a more collaborative relationship with therapists, and were sensitive to the experience of their loved one in occupational therapy in general, as well as to the approach to the education and the tone and language used to convey information about CPT scores. Therapists, with the caregiver input, worked together to develop education that reflected the needs of the caregivers, creating a new process, new tools and more opportunities for therapist- caregiver interactions. Interviews with a second group of caregivers who experienced the new education process revealed that they had a different, more positive experience overall with the new caregiver education process. This finding suggests that PAR as a methodology is well suited to facilitate changes to support development of client centered occupational therapy practice.
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O'Shea, Susan Mary. „The art worlds of punk-inspired feminist networks : a social network analysis of the Ladyfest feminist music and cultural movement in the UK“. Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-art-worlds-of-punkinspired-feminist-networks--a-social-network-analysis-of-theladyfest-feminist-music-and-cultural-movement-in-the-uk(5d20bada-4101-47be-9442-c58cefe18e4d).html.
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Riot Grrrl, Girls Rock camps and Ladyfest as social movements act as intermediaries in cultural production spaces, where music focused artefacts are made, collaborations forged, distribution networks established and reception practices enacted to create new conventions which can be understood as feminist art worlds. The growing literature on gender and cultural production, particularly in music communities such as Riot Grrrl, frequently speak of networks in qualitative narrative terms and very little is known about Ladyfest as a feminist movement and as a distribution network. This thesis offers an original contribution to cultural sociology by: employing a novel participatory action research approach to gathering social network data on translocal feminist music based cultural organisations; exploring how these networks can challenge a gendered political economy of cultural production in music worlds; understanding who participates and why; investigating how network structures impact the personal relationships, participation and collaboration opportunities for those involved. Engaging with Howard Becker’s Art Worlds theory as a framework, this thesis explores how music and art by women is produced, distributed and received by translocal networks. It takes into account contemporary issues for feminist music-based communities as well as the historical and international context of these overlapping and developing social movements. The literature suggests that one of the most pressing tasks for a sociology of the arts is to understand how organisational structures negotiate the domains of production, distribution and reception, with distribution modes being the most the most under-researched of the three. By focusing on UK Ladyfest festivals as case study sites, this research serves to address these gaps. Primary data sources include on-line social media, surveys, documents, focus groups and multi-mediainterviews. Findings indicate that those involved with Ladyfest tend to be motivated by a desire to challenge gender inequalities at a local level whilst drawing on local and international movements spanning different time periods and drawing on the works of feminist musicians. Homophily and heterophily both have important roles to play in the longitudinal development of Ladyfest networks. Participants show an awareness of intersecting inequalities such as ethnicity, class and disability with sexuality playing an important underlying role for the development of relationships within the networks. For some, Ladyfest involvement is a gateway into feminist activism and wider social and cultural participation, and for many it leads to lasting friendships and new collaborative artbased ties.
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Pavalow, Maura. „Toxic geographies : race, gender and sexuality based (micro)aggressions in higher education“. Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21590.
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This thesis attends to recent calls and decades of demands to de-whiten and de-colonise the discipline of Geography and higher education more broadly. This manuscript contributes unique empirical research and analysis on race, gender, sexuality and everyday life to geographies of intersectionality, visceral geographies of (micro)aggressions, and toxic geographies. Intersectionality is a Black Feminist framework that centres the entanglement of race and gender, (micro)aggressions are often unconscious and subtle insults experienced at the scale of the body by marginalized people, and toxic geographies are spaces with high concentrations of (micro)aggressions. The main objectives are to explore the co-constitutive nature of (micro)aggressions and space, engage intersectionality in practice through Participatory Action Research (PAR), and to centre the lives and promote the agency of students of colour, women, queer, transgender and gender non-conforming (TGNC) students in US higher education. The empirical research of this thesis is a PAR project and team composed of eleven people, myself included, on race, gender, and sexuality based (micro)aggressions at an elite US residential institution of higher education. The PAR team collectively curated a public art event where the university community was invited to share stories of (micro)aggressions experienced, witnessed, and produced. The PAR team’s efforts resulted in a powerful encounter that led to changes in policy and practice to mitigate toxicity in one particular place. The analysis of the empirical research involves an exploration of the fluidity, fixity, and spatiality of toxic geographies along the axes of race, gender and sexuality and within the context of the academic-military-prison industrial complex (AMPIC), a framework of structural violence. In addition, this thesis applies the higher-level analytic of intersectionality to the empirical research, connecting the micro level of (micro)aggressions, the meso level of the PAR team, and the macro level of the AMPIC to provide an empirical example of the complexity of toxic geographies, and an avenue for future research, by highlighting the material impact of the neoliberal university on the mental health of students of colour, women, queer, and TGNC students.
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Keith, Margaret Mary. „Analysis of a worker-based participatory action research approach to the identification of selected occupational health and safety problems in Canada using mapping“. Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/2645.
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There are limitations to conventional occupational health and safety research approaches and practices and numerous barriers to overcome in order to achieve progress. Occupational health and safety is impacted by the broader social-political environment. Corporatism affects the directions, ideas and practice of regulators, educators, the labour movement, scientists, medical professionals, and society as a whole, thus inhibiting workers' power to influence change. The thesis therefore explores both the wider influences and barriers to occupational health and safety advances, focusing particularly on the Canadian situation, through the general research questions: What has influenced occupational health and safety policies and practices, especially in Canada? What are some of the limitations of conventional occupational health and safety research and practices? To what extent can participatory action research and mapping address identified limitations? These questions are explored from the perspective of the population potentially at risk. New theories and approaches to occupational health and safety research are then applied in this thesis in order to explore a more specific multi-part research question: Can mapping within worker-based participatory action research be used to explore occupational health and safety conditions? In particular, can mapping contribute to occupational health and safety improvements at a local level and beyond; establish workers' previous exposures for compensation purposes; support efforts to bring about justice through compensation for workers affected by unsafe working conditions; and raise worker and public awareness of health and safety? These questions are explored through two different case studies, which examine, in depth, occupational health and safety action and possible remedies. Casino gaming workers in Windsor, Ontario, Canada undertook a collaborative study to investigate and improve current health and safety conditions. Former Holmes foundry and asbestos insulation workers in Sarnia, Ontario, Canada undertook a collaborative study to provide evidence of exposures and ensuing health problems to support claims for compensation. The outcomes of the case studies shed light on the bigger Canadian health and safety picture and demonstrate that mapping as a data collection method used within a participatory action research approach can accomplish a broad range of objectives. Mapping can raise workers' awareness, facilitate communication, build solidarity and cohesiveness, foster community support, mobilise workers to take action to reduce hazards or win compensation, in turn influencing employers, the compensation board and government agencies. The case studies accomplished the shared objective of raising worker and public awareness. The casino workers also gained occupational health and safety improvements and the Holmes workers were successful in gaining compensation.
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Sabra, Houda. „Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada“. Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40419.
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Multiliteracies theory extends the notion of literacy well beyond the traditional linear text-based definition of reading and writing (New London Group, 1996). It addresses the saliency of cultural and linguistic diversity and the multiplicity of communication channels and media available in our rapidly changing world. Multiliteracies involve engagement with multiple design modes, linguistic, visual, audio, gestural, spatial, and multimodal being a combination of the different modes. This research emerged from the need to open a space for students in an international languages school teaching Arabic language to engage in creative, aesthetic, alternative, and multimodal forms of literacy that involve the integration of the various semiotic resources in their meaning-making and design of texts. It is about a lived teaching-learning journey that draws on the concept of living pedagogy and dwelling in the in-between spaces of curriculum-as-plan and curriculum-as-live(d) (Aoki, 1991). In this research journey, I share the possibilities that opened up when students between the age of eleven and fourteen years old engaged with multiliteracies in an international languages classroom that teaches heritage language.
This research journey also presents how the participative type of inquiry and collaboration between the researcher and classroom teacher contributed to the enhancement of their knowledge and learning about multiliteracies practices. After listening to and discussing a literary text presented by the teacher, students responded by creating their own texts to show their understanding of the narrative genre. They produced multimodal arts-based (Barton, 2014; Sanders & Albers, 2010) and digital based texts (Knobel & Lankshear, 2013). Through a multiliteracies/multimodalities theoretical, epistemological, and methodological perspective (Albers, 2007; Jewitt & Kress, 2008; Morawski, 2012; Rowsell, 2013), and drawing from approaches such as participatory action research (Chevalier & Buckles, 2013), and bricolage (Kincheloe, 2004), I developed this research story through a process of braiding and interweaving of various modes of texts and genres to produce a métissage (Hasebe-Ludt, Chambers, & Leggo, 2009) of the live(d) narratives of my research praxis. This inquiry offers a glimpse as to how opening the space for creative approaches in the teaching of literacy engages students in the design of texts using both linguistic and non-linguistic semiotic resources and incorporating multiple modes of representation from which they produce arts, digital, and multimodal texts.
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Martz, Sarah Antonia. „Connecting our roots : holistic health research with Boston Bar First Nation revitalizing traditional plant knowledge and building education capacity using an integrated community-based participatory action research approach“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7802.
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Connecting Our Roots (COR) is based within a collaborative research partnership between the Boston Bar First Nation (BBFN), the UBC Institute for Aboriginal Health (UBC IAH) and the Faculty of Land and Food Systems (FLFS). It was the Boston Bar First Nation who approached UBC IAH and wanted to address their community health concerns holistically through revitalizing traditional plant knowledge and usage. As a graduate student I started working with BBFN in fall of 2003 and lived on the BBFN reserve for 3 summers from 2004 to 2006. During this time the participatory research process unfolded summarized as three main parts: process, plant research and transformation. Process involved building a culturally appropriate research environment (CARE) through an integrated Indigenous and academic research approach and the development of a local code of research ethics. This was the foundation for community and university-based plant research that included documenting local plant knowledge and inspired laboratory analysis on the chemistry, biological activity and nutritional analysis of Tseweta (Lomatium nudicaule), a traditionally used plant with contemporary importance in Nlaka'pamux and other Indigenous communities. Over the three years the transformative element of the research evolved resulting in local actions, including culturally contextual summer youth programs. These summer programs supported the revitalization of local plant knowledge and usage and intergenerational knowledge transmission. They also facilitated building cultural, social, economic and health capacity, as well as local research expertise. Tangible outcomes of the plant research combined with the youth education programs included the creation of an interpretive traditional plant trail, a community herbarium, a greenhouse initiative, and several community publications. Overall, the Connecting Our Roots research initiative was successful in supporting BBFN's self-determination, built local research capacity, created new knowledge on Tseweta, and through its transdisciplinary and participatory research approach created meaningful and transformative research outcomes.
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Phillips, M. Ann. „Mobilizing community and healing ourselves, a feminist, anti-racist, participatory action research approach to understanding women's health based on experiences in Jardim Sao Saverio, Brazil“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56256.pdf.
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Watts, Vanessa Blair. „Project PRIDE: Engaging High School Students in Reducing Teen Dating Violence in Their School“. Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1471880717.
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Hawthorne, Timothy Lee. „A People-Centered GIS Analysis of Healthcare Accessibility and Quality-of-Care“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277862728.
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Vaillancourt, Guylaine. „Mentoring Apprentice Music Therapists for Peace and Social Justice through Community Music Therapy: An Arts-Based Study“. [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1255546013.
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Thesis (Ph.D.)--Antioch University, 2009.Title from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 263-277).
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Allison, Trinity Faith. „FEASIBILITY OF TRANSITIONING A COMMUNITY-BASED TYPE 2 DIABETES PREVENTION PROGRAM FOR AT-RISK ADOLESCENTS TO AN AFTER-SCHOOL FORMAT USING PROCESS EVALUATION AND PARTICIPATORY ACTION RESEARCH“. OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/632.
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AN ABSTRACT OF THE THESIS OF TRINITY F. ALLISON, for the Master of Science degree in HUMAN NUTRITION & DIETETICS, presented on JUNE 16, 2010, at Southern Illinois University Carbondale. TITLE: FEASIBILITY OF TRANSITIONING A COMMUNITY-BASED TYPE 2 DIABETES PREVENTION PROGRAM FOR AT-RISK ADOLESCENTS TO AN AFTER-SCHOOL FORMAT USING PROCESS EVALUATION AND PARTICIPATORY ACTION RESEARCH MAJOR PROFESSOR: Dr. Sharon Peterson Childhood obesity is increasing rapidly. According to the National Health and Nutrition Examination Survey (NHANES) data, 30.4% of all 12-19 year olds are overweight or obese.1 This increase contributes to a higher risk for developing Type 2 Diabetes Mellitus (T2DM) and highlights the need for T2DM prevention programs targeting high-risk adolescents. Although several programs have reported success, few published studies have used formative assessment, process evaluations, and/or Participatory Action Research (PAR) to determine the most successful components, barriers to implementation, and feasibility of after-school T2DM prevention programs for at-risk adolescents. The purpose of this study was to conduct a process evaluation using PAR to determine recommendations for implementing an after-school program aimed at reducing risk of T2DM in at-risk adolescents. "R.U.A. Healthy Kid?" was found to be widely accepted among participants and teachers. Subjective comments from students commonly included themes focusing on the "fun", "educational", and "interactive" approach to T2DM prevention in at-risk adolescents. Results from meetings with key informants also indicated "R.U.A. Healthy Kid?" would be well received as an after-school program. Researchers found relationships with school nurses and other school health professionals to be helpful in overcoming barriers. Interaction with college students was a major strength cited by participants and teachers. Several areas within the lesson plans and surveys were identified as needing further revisions.
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Gill, Leanne Margaret. „Building organisational capability“. Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16234/1/Leanne_Gill_Thesis.pdf.
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Much has been written about the benefits to be derived from maximising organisational capability as a means of increasing competitive advantage, establishing human resource functions as a strategic partner and improving stakeholder satisfaction. However, there is very little in the research on how organisations build their organisational capability (OC).
This thesis explores how developments in our understanding of strategic planning and human resource practices have contributed to a focus in organisations on building their organisational capability. The emergence of the resource-based theory of the firm, together with changes in human resource practices in job analysis, performance management and staff development has laid the foundation for organisational capability. A Model of Organisational Capability is proposed that explores how systems and processes can be aligned to maximize core organisational capability.
Three research questions emerge from the literature and the Model:
*How do organisations define their Strategic Intent Domain?
*How can organisations define their Core OCs?
*How do organisations embed their OCs into their Job Context, Organisational Systems and Knowledge Networks Enablers?
These questions are explored by examining an Australian University utilising a participatory action research methodology. The study focused on how the organisation engaged senior managers to develop an organisational capability framework and agreed on a strategy to embed the capabilities in HR practice. As a result, this thesis presents a step-by-step process for organisations seeking to build their Core Organisational Capability. Practitioners wishing to maximize their organisational capability can draw on the Model of Organisational Capability, step-by-step process and contextual principles, to assist them to engage with the organisation to explore an organisational capability agenda.
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Gill, Leanne Margaret. „Building organisational capability“. Queensland University of Technology, 2006. http://eprints.qut.edu.au/16234/.
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Much has been written about the benefits to be derived from maximising organisational capability as a means of increasing competitive advantage, establishing human resource functions as a strategic partner and improving stakeholder satisfaction. However, there is very little in the research on how organisations build their organisational capability (OC). This thesis explores how developments in our understanding of strategic planning and human resource practices have contributed to a focus in organisations on building their organisational capability. The emergence of the resource-based theory of the firm, together with changes in human resource practices in job analysis, performance management and staff development has laid the foundation for organisational capability. A Model of Organisational Capability is proposed that explores how systems and processes can be aligned to maximize core organisational capability. Three research questions emerge from the literature and the Model: *How do organisations define their Strategic Intent Domain? *How can organisations define their Core OCs? *How do organisations embed their OCs into their Job Context, Organisational Systems and Knowledge Networks Enablers? These questions are explored by examining an Australian University utilising a participatory action research methodology. The study focused on how the organisation engaged senior managers to develop an organisational capability framework and agreed on a strategy to embed the capabilities in HR practice. As a result, this thesis presents a step-by-step process for organisations seeking to build their Core Organisational Capability. Practitioners wishing to maximize their organisational capability can draw on the Model of Organisational Capability, step-by-step process and contextual principles, to assist them to engage with the organisation to explore an organisational capability agenda.
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Boutwell, Laura R. „"This, What We Go Through. People Should Know:" Refugee Girls Constructing Identity“. Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/72997.
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This study examines ways in which African and Afro-Caribbean refugee girls and young women negotiate and perform identity in varied social contexts. Designed as youth-centered participatory action research, the study draws from three years of engagement with a group of refugee girls, ages 11-23, from Somalia, Liberia, Haiti, Burundi, and Sudan. The research occurred in the broader context of The Imani Nailah Project, a program I initiated for refugee middle and high school girls in May 2008. Through in-depth interviews, youth-led focus groups, and arts-based research, Imani researchers (study participants) and I explored experiences and expressions of gender, race/ethnicity, nationality, age, religion and citizenship status, as well as the intersections among these multiply-located identities. This study spans a wide range of identity negotiations and performances, from micro-level interactions to macro-level impacts of dominant culture.
Three interrelated chapters focus on programmatic, methodological, and theoretical components of the dissertation research: (a) how refugee girls and university volunteers pursue mutual learning within a service context; (b) how girl-centered participatory action research can serve as a vehicle towards relational activism, and (c) how broader discourses of othering shape the salience of refugee and citizen identities in the lives of refugee girls. Combined, these articles expand our understanding of how refugee girls narrate self as they participate in and contribute to multiple social worlds.Ph. D.
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Cooper, Adam. „Co-Teaching Science Courses for English Language Learners“. University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.
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Kidney, Colleen Anne. „Involvement in the Online Autistic Community, Identity, Community, and Well-Being“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/627.
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The values of the disability rights movement and community psychology promote research that focuses on improving the lives of individuals with disabilities (Dowrick & Keys, 2001). Using the Internet for social interactions has been shown to contribute to an individual's identity development, sense of community, and well-being (Obst, Zinkiewicz, & Smith, 2002a; Turkle, 1995). While challenges in typical social interactions have traditionally been considered a defining feature of autism spectrum disorder, autistic individuals have taken advantage of the Internet to develop social interactions (Blume, 1997a). The present study focused on the online Autistic community and how the importance and value of involvement in it is related to Autistic identity, sense of community, and psychological well-being. The Academic Autistic Spectrum Partnership in Research and Education (AASPIRE) partnered with the Gernsbacher Lab to form the Gateway Project. Using the Gateway Project, AASPIRE conducted the Internet Use, Community, and Well-Being Study and collected data from 72 autistic adults online. It was hypothesized that the importance and value of involvement in the online Autistic community would be positively related to Autistic identity and sense of community, Autistic identity and sense of community would be positively related, and Autistic identity and sense of community would be positively related to psychological well-being. It was also hypothesized that the positive relationship between the importance and value of involvement in the online Autistic community and psychological well-being would be mediated by Autistic identity and sense of community. Correlations were examined among the hypothesized relationships, and a mediated regression model (Baron & Kenny, 1986) was used to explore the relationship between the importance and value of involvement in the online Autistic community and psychological well-being with Autistic identity and sense of community as mediators. Significant relationships were found between the importance and value of involvement in the online Autistic community and Autistic identity, between the importance and value of involvement in the online Autistic community and sense of community, and between autistic identity and sense of community. As a first step to test the mediated regression models, psychological well-being was regressed on the importance and value of involvement in the online Autistic community. The regression was not significant; therefore the hypothesized model was not significant. Despite non-significant mediated regression model results, significant relationships among the importance and value of involvement in the online Autistic community and Autistic identity and sense of community offer important results. These finding illuminate the potential positive impact of the importance and value of involvement in the online Autistic community, including evidence counter to the myth that autistic individuals lack skills necessary for social relationships. These findings support the positive utility of involvement in the online Autistic community for autistic adults. Further research with a larger sample size is recommended, due to low power coefficients in the analyses. Additional research may also further illuminate the findings of the current study. Possible topics may include sense of community and Autistic identity in individuals that do not use the Internet, differences in the way the Internet is used in autistic individuals, and different measures of involvement in the online Autistic community and well-being.
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Akbar, Heena. „Socio-cultural context of managing type 2 diabetes in Australian Pacific Islander women living in Queensland“. Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/119162/1/Heena_Akbar_Thesis.pdf.
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This thesis examined diabetes self-management of Australian Pacific Island (API) women with type 2 diabetes living in Queensland using a community-based participatory action research and culturally informed Talanoa methodology. Fundamentally process and action - oriented, the study aimed to understand self-management change behaviours within the broader API community that included social, cultural and environmental contexts. The findings will contribute to the development and design of culturally appropriate and tailored strategies of diabetes self-management for Pacific communities.
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Colbert, Candace. „Character, Leadership, and Community: A Case Study of a New Orleans Youth Program“. ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2597.
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Youth outreach programs use innovative and community-based activities to fill in gaps of education, provide creative outlets, create access to opportunities, and empower youth.1 This research investigates, records, and compares the ways in which staff and youth participants perceive the experience at a New Orleans youth program. The purpose of the research is to provide insight towards potential program improvement. The participants of this study are from Compassion Outreach of America’s summer program Project Reach NOLA in the Upper Ninth Ward of New Orleans, Louisiana. There are twenty-nine participants, between the ages of fourteen and fifty years old. The participants are directors, staff members, and youth enrolled in the program. The mixed-methods utilized are: focus groups, interviews, surveys, and observation. The study emphasizes the inclusion of participant voices and their positioned expertise.2
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Araújo, Luciana Pereira de. „Aplicação de técnicas de design em um sistema colaborativo para profissionais da saúde“. Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/2041.
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The multidisciplinary treatment in health area is the supporting to patients who need care of different health professionals. During this treatment the professionals should communicate and collaborate to solve the patient diseases. In a local study in the public health at Blumenau city, we have observed that there is a lack of communication and collaboration among these professionals. This lack of communication affects the multidisciplinary treatment. This problem occurs due to different geographic position in doctors offices and due to different availability of each professional. In this context, this work has realized an action research involving the Elderly Care Center of Blumenau city to help the development of a system that allows multidisciplinary treatment. Blumenau has a health system called PRONTO. However, this system does not allow the collaboration among health professionals during the healthcare. Thus, this work includes the multidisciplinary treatment in the actual system and allows the collaboration among the health professionals. We used the participatory design method to design the multidisciplinary treatment and its interface, in order to involve the professionals in the development. The Scenario Based Evaluation was used to evaluate the developed system. This method allows to identify the important scenarios to perform the tasks. The design, development and evaluation of multidisciplinary treatment occurred in four steps of action research. We conclude that the proposed system allows the multidisciplinary treatment in collaborative way. The system also decreased the lack of communication and collaboration problems.
O tratamento multidisciplinar na área da saúde é o tratamento prestado a pacientes que dependem da atenção de profissionais de diferentes áreas. Durante este tratamento, os profissionais devem se comunicar e colaborar para solucionar o problema do paciente. Em estudos realizados na rede pública da cidade de Blumenau, observou-se que existe falta de comunicação e colaboração entre estes profissionais prejudicando o atendimento multidisciplinar. O problema ocorre principalmente devido aos diferentes locais de trabalho e diferentes horários de atendimento destes profissionais de saúde. Nesse contexto, este trabalho realizou uma pesquisa-ação envolvendo o Centro de Saúde do Idoso da cidade de Blumenau, para auxiliar na construção de um sistema que permita o tratamento multidisciplinar. Blumenau possui um sistema de saúde denominado PRONTO, porém ele não permite a colaboração entre os profissionais de saúde durante o tratamento de um paciente. Sendo assim, o trabalho pretende incluir o atendimento multidisciplinar no sistema atual permitindo a colaboração entre esses profissionais. O método de design participativo foi utilizado para a construção do módulo multidisciplinar e de sua interface, com intuito de envolver os profissionais em sua construção e identificar as tarefas a serem realizadas. O método Scenario Based Evaluation foi utilizado para avaliar o sistema. Este método permite a identificação de cenários importantes para a realização das tarefas dos profissionais. A construção e avaliação do atendimento multidisciplinar desenvolvido ocorreu dentro de quatro ciclos de pesquisa-ação. Após o término da pesquisa-ação, podese concluir que as funcionalidades projetadas permitem o atendimento multidisciplinar de forma colaborativa com uma ferramenta computacional, reduzindo os problemas referentes à falta de comunicação e de colaboração entre os profissionais de saúde.
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Lenffer, Heidi Anna-Maria. „User-generated content and the future of public broadcasting : a case study of the special broadcasting service“. Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/30419/1/Heidi_Lennffer_Thesis.pdf.
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This thesis presents a case study of the Special Broadcasting Service documenting the broadcasting challenges posed by user-generated content initiatives and the work-place approach to strategies for participation. Using the action research method, the project findings reveal that limitations to resources and funding determined the scope for innovation and that the practice of executive editorial control over content was considered fundamental to fulfilling the responsibilities of the public service mandate. Media workers were overwhelmingly positive about the enhanced productive capabilities of the audience and willing to facilitate moderated interactions, however the effectiveness of these initiatives differed according to the level of skills required. This thesis demonstrates how participatory initiatives can enhance aspects of the public service remit relating to cultural diversity, the servicing of niche interests, and broader social representation, and help reinvigorate the relevance of public service broadcasting in the digitalised media sphere.
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Maina, Sandra. „Adaptation Preferences and Responses to Sea Level Rise and Land Loss Risk in Southern Louisiana: a Survey-based Analysis“. FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1424.
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Currently, southern Louisiana faces extreme land loss that could reach an alarming rate of about one football sized swath of land every hour. The combined effect of land subsidence and predicted sea level rise threaten the culture and livelihood of the residents living in this region. As the most vulnerable coastal population in Louisiana, the communities of south Terrebonne Parish are called to adapt by accommodating, protecting, or retreating from the impacts of climate change. For effective preparation planning, the state of Louisiana needs to 1) understand the adaptation preferences and responses of these residents and 2) involve these vulnerable communities in adaptation related decision making. The study uses a survey-based methodology to analyze current adaptation preferences. Findings suggest that protection is the preferred adaptation response. The present study additionally uses participatory techniques to develop a land loss awareness mobile application to illustrate the importance and benefits of community collaboration.
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McGladrey, Margaret Louise. „CHANGING MINDS OR TRANSFORMING SOCIAL WORLDS? RE-ENVISIONING MEDIA LITERACY EDUCATION AS FEMINIST ARTS-ACTIVISM“. UKnowledge, 2018. https://uknowledge.uky.edu/sociology_etds/35.
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This dissertation project seeks to address the sociological processes, dynamics, and mechanisms inflecting how and why U.S. society reproduces a sexually dimorphic, binary gender structure. The project builds upon the work of sociologists of gender on the doing gender framework, intersectional feminist approaches to identity formation, and hegemonic masculinity and relational theories of gender. In a 2012 article in Social Science and Medicine presenting contemporary concepts in gender theory to the health-oriented readers of the journal, R. W. Connell argues that much public policy on gender and health relies on categorical understandings of gender that are now inadequate. Connell contends that poststructuralist theories highlighting the performativity of gender improve on the assumption of a categorical binary typical in public policy, but they ignore the insights of sociological theories emphasizing gender as a structure comprising emotional and material constraints of the complex inter-relations among social institutions in which performances of gender are embedded. According to Connell, it is the task of social scientists to uncover “the processes by which social worlds are brought into being through time – the ontoformativity, not just the performativity, of gender.”
This project explores the ontoformativity of gender in consideration of Patricia Hill Collins’ concept of the four domains of power. According to Collins, matrices of domination are intersecting and interlocking axes of oppression including but not limited to race/ethnicity, class, gender, sexuality, nation, age, ability, place, and religion that reproduce social inequalities through their interoperation in the cultural, interpersonal, structural, and disciplinary domains of power. West and Zimmerman contrast gender as an axis in the matrix of oppression with site-specific roles, arguing that gender is a master status that is omnirelevant to all situations such that a person is assessed in terms of their competences in performing activities as a man or a woman. The doing gender approach has been accused of theorizing gender as an immutably monolithic social inequality. This project seeks to explicate the dynamics of gender ideology by probing its weaknesses in the interpersonal and cultural domains of power. As Collins and coauthor Sirma Bilge posit, for people oppressed along axes of gender, race/ethnicity, class, age, place, ability, and other binaries that constrain their actions in the structural and disciplinary domains of power, “the music, dance, poetry, and art of the cultural domain of power and personal politics of the interpersonal domain grow in significance.”
Each of the three components of the dissertation project addresses a facet of mechanisms and processes of the interpersonal and cultural domains of power in (re)producing the binary gender structure in U.S. society. Paper #1, titled, “Integrating Black Feminist Thought into Canonical Social Change Theory,” explicates how people in marginalized social locations mount definitional challenges to their received classifications in the cultural domain of power by rejecting the consciousness of the oppressor and wielding rearticulated collective identity-based standpoints as contextually attuned technologies of power to recast historical narratives. Paper #2, with teenaged co-researcher Emma Draper, titled “Ordering Gender: Interactional Accountability and the Social Accomplishment of Gender Among Adolescents in the U.S. South,” maps how youth theorize interactional accountability processes to binary gender expectations in the interlocking social institutions of medicine, the family, schools, and peer social networks. Paper #3 is a book proposal comprising an introductory chapter. The book will tell the story of how young feminist arts-activists challenge the binary gender structure through resistance in the cultural and interpersonal domains.
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Uelk, Katie Owens. „Arts-Based Pedagogies and the Literacy of Adolescent Students in High-Risk and High-Poverty Communities“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555430793261226.
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De, Jager Christina Johanna. „Die ontwikkeling van ‘n MIV&VIGS-skoolplan vir onderwysers (Afrikaans)“. Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25478.
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AFRIKAANS: Die doel van hierdie studie was om te beskryf op welke wyse ek, in samewerking met die deelnemers aan my studie, ‘n MIV&VIGS-skoolplan ontwikkel het. Die behoefte aan ‘n gestruktureerde MIV&VIGS-skoolplan het ontstaan tydens ‘n omvattende navorsingsprojek, waarvan hierdie studie deel uitmaak en waartydens laerskoolonderwysers die behoefte uitgespreek het om MIV&VIGS-geïnfekteerde en -geaffekteerde kinders beter te ondersteun. Ek het my studie vanuit ‘n interpretivistiese benadering onderneem en my navorsingsproses verdeel in drie fases, wat onderlê is deur deelnemende aksienavorsingsbeginsels. ‘n Gevallestudie is as navorsingsontwerp gebruik. Agt laerskoolonderwysers, in ‘n informele nedersettingsgemeenskap binne die Nelson Mandela Metropool, is by wyse van gerieflikheid geselekteer. Deur die verloop van hierdie studie het ek ‘n multi-metodiese benadering geïmplementeer. Gedurende Fase 1 het ek eerstens relevante verwante studies binne die omvattende navorsingsprojek tematies ge-analiseer, om deelnemers se idees en behoeftes betreffende ‘n MIV&VIGS-skoolplan te identifiseer. Tweedens het ek gedurende ‘n eerste veldbesoek twee fokusgroepbesprekings gefasiliteer, om te bepaal wat deelnemers se bestaande kennis met betrekking tot die Departement van Onderwys se Nasionale MIV&VIGS-Beleid was; wat hulle onderliggende rasionaal vir die ontwikkeling van die MIV&VIGS-skoolplan was; wat die moontlike inhoud van ‘n MIV&VIGS-skoolplan sou behels; asook hoe en deur wie die MIV&VIGS-skoolplan aangewend en benut sou kon word. Hierna het ek die rou data getranskribeer en op tematiese wyse ge-analiseer en geïnterpreteer. Ek het voortdurend gebruik gemaak van observasies, wat vasgelê is in die vorm van veldnotas, asook foto’s. Vir Fase 2 het ek tydens ‘n tweede veldbesoek ‘n deelnemende aksienavorsingswerkswinkel gefasiliteer. Gedurende hierdie werkswinkel is die inhoud van die MIV&VIGS-skoolplan verfyn en gefinaliseer. Vervolgens het Fase 3 die dokumentering van die MIV&VIGS-skoolplan behels, in die vorm van ‘n formele dokument en ‘n plakkaat. Tydens my derde veldbesoek, met die bekendstelling van die skool as Resource and Support Centre in die gemeenskap, is die MIV&VIGS-skoolplan in tweeledige vorm (plakkaat en formele dokument) aan die skoolhoof oorhandig. Die gebruik van ‘n navorsingsjoernaal het my in staat gestel om deurgaans my persoonlike opinies, reflektiewe gedagtes en indrukke van my navorsingstudie aan te teken. Tydens data-analise het ek drie temas geïdentifiseer. Eerstens is die onderliggende rasionaal vir ‘n MIV&VIGS-skoolplan bepaal, waar verbandhoudende subtemas aangedui het dat onderwysers hulle kennis en vaardighede wou oordra na ander skole in die omgewing ter ondersteuning van die breër gemeenskap; dat die oordrag van kennis en vaardighede om geïnfekteerde en geaffekteerde kinders in die klaskamer meer effektief te ondersteun ’n behoefte was; en dat die behoefte verder bestaan het om kennis en vaardighede te dokumenteer in die vorm van ‘n MIV&VIGS-skoolplan. Tweedens is die deelnemers se verwagtinge met betrekking tot ‘n MIV&VIGS-skoolplan gepeil, waar moontlike fundamentele beginsels vir ‘n MIV&VIGS-skoolplan en die implementering van ‘n MIV&VIGS-skoolplan, as subtemas geïdentifiseer is. Derdens is die moontlike inhoud van ‘n MIV&VIGS-skoolplan bepaal. Die subtemas wat voorgekom het, was die identifisering en verwysing van geïnfekteerde en geaffekteerde kinders, asook ondersteuning aan hierdie kinders. Op grond van die bevindinge van my studie kan die gevolgtrekking gemaak word dat deelnemende aksienavorsing ‘n moontlike wyse is waarop ‘n MIV&VIGS-skoolplan, in samewerking met onderwysers, ontwikkel kan word. ENGLISH: The purpose of this study was to describe the manner in which I, in collaboration with the participants of the study, developed an HIV&AIDS school plan. The need for a structured HIV&AIDS school plan stemmed from a broad research project of which this study forms part and during which the participating educators expressed the need to support HIV&AIDS infected and affected children more efficiently. I approached the study from an interpretivist perspective, underpinned by action research principles, and divided the research process into three phases. I implemented a case study as research design and selected eight primary school teachers in an informal settlement community in the Nelson Mandela Metropole, by means of convenience sampling. Throughout this study, I followed a multi-methodical approach. During Phase 1, I conducted an analysis of the transcripts of related studies within the broad research project, in order to identify the participants’ needs and ideas, concerning an HIV&AIDS school plan. Secondly, I facilitated two focus group discussions during a first field visit, in an attempt to determine the teachers’ existing knowledge concerning the Department of Education’s National HIV&AIDS Policy; what the underlying rational for the development of an HIV&AIDS school plan could be; what the possible content of such a plan could entail; and how and by whom such a plan would be utilised and used in the classroom. I transcribed the focus group discussions and thematically analysed and interpreted the raw data. Throughout, I made use of observations, captured in the form of field notes and photographs. For Phase 2, I facilitated a participatory action research workshop during a second field visit. During this workshop we finalised the content of the school’s HIV&AIDS plan. The third phase entailed the documentation of the HIV&AIDS school plan, in the form of a formal document and a poster. During my third field visit, at the launch of the school as a Resource and Support Centre in the community, I presented the schools’ principal with the HIV&AIDS school plan, in the form of the formal document and poster. I continuously relied on a research journal to document my personal opinions, reflective thoughts and impressions of the study. Subsequent to the data analysis I completed, three themes emerged. Firstly, the underlying rational for an HIV&AIDS school plan were determined, with sub-themes indicating that educators wanted to transfer their knowledge and skills to other schools in the area to support the wider community; that teachers wanted to transfer their knowledge and skills to support infected and affected children more effectively, and that the need existed for knowledge and skills to be documented in the form of an HIV&AIDS school plan. Secondly, the participants’ expectations of an HIV&AIDS school plan were determined, with the fundamental principles of an HIV&AIDS school plan and the implementation of the plan as related sub-themes. The third main theme indicated the possible content of an HIV&AIDS school plan. This theme comprises sub-themes relating to the identification, referral and support of infected and affected children. Based on the findings of my study, I can conclude that participatory action research might be used to develop an HIV&AIDS school plan, in collaboration with teachers.Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
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Hall, Sarah Hippensteel. „Citizen Professionals: The Effective Practices of Experts Helping Community Organizations“. [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277993862.
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Thesis (Ph.D.)--Antioch University, 2010.Title from PDF t.p. (viewed July 22, 2010). Advisor: Richard Couto, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy, March 2010."--from the title page. Includes bibliographical references (p. 155-165).
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Abdalla, Tarek. „The influence of an in-service training programme on Libyan Biology teachers' pedagogical content knowledge (PCK)“. University of the Western Cape, 2020. http://hdl.handle.net/11394/8046.
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Philosophiae Doctor - PhDLibya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was investigated in Tripoli through a participatory action research process. The study was underpinned by the Shulman theory of PCK using a mixed-methods design to generate an understanding of the theory of basic knowledge of teaching. This investigation examined the influence of an in-service training programme consisting of three components of PCK namely: teachers‘ subject matter knowledge (SMK); use of instructional strategies; and understanding of learners on a group of Libyan biology teachers‘ instructional practices. On the one hand, the investigation considered their theoretical knowledge, and their experiences during the professional development programme aimed at designing new teaching and learning activities and materials while on the other hand, it considered their practical knowledge in terms of their professional skills or their practical use of what has been learned during their pre-service training as well as what they learned during the professional development programme. Specifically, the study focused on biology teachers from the Hai Alandalus District (Libya). This representation enabled me to unveil the PCK components held to some extent by the Libyan teachers in general. Moreover, the PCK representation has also enabled me to clarify the category of the teachers‘ PCK in the Libyan context especially as their PCK was unknown at the commencement of the study. The findings have shown that the professional development used in the study facilitated the biology teachers‘ ability in several ways such as increased their PCK and SMK; improved their ability to organize activity-based lessons; increased their desire to use a variety of instructional strategies; increased the understanding of their learners‘ needs; improved their awareness that their learners‘ performance is not unrelated to their socio-economic background; and so on. Overall, the findings suggest that designing and implementing new teaching and learning activities and materials based on the teachers‘ knowledge, experiences, and needs, in a workshop context could provide an enabling learning environment for them as well as facilitate their potential to provide a powerful means for increasing their PCK, SMK and understanding their learners. The study also reveals that there is a great necessity for designers to mount professional development programmes that take into consideration the teachers‘ PCK to meaningfully promote their professional development and instructional practices.
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Fourie, Lianca. „Guidelines for outreach programmes aimed at middle–childhood children in a resource–poor Western Cape community / Fourie, L“. Thesis, North-West University, 2011.
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In South Africa there are great polarities in terms of needs in resource–poor communities versus communities with available resources. This is evident during visits to Sir Lowry's Pass Village and when available statistics on trends in the community are taken into account. A potentially valuable resource in resource–poor communities is outreach programmes by a faith–based organisation (FBO) such as Jabulani Africa Ministries (JAM).
JAM is a Christian FBO with a strong community focus. This study focuses on the resource–poor community of Sir Lowry's Pass Village, situated in the Helderberg Basin in the Western Cape. Sir Lowry's Pass Village is just one of a few resource–poor communities to whom JAM reaches out on a weekly basis since through their outreach programme aimed at middle–childhood children.
The aim of this study was to explore and describe the content of this outreach programme of JAM in Sir Lowry's Pass Village aimed at middle–childhood children in order to provide guidelines to more specifically target the needs of the particular group of children. Data were collected from various sources according to principles of participatory action research. Data were organised through thematic data analysis to identify themes.
Two core themes emerged; one theme is a mutual lack of understanding of the broader field by JAM members and the target of their interventions, middle–childhood children. The other theme centred on the moral value system of the particular group of children. The central theoretical argument of this study is that outreach programmes by faith–based organisations (such as JAM) in resource–poor communities should be directed as effectively as possible to meet the needs of middle–childhood children.http://hdl.handle.net//10394/7006
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
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Askam, Tina. „A study of walking and walkability through a spatial justice/spatial practice framework, in Maylands, Western Australia“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1966.
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Recent studies have focused on the benefits of walking to health, wellbeing, creativity and social capital. However, apart from select ethnographic observations on walking as a distinct spatial practice (J. Lee & Ingold, 2006), there is a paucity of studies that investigate the ways in which walkers and space interact. Most importantly, there has been a distinct lack of attention to pedestrian perspectives and experiences in theory and in policy on walkability (Middleton, 2011, 2016).
Notable theorists have demonstrated the benefits of participatory walking practices as a conversive and convivial methodology for performance research (Myers, 2009), for intergenerational urban pedagogy (L. G. Phillips & Hickey, 2013), and for investigations into everyday experience (Bendiner-Viani, 2009). This study builds on this research by employing walking as a participatory research method to investigate walking as a distinct spatial practice.
There has been a recent call for the development of methods to interrogate mobility inequities (Sheller, 2016). The need for a critical approach to the production of walkable neighbourhoods has also been identified (Zavestoski & Agyeman, 2015). This thesis contributes knowledge to both of these problems by investigating walking and walkability through a spatial justice/spatial practice approach. This work also problematises the commodification of walkability and, as a result, highlights participants’ values of everyday walking practices.
This investigation used participatory walking research methods, employing walking interviews and walking workshops. Data was collected from inhabitants, aged 5 – 80, from Maylands, an inner urban suburb of Perth, Western Australia. A theoretical model for spatial justice in spatial practice is developed from the research data. The model integrates three identified core values of spatial practice: accessibility, interactions and belonging. The knowledge contributed by this thesis can inform a holistic approach to walking and walkability that achieves the outcome of greater spatial resilience for inhabitants.
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Crum, Melissa R. „Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Salvatierra, Violeta. „L'atelier de danse et d’éducation somatique comme espace d'expérimentations micropolitiques“. Electronic Thesis or Diss., Paris 8, 2020. http://www.theses.fr/2020PA080047.
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Cette recherche porte sur l'usage de pratiques corporelles du champ de la danse contemporaine et des techniques somatiques dans des contexte de soin et de précarité sociale. À travers trois études de cas, elle s'intéresse à la manière dont de telles pratiques peuvent soutenir des processus de subjectivation aux potentiels émancipateurs. Proches des dispositifs de recherche-action, elles proposent une diversité d'outils méthodologiques et de postures de recherche. Les trois expériences, qui composent les trois parties de la thèse, sont : un projet d'ateliers hebdomadaires de la méthode Feldenkrais dans un service d'Appartements de coordination thérapeutique (A.C.T.) à Kremlin-Bicêtre ; une intervention avec des ateliers d'éducation somatique et de danse dans un club thérapeutique parisien, dans le champ de la psychiatrie ; et l'expérience de partage d'une pièce chorégraphique, Legacy (2015), de Nadia Beugré, avec un groupe de femmes, habitantes d'Aubervilliers, dans le cadre du projet expérimental de médiation artistique, porté par le CND, nommé IMAGINEThis practice-based research focuses on the use of body practices from the field of contemporary dance and somatic techniques in contexts linked to health issues and social precarity. Through three case studies, it considers the way such practices may sustain some processes of subjectivation, with emancipatory potential. Close to certain action research schemes, the three studies have been selected from a larger corpus of interventions as a researcher-practitioner. They showcase an array of methodological tools and stances of investigation, and they constitute the three parts of this memoir : a project of weekly workshops within a department of therapeutic lodgings (A.C.T) in Kremlin-Bicêtre ; an intervention with dance and somatic education workshops in a therapeutic social club in Paris, in the field of psychiatry ; and the experience of sharing a choreographic piece, Legacy (2015), by Nadia Beugré, with a group of women, residents of Aubervilliers, in the framework of the experimental project of artistic mediation, sustained by the National Center of Dance (CND), named IMAGINE
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Boll, Amber J. „Cartography for Communities: An Examination of Participatory Action Mapping“. 2015. http://scholarworks.gsu.edu/geosciences_theses/84.
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Participatory Action Mapping (PAM) as a methodology strives to fill the gaps created by participatory and critical mapping methodologies. Public participatory GIS (PPGIS), which often fails to elicit a bottom up approach to mapping, and community mapping, which typically produces critical mappings that often fail to be taken seriously by decision makers both fall short in offering members of the public meaningful opportunities to make claims about particular places. Through the implementation of a critical mapping methodology that utilizes professional cartography techniques, PAM offers community organizations the ability to assert their claims through maps. Using a critical cartography lens, this case study focuses on PAM with a community-based organization in west Atlanta and reveals how this methodology can be successful in engaging professional mapping practices to communicate the truths of, and subsequently inspire action among, community members.
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Schreiber, Joseph M. „Pediatric physical therapists and evidence-based practice a participatory action research project /“. 2007. http://etd1.library.duq.edu/theses/available/etd-07052007-142436/.
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Martin, Noah James. „Perspectives through play : playbuilding as participatory action research in arts-based professional development“. 2013. http://hdl.handle.net/2152/21651.
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This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings.text
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Cusack, Cheryl. „Development of a public health nurse professional practice model using participatory action research“. 2015. http://hdl.handle.net/1993/30240.
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Public health nurses (PHNs) are ideally situated to reduce health inequities and based on documents articulating their role, should be working upstream to promote equity, prevent chronic diseases, and improve population health outcomes. In reality however, numerous barriers contribute to lack of role clarity for PHNs, and this goal has not been attainable in practice. A common vision for PHN practice based on discipline specific competencies and full scope of practice has been identified as a priority by Canadian experts.
The intention of this study was to develop a model to support PHN practice in an urban Canadian city. This study used a participatory action research approach, grounded in local experience and context. The action was the development of a professional practice model. Data were gathered using semi-structured interview guides during audio-recorded research working group (RWG) meetings from November 2012 to July 2013. A researcher reflexive journal and field notes were kept. The data were analyzed using qualitative methods. A significant feature was full participant involvement throughout the course of the study.
A professional practice model was a key organizational tool that provided the framework to develop an autonomous PHN role and the structures necessary to support PHN practice within the health system. The professional practice model fostered full scope of practice and role clarity, with a focus on population health and equity, so that a consistent and evidence-based practice was attainable. The result was that RWG participants reported a shift in their practice, with greater awareness of theory. Participatory action research was essential in developing the framework and common language, and is a research methodology that should continue to be explored with nurses in Canada.
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„Transforming Multicultural Teacher Education through Participatory Theatre: An Arts-Based Approach to Ethnographic Action Research“. Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15885.
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abstract: Multivariate forms of social oppression, such as racism, linguicism, and heterosexism, are manifested in schools that, as part of our communities, reflect the societal stratification and structural inequalities of a larger society. Teacher educators engaged in multicultural education are responsible for providing pre-service teachers with opportunities to critically examine the intricacies of cultural diversity in U.S. classrooms, developing critical multicultural dispositions. What are effective pedagogical strategies that encourage pre-service teachers to develop such critical multicultural practices? The researcher has found that participatory theatre, including Boalian theatre games, Forum Theatre, Image Theatre, and ethnodrama, can be a transformative, emancipatory pedagogical tool to engage students in critical and creative exploration of cultural diversity. The primary objective of this study is to illustrate how pre-service teachers develop critical consciousness through attending the researcher's multicultural teacher education classroom, which was designed at the nexus of Freirean and Boalian critical (performance) pedagogy, followed by analyzing his teaching practice, which focuses mainly on participatory theatre exercises. This doctoral dissertation is an ethnographic documentary of the researcher's striving to challenge the hegemonic status quo in teacher education by liberating himself from the anti-dialogical banking educator, and encouraging his students to liberate themselves as passive consumers of education. Such reflection may provide teacher educators with examples of counter-hegemonic (artistic) practice for social change relating to their own work.Dissertation/Thesis
Ph.D. Curriculum and Instruction 2012
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Tremblay, Crystal. „Empowerment and communication in São Paulo, Brazil: Participatory Video with recycling cooperatives“. Thesis, 2013. http://hdl.handle.net/1828/4929.
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This research explores how Participatory Video (PV) can facilitate empowerment and strengthen dialogue and engagement for public policy with members of recycling cooperatives and government in the greater metropolitan region of São Paulo, Brazil. The research project provided opportunities for catadores/as (‘recyclers’) to explore PV as a way to shed light on their livelihood challenges, but also as an approach to celebrate, demonstrate and legitimize the value and significance of their work to local government and community. Working through a participatory approach, twenty-two leaders from eleven cooperatives were involved in all aspects of the video-making process, from script writing to filming, group editing and knowledge mobilization. The research took place during nine months of fieldwork located in four municipalities in the greater metropolitan region of São Paulo, Brazil using multiple ethnographic and participatory methods. The methodology for this research is action-oriented, and applies a participatory community-based multi-methods approach. The purpose of the videos was to relay the message that catadores/as perform a valuable service to society, and through the organization of cooperatives have the capacity to be further supported and integrated into waste management programs. The videos were used as a tool for communication with government and for community outreach.
This research is supported through the Participatory Sustainable Waste Management (PSWM) project, a six-year Canadian International Development Agency (CIDA) funded University Partnership project (2005-2011). The overall purpose of the participatory-based PSWM project was to increase the effectiveness, safety, and income generation of organized waste recycling in originally four and later six Brazilian municipalities in the metropolitan region of São Paulo: Santo André, Diadema, Ribeirão Pires, São Bernardo do Campo, Mauá and some parts of the municipality of São Paulo. The capacity building activities and actions of the PSWM project have contributed to structure, organize and strengthen cooperative recycling enterprises and their members, for example, by setting up a pilot project on micro-credit and advancing the practice of solidarity economy through collective commercialization and networking of the recyclers in the region. In addition, the project has helped create a more inclusive culture amongst the local governments in this region, where many recyclers are now present in political meetings and decision making related to waste management. Unfortunately, this is not the case in all the municipalities and there are still barriers to participatory models in decision-making and a lack of political support.
Findings support the conclusion that PV can be a powerful methodological tool contributing to the process of individual, community and organizational empowerment and is significant for democratic governance and the increasingly popular notion of the knowledge democracy. This research also has policy relevance and practical application. The findings have the capacity to inform models of participatory governance, and improved democratic processes in addressing complex urban development challenges, in addition to advancing practices in government accountability and transparency.Graduate
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Kezabu, KL. „Intersections of indigenous knowledge and place-based education : possibilities for new visions of sustainability education in Uganda“. Thesis, 2018. https://eprints.utas.edu.au/28574/1/Kezabu_whole_thesis.pdf.
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This doctoral research pursued the intersection of Indigenous Knowledge (IK) and place-based education in Ugandan secondary schools. Particular interest was placed on how teachers use place-based education pedagogies to influence their own as well as their learners’ reconnection to their communities, cultures and places towards a more sustainable future. Even though the role of community elders1 of guardianship and instruction of IK has been weakened by the formal education system (Semali, 1999; Smith & Sobel, 2010), this research also explored how community elders can contribute to place-based education in their communities. In so doing, this research was guided by three questions:
1. How can Indigenous Knowledge, practices and values intersect with place-based education in Ugandan secondary schools?
2. How can teachers use place-based education pedagogies to influence their learners to reconnect to their community/culture and places in Ugandan secondary schools?
3. How can community elders contribute to place-based education in their communities in Uganda?
The impetus for this research stemmed from the issue where Uganda’s formal education contributes to the people’s disconnection from their communities and from their cultures. This is primarily due to the examination driven curriculum; the foreign orientation of the formal education system and the subjugation of IK from the curriculum. For example, Uganda is still using the colonial-inherited education system with English as the medium of instruction and assessment. This has left the Indigenous languages on the peripheries of the formal education curriculum with no importance placed on IK. Researchers (see Gruenewald, 2003; Smith & Sobel, 2010; Thiele, 2013) have found alienation of the people from their cultures and places as one of the leading causes of the profound lack of care for the environment.
This research employed a Participatory Action Research (PAR) methodology which provided the co-participants (i.e. teachers, elders and community members) with the skills to critically recognize disconnection of the people from their cultures and places because of the colonial formal education system. Since PAR is participatory in nature, it enabled me to work with the co-participants in a collaborative and reciprocal way in and through this research project. In this respect, the co-participants were engaged as full members of the research team and the investigation was based directly on their understanding of their own actions and experiences (Marshall, & Maclntosh, 2007) in the Ugandan formal education setting. Following the planning, action, observation and reflection cycle of PAR, the co-participants planned and utilized three learning activities to integrate IK into the formal education setting. These included learning about the traditional concept of community service; visiting and learning about the sacred places; and learning about the Indigenous plants and their medicinal values. Data collection methods included group discussions, group interviews, sharing of samples of students’ work, sharing of co-participants’ diary entries and listening to the community elders’ personal and historical narratives.
In the analysis of the PAR cycles of this project, several themes and ideas became apparent including transformative practice, collective responsibility, kinship with nature, respect of the elders’ voices as voices of the land, diversity and pluralism, and creating a more just and inclusive curriculum. The findings revealed that IK, practices and values were embedded with place-based education in Ugandan secondary schools through the co-participants’ involvement with the students in the IK learning activities. In addition, the Ugandan teachers’ use of place-based education pedagogies influenced learners to reconnect to their community and cultures. This was evident in the teachers’ reports, improved class attendance and improved participation during these place-based lessons. Further, these findings revealed that community elders can contribute in a meaningful way to place-based education in their communities. This was achieved though the sharing of their cultural and historical narratives about sacred places with the teachers and students. In addition, the elders attended participating schools and facilitated the teachers’ and students’ learning about Indigenous plants around the school grounds.
The study found that collaboration between teachers, teachers and community elders, as well as between the schools and the communities is key for successful implementation of place-based education in the Ugandan educational setting. Finally, for place-based education to be successful in the Ugandan formal education system, teachers’ participation in the improvement of their own practice as well as the curriculum is vital.
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Auger, Josephine. „Spider weaving: STI/HIV prevention using popular theatre and action research in an indigenous community“. Phd thesis, 2010. http://hdl.handle.net/10048/1382.
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A pocket of HIV infection has grown to epidemic proportions in a mostly Aboriginal1 community in Northern Alberta. At the start of the research my assumptions were that Aboriginal2 sexuality is affected by political, historical, cultural, psychological, and social factors that underpin the social determinants of health. STI/HIV is a symptom of the marginalized status of Aboriginal peoples who experienced historical trauma due to colonization. As an insider researcher, using an exploratory design I addressed the following questions: 1) is popular theatre a culturally appropriate medium for introducing information to increase knowledge of STI/HIV in an Aboriginal audience? 2) Is popular theatre an effective way to encourage audience members to express their attitudes, knowledge, and behaviours related to sexual health? 3) How are popular theatre and action research methodologically and conceptually appropriate for preventing STI/HIV? 4) How do the influence of elders and a popular theatre practitioner affect the intervention? 5) Can the use of action research and popular theatre influence the attitudes, knowledge, and behaviours to promote healthy sexual choices? 6) Is narrative analysis a good way for Aboriginal people to tell their stories or have their stories told? Completing this exploratory research was financially possible through the Aboriginal Health Strategy. The funds enabled me to recruit a popular theatre practitioner, a group of young Indigenous community members and supportive elders to answer my research questions. The data was obtained through one-to-one interviews, journals, talking circles, and field notes of the community-based theatre and action research process. Due to a lack of time in the field, narrative analysis was not used. Instead I introduced Grandmother Spider and developed a dream catcher that I refer to as the Indigenous Iterative Webbed Circle to analyze the real and fictional stories that led to the community performance of My Peoples Blood. The methods are appropriate and effective if the principles of Community Based Participatory Research and action research are followed by all group members involved in this popular theatre project.
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JANSEN, LAURA. „REFLECTIONS OF TWO COLLABORATING EDUCATORS TAKING A CONSTRUCTIVIST APPROACH TO PROJECT WORK IN AN ELEMENTARY CLASSROOM“. Thesis, 2012. http://hdl.handle.net/1974/7051.
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Project work has gained a prominent place in research for its significant educational potential (Blumenfeld et al., 1991; Fallik et al., 2008). Teachers, however, have not been providing project work with a prominent place in the elementary classroom (Blumenfeld et al., 1991; Fallik et al., 2008; Rogers et al., 2010; Tse, Lam, Lam, & Loh, 2005). To encourage and support teachers in practicing Project-Based Learning (PBL), we need to understand what motivates teachers to enact PBL, the challenges they face in doing so, and ways to support teachers in overcoming these challenges. To examine teachers’ lived experiences in enacting student-centered project work, the current study used the method of participatory action research (PAR). This method included the active participation of a teacher (Megan) and me (the principal researcher) in the design, enactment, and reflection upon a constructivist, whole-class project in an eastern Ontario Grade 5 classroom. The study was structured around two research questions: (1) what did we perceive as challenges and benefits of organizing and enacting a student-centered project, and (2) how did we perceive that our collaboration in organizing, enacting, and reflecting upon this project impacted our thinking and practices with regard to project work? Megan’s and my reflections were collected over the course of the project through two semi-structured interviews, diary writings, a pre-structured planning journal, and three semi-structured discussions. Megan and I perceived project work as beneficial to students’ engagement and learning. Enacting the project was challenging, as we lacked the management and organizational skills to enact project work efficiently, and we possessed a strong desire to control the direction of the project. Megan and I were further challenged by students’ lack of skills and comfort with the project’s demands and the lack of school support and time we needed for the project. Collaboratively experiencing and reflecting upon the project demonstrated how essential these challenges were in increasing Megan’s and my comfort, appreciation, understanding, and skills in enacting project work. Based on these findings, the study encourages teachers to collaboratively design, experience, and reflect upon project work in the context of their classrooms.Thesis (Master, Education) -- Queen's University, 2012-04-09 16:30:00.451
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Scott, Margaret M. „The efficacy of holistic learning strategies in the development of church leaders in Mozambique : an action research approach“. Thesis, 2006. http://hdl.handle.net/2263/29452.
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This Participatory Action Research (PAR) project focused on “holistic learning” which includes “social” and “spiritual” learning and “whole-brained” learning. Broadly interpreting and applying the four-quadrant brain model of Herrmann (1994), and other models of the brain, my study seeks to understand whether, to what extent and how learning can be advanced by deliberately employing holistic learning strategies to narrow the gap between theory and practice, between left-brain and right-brain learning, and between cognition and emotion. I introduced tri-dimensional (3-D) practice as the combination of using holistic learning strategies in cooperative learning groups within spiritual learning environments. The site of this PAR study was the network of cooperative learning groups in Mozambique within the educational system of the Church of the Nazarene. Facilitators were trained to use six specific “holistic learning strategies”: group discussions of various types, praxis (as reflection-dialogue-action), teamwork, rehearsing integrity, singing-for-learning and classical spiritual disciplines within cooperative learning groups, also a holistic learning strategy. These aspects are typical of the widely used model of Theological Education by Extension (TEE), refined in this study. According to data gathered in a large hybrid survey, 97% of the 595 respondents to this question responded favourably in terms of the skills of these facilitators even though the average number of years of their formal schooling, 7.7, would normally be considered “minimal”. The study generates findings to support the position that holistic learning strategies enhance the quality of adult learning, at least in settings like those in Mozambique in which the facilitation of learning was 1) bilingual (Portuguese and maternal language), 2) focused on learners who are leaders-in-training, 3) deliberate in spiritual content and ambient, and 4) conducted by minimally-schooled facilitators in cooperative learning groups. The findings, from the responses recorded in qualitative phases of the research, corroborated by descriptive statistics, indicate that the efficacy of holistic learning strategies is related to certain modes of mental activity like whole-making, categorising, and others. This PAR project was conducted within an original research framework, Arboric Research, which takes into account the dynamic, fluid and organic nature of human systems, recognising that infrastructures in which the research takes place are different at the end of the study than at the beginning, like observing the “sap” within a growing grapevine or a tree.Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
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Templer, Abby I. „Process Matters: Engaging the Productive Power of Sociological Research“. 2014. https://scholarworks.umass.edu/theses/1203.
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The most common goal of professional sociology is to describe and or explain the social world. However, recognizing the performative aspects of science, and in keeping with Burawoy’s (2005) emphasis on “organic public sociology,” I ague that there is latitude within the discipline to design research with the aim of linking knowledge production and social change. I also argue that the discipline’s understanding of effecting change need not be limited to outcomes such as teaching, publication, or the creation of policy; the research process itself has social effects (Hesse-Biber, Leavy, and Yaiser 2004).
Importing a performative research design from human geography (Community Economies Collective 2001, Cameron and Gibson 2001, 2005, Gibson-Graham 2006b), I co-designed a participatory action research (PAR) project with a graduate student in Geography. We hired 23 artists and artisans from Franklin County, Massachusetts forming a research team. Our goal was to act on the world in real-time through the use of peer-to-peer interviewing.
In this paper I explore the outcomes, including the challenges, of researching from this approach. The research design and the ensuing process—training members of the research team, conducting interviews, and collaborating on projects—is the focus of my analysis. I discuss how aiming for transformation shaped our research decisions. Through my analysis of the research process, and in contrast to decision-making processes from a common sense epistemology, I argue that the interactions and connections engendered by the process itself matter just as much as the ensuing sociological understanding.