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Tobias, R. M. "Transition Education as Critical Practice". UC Opportunity, University of Canterbury, 2006. http://hdl.handle.net/10092/3406.
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Firth, Rhiannon. "Critical utopian citizenship : theory and practice". Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11222/.
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This project seeks to bring a critical utopian methodology to bear upon the institution of citizenship in the hope of imagining a theoretical formulation that could encourage active, anti-hierarchical, participatory and empowering practices. The critical utopian approach disrupts conventional disciplinary boundaries, and allows theories and practices that would not normally be associated with citizenship to be brought into dialogue with the concept in thought and imagination, as part of a strategic intervention. This produces a perspective that is simultaneously estranging and creative, deconstructive and experimental. The body of the work considers three themes in particular: territory, authority and rights, which are frequently posited as foundational for politics and citizenship, and proceeds to deconstruct their dominant formulations by imagining an infinitely critical utopian ‘outside’. Diverse bodies of theory including post-structuralism, anarchism, post-structural and post-left anarchisms, ecology, critical geography and feminism are drawn upon to articulate critical utopias of space without territory, decision-making without authority and ethics without rights. The project then brings another ‘outside’ into dialogue with the theory: practices in what are termed ‘autonomous utopian communities’; including intentional communities, autonomous social centres, housing co-operatives and eco-villages. The aim of the project is to use a dialogue between critically resistant theories and practices to expose the obscured normative and indeed utopian foundations of many dominant theories of citizenship, and to consider the ethical and practical effects of hegemonic and truth-claiming discourses. The project also posits something different: a contingent and open-ended critical utopian citizenship that favours perspectival multiplicity, process over closure, and contingency over certainty, that can be engaged in by citizens and non-citizens in everyday life.
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Christensen, Martin. "Advancing practice in critical care nursing". Thesis, Bournemouth University, 2008. http://eprints.bournemouth.ac.uk/15988/.
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This thesis presents a body of publications in the area of critical care nursing, for the consideration of the award Doctor of Philosophy by publication. The publications and their dissemination herein contribute to a new and original body of knowledge within critical care nursing practice. This thesis aims to demonstrate how an original contribution to the advancement of critical care practice has developed through an on-going integration of academic and practice work and has led to the development of a model for advancing practice. Based on the know-that and know-how framework of advanced knowledge, consideration is given how this approach could be better developed to incorporate other dimensions attributed to experiential learning, namely pattern recognition and an exemplar of the knowing-how knowing-that framework is offered. However, it emerged that there are problems with advancing practice because it is considered the work of the advanced practitioner, yet it is contended that there needs to be a process which allows individuals to advance their own practice. Therefore, it was necessary to develop a working definition of advancing practice not only to map professional advancement of critical care nursing practice and how published works illustrate this, but to offer model of knowledge integration based around theoretical, practical, reflective and reflexive practice and supervisory support to enable individual practitioners the framework to advance practice. This thesis is presented in three chapters: Introduction, Body of Work and The Way Forward. In the first chapter, an overview of the origins and trends of advanced nursing practice and the emergence of advancing nursing practice in critical care. The purpose of this first section, however, is not to engage in the politico-professional debate on the meaning of advanced practice, because this is well developed within the literature, but is to set the scene in the context of published work. By using a narrative approach as a journey of personal discovery, a description of how published works illustrate progress in this respect and show the advancing of critical care practice.The second chapter not only comprises publications with regard to critical care nursing practice but also presents a detailed critique of these publications and their contribution to advancing critical care nursing practice and knowledge. Moreover this discussion identifies three themes which are further developed into the classification of knowledge attributable to advancing practice. In the concluding chapter, recommendations for the way forward are discussed with the development of a critical care nursing knowledge integration model. An exemplar of the model demonstrates that advancing practice in critical care is a continual process of development, analysis and practice that advances the knowledge and skill of critical care nursing. More importantly, it is the integration of all these facets that allows for the growth of the individual to become an advanced practitioner. In summary, this thesis represents a portfolio of work that makes an original contribution to critical care nursing knowledge. The product of this thesis is the development of a knowledge integration model as the basis for advancing practice:"
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Trede, Franziska Veronika. "A Critical Practice Model For Physiotherapy". Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1430.
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A perspective in critical social science is concerned with knowledge, power and critique. This thesis explores the question: What would physiotherapy practice look like if it were informed by critical social science? This question originated from four observations: (1) physiotherapists work with constantly changing health care demands, (2) traditional practice approaches underpinned by rational objectivity widen the gap between theory and practice, (3) professional judgments are based on more than objective, rational thinking, and (4) concluding from the first three observations clinical physiotherapists rely more and more on thinking for themselves. If physiotherapists were to adopt a critical social science perspective they would question their practice, identify taken-for-granted, unreflected assumptions and unnecessary system constraints and liberate themselves, their practice and patients, thereby enhancing both the quality of patient care and the practitioner’s professional work experience. Following the hermeneutic tradition I constructed texts from pertinent literature as well as transcripts from participants’ interviews, action plans and field notes. I developed an integrative design to interpret these texts drawing from philosophical and critical hermeneutics as well as action research. The question and answer dialogue methodology consisted of four cycles including deep, critical and transformative dimensions. These I labelled critical transformative dialogues. The first dialogue was with the critical social science literature and with the Gadamer-Habermas and Foucault- Habermas debates in particular. These debates addressed issues of rationality, knowledge and power. Further, I reviewed relevant education, nursing and health promotion literature that addressed these critical social science themes. This first dialogue crystallised my identification of key CSS dimensions relevant to physiotherapy practice. The second dialogue comprised physiotherapy literature that related to these identified critical social science dimensions, as well as transcripts from physiotherapists’ interviews. This dialogue critically interpreted current practice models in their historical, educational and practice contexts. It highlighted the finding that physiotherapy practice is currently dominated by instrumental thinking rather than critical thinking, and that there is a lack of engagement of physiotherapy practice with CSS. The third dialogue was with physiotherapists trialling CSS in practice. Physiotherapists of this trialling group designed action learning “contracts” where they set out to change their practice in the sense of adopting CSS principles and activities in their practice. I explored with these participants how CSS could work or fit in their practice and practice contexts and how this would be experienced. Through this action learning project of endeavouring to transform their practice towards a CSS model I explored participants’ capacity to learn about posing problems concerning their practice, recognise practice contradictions, experience practice challenges and recognise their motivations and interests. This exploration illuminated the viability of CSS in their practice. The fourth dialogue was with physiotherapists who operationalised CSS values or who could visualise a CSS framework for their practice whether they used this terminology or not. This dialogue brought critical understanding of the advantages and potential limitations of realising a CSS-centred physiotherapy practice. I conclude the thesis with twelve propositions arising from these four critical transformative dialogues. Based on the trialling, transforming and visioning of CSS as a model for physiotherapy practice, the relevance of these propositions for critical physiotherapy practice is asserted and implications for education and further research are discussed. The contribution that CSS can make to physiotherapy practice is to add critical transformative dialogues as a strategy to advance practice that is patient-centred and multidisciplinary in approach, inclusive of sociopolitical environments, mindful of professional power and open about professional values.
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Trede, Franziska Veronika. "A Critical Practice Model For Physiotherapy". University of Sydney, 2006. http://hdl.handle.net/2123/1430.
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Doctor of PhilosophyA perspective in critical social science is concerned with knowledge, power and critique. This thesis explores the question: What would physiotherapy practice look like if it were informed by critical social science? This question originated from four observations: (1) physiotherapists work with constantly changing health care demands, (2) traditional practice approaches underpinned by rational objectivity widen the gap between theory and practice, (3) professional judgments are based on more than objective, rational thinking, and (4) concluding from the first three observations clinical physiotherapists rely more and more on thinking for themselves. If physiotherapists were to adopt a critical social science perspective they would question their practice, identify taken-for-granted, unreflected assumptions and unnecessary system constraints and liberate themselves, their practice and patients, thereby enhancing both the quality of patient care and the practitioner’s professional work experience. Following the hermeneutic tradition I constructed texts from pertinent literature as well as transcripts from participants’ interviews, action plans and field notes. I developed an integrative design to interpret these texts drawing from philosophical and critical hermeneutics as well as action research. The question and answer dialogue methodology consisted of four cycles including deep, critical and transformative dimensions. These I labelled critical transformative dialogues. The first dialogue was with the critical social science literature and with the Gadamer-Habermas and Foucault- Habermas debates in particular. These debates addressed issues of rationality, knowledge and power. Further, I reviewed relevant education, nursing and health promotion literature that addressed these critical social science themes. This first dialogue crystallised my identification of key CSS dimensions relevant to physiotherapy practice. The second dialogue comprised physiotherapy literature that related to these identified critical social science dimensions, as well as transcripts from physiotherapists’ interviews. This dialogue critically interpreted current practice models in their historical, educational and practice contexts. It highlighted the finding that physiotherapy practice is currently dominated by instrumental thinking rather than critical thinking, and that there is a lack of engagement of physiotherapy practice with CSS. The third dialogue was with physiotherapists trialling CSS in practice. Physiotherapists of this trialling group designed action learning “contracts” where they set out to change their practice in the sense of adopting CSS principles and activities in their practice. I explored with these participants how CSS could work or fit in their practice and practice contexts and how this would be experienced. Through this action learning project of endeavouring to transform their practice towards a CSS model I explored participants’ capacity to learn about posing problems concerning their practice, recognise practice contradictions, experience practice challenges and recognise their motivations and interests. This exploration illuminated the viability of CSS in their practice. The fourth dialogue was with physiotherapists who operationalised CSS values or who could visualise a CSS framework for their practice whether they used this terminology or not. This dialogue brought critical understanding of the advantages and potential limitations of realising a CSS-centred physiotherapy practice. I conclude the thesis with twelve propositions arising from these four critical transformative dialogues. Based on the trialling, transforming and visioning of CSS as a model for physiotherapy practice, the relevance of these propositions for critical physiotherapy practice is asserted and implications for education and further research are discussed. The contribution that CSS can make to physiotherapy practice is to add critical transformative dialogues as a strategy to advance practice that is patient-centred and multidisciplinary in approach, inclusive of sociopolitical environments, mindful of professional power and open about professional values.
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Fisher, Joyce Ann. "Critical thinking in critical care nurses". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036181.
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Critical care nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession. If clinical nurses do not learn how to reason effectively, they may make inappropriate decisions about their patients' care, ultimately resulting in increased patient mortality (Fonteyn, 1991). In addition, increasing nurses' decision-making and autonomy has been shown to improve job satisfaction and retention (Prescott, 1986).There are many authors who write about the need for developing critical thinking skills among practicing professional nurses (Creighton, 1984; Jenkins, 1985; Levenstein, 1981, 1983, 1984). However, research assessing the impact of continued education and clinical experience on the development of critical thinking skills is sparse.The purpose of this exploratory study is to determine if there is a relationship between the level of critical thinking skills (as measured by the Watson-Glaser Critical Thinking Appraisal Tool, 1980) in critical care nurses and the length of nursing experience, amount of continuing education pursued annually, and the level of formal nursing education completed. The conceptual framework that provides the basis for this study is Patricia Benner's (1984) application of the Dreyfus Model of Skill Acquisition to clinical nursing practice.Participants (N = 61) were obtained on a voluntary basis from the population of critical care nurses working in the intensive Care Unit, Coronary Care Unit, Cardiac Catheterization Laboratory, or Emergency Care Center of a 600 bed midwestern acute care facility. Each participant in the study was asked to sign an informed consent agreeing to participate after receiving a written and oral explanation of the study. Confidentiality of the participants was maintained by substituting identification numbers for the subjects' names on the data collection instruments. The investigator supervised the administration of the critical thinking instrument and demographic questionnaire.The Pearson product-moment correlation coefficient and a two-tailed t-test for independent samples were used to determine if there were any significant relationships between the WGCTA score and the length of critical care experience, attendance of continuing education programs, or completion of additional formal education. This data analysis supported hypothesis one with the results revealing a significant positive correlation (r = .46, p = <.001) between the WGCTA scores and the length of critical care experience. In addition, a statistically significant but weak positive correlation was found between the WGCTA scores and the length of experience in CCU (r = .52, p = .001). No significant correlation existed between the WGCTA scores and length of experience in ECC, ICU, or CCL. Hypothesis two was supported with a significant difference (t = 3.58, df = 59, p = .001) found between the critical thinking ability of the two groups, with those who have completed an additional formal program of nursing education scoring higher. A significant but weak positive correlation (r = .30, p =.020) was found between the number of continuing education programs attended annually and the WGCTA scores. Multiple regression was performed with the total WGCTA score being the dependent variable and total critical care experience, completion of additional formal education, and attendance of continuing education programs being the independent variables. Only total critical care experience entered the equation (E = 16.03, p = <.001) explaining 21% of the variance.The information gained from this study will provide direction for the review of existing orientation, continuing education, and staff development programs provided at different levels of nursing experience and make suggestions for change to enhance critical thinking skill development.School of Nursing
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Austin, Stephanie. "Critical psychology in action, recommendations for the practice of critical psychology". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40330.pdf.
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Kumbier, Alana. "Ephemeral Material: Developing a Critical Archival Practice". Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1236198205.
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Shields, James Mark. "Critical Buddhism : a Buddhist hermeneutics of practice". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102172.
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This study critically analyzes Critical Buddhism (hihan bukkyo ; hereafter: CB) as a philosophical and a religious movement; it investigates the specific basis of CB, particularly the philosophical categories of critica and topica, vis-a-vis contemporary theories of knowledge and ethics, in order to re-situate CB within modern Japanese and Buddhist thought as well as in relation to current trends in contemporary Western thought.This study is made up of seven chapters, including the introduction and the conclusion. The introduction provides the religious and philosophical context as well as the motivations and intentions of the study. Chapter 2 with the title "Eye of the Storm: Historical and Political Context" is largely explanatory. After a brief analysis of violence, warfare and social discrimination within Buddhism and specifically Japanese traditions, some important background to the context in which Critical Buddhism arose is recalled. In addition, the development of so-called Imperial Way Zen (kodozen )---which represents in many respects the culmination of the 'false' Buddhism the Critical Buddhists attack---is examined. The following chapter on the roots of topica analyses a number of the larger epistemological and ethical issues raised by CB, in an attempt to reinterpret both 'criticalism' and 'topicalism' with reference to four key motifs in Zen tradition: experience (jikishi-ninshin: "directly pointing to the human mind [in order to realize the Buddha-nature]" [B.]); tradition (kyoge-betsuden: "an independent transmission apart from written scriptures" [M. 6, 28]); language (furyu-moji or furyu-monji: "not relying on words and letters" [M. 6]); and enlightenment (kensho jobutsu: "awakening to one's original Nature [and thus becoming a Buddha]" [Dan. 29]). Here and in Chapter 4, on "New Buddhisms: Problems in Modern Zen Thought," the CB argument against the many sources of topical thinking is outlined, paying particular attention to question of 'pure experience' (junsui keiken) developed by Nishida Kitaro and the Kyoto School. Chapter 5 on "Criticism as Anamnesis: Dempo/Dampo" develops the positive side of the CB case, i.e., a truly 'critical' Buddhism, with respect to the place of historical consciousness and the weight of tradition. Chapter 6, "Radical Contingency and Compassion," develops the theme of radical contingency, based on the core Buddhist doctrine of pratitya-samutpada (Jp. engi) as the basis for an effective Critical Buddhist epistemological and ethical strategy. The conclusion elaborates a paradigm for comparative scholarship that integrates the insights of Western philosophical hermeneutics, pragmatism, CB, and so-called 'Buddhist theology'. The implications of the Critical Buddhist project on the traditional understanding of the relation between scholarship and religion are examined, and also the reconnection of religious consciousness to social conscience, which CB believes to be the genius of Buddhism and which makes of CB both an unfinished project and an ongoing challenge.
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Murphy, Ailbhe. "Tower songs : Critical coordinates for collaborative practice". Thesis, Ulster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537601.
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This thesis has explored the possibilities within collaborative arts practice for creating an interdisciplinary form of evaluation to address the centrality and complexity of negotiation in collaborative practice. The navigational challenges for artists negotiating this field were considered in light of the critical debates within socially engaged arts practice (Kester, 2004 and 2005; Kwon 2002: Bishop, 2009, Lind 2004 and Doherty 2008) which tend to organise the field along a series of binary oppositions such as: process v product; aesthetics v ethics; participative v collaborative practice and intersubjectivity v autonomy. The cross-city collaborative project I initiated in Dublin called Tower Songs served as the vehicle for a practice-based investigation of my research questions. Tower Songs was concerned with the dynamics of a changing city amplified in the demise of public housing (flat complex) estates across Dublin. The thesis introduced a theoretical frame drawn from feminist and post colonial theory (Rodríguez 2006) in order to examine a series of reflective processes which sought to make sense of the first two years work of Tower Songs. From there an interdisciplinary turn in practice was described where questions of epistemology and knowledge production from within the social sciences encounter those negotiated practices and critical references from socially engaged arts practice. The question of evaluation of collaborative projects was tested from the point of view of this expanding theoretical register by Vagabond Reviews through the review of a large scale community-based street spectacle called the Night of the Dark Angel. That interdisciplinary practice was examined in relation to a post structuralist critique which drew on arguments for the destabilising of voice in qualitative inquiry (Lather, 2009 and 2004; Mazzei, 2009; Mazzei and Jackson, 2009 and Jackson, 2009) The post structuralist critique of voice was explored as a move away from the binary oppositions of art critical debates and the pre-determined linguistic arenas of formal evaluation frameworks in favour of a transversal reading of the collaborative experience.
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Beeke, Matthew A. "Critical incidents : exploring theory, policy and practice". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019986/.
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Responding to critical incidents in school communities has become an established part of the practice of educational psychologists (EPs). Despite this the EP professional journal literature is sparse, the last major study being conducted by Houghton in 1996. Within a mixed methods design this study aimed to explore various aspects of EP practice in response to critical incidents. Firstly, critical incident policy and EP journal literature was examined to provide a definition of 'critical incident'. Secondly, following a review of relevant literature separate online questionnaires were developed and completed by 39 Principal EPs and 50 EPs to provide an overview of practice in response to critical incidents. Thirdly, semi-structured interviews were carried out with a number of practicing EPs. Within an 'espoused theory / theory in use' framework, the interviews sought to examine EP practice in relation to theory espoused in the relevant professional and policy literature. The definition generated, which remained robust throughout the study, suggested a systemic impact of critical incidents as well as the impact on individuals and groups. Questionnaire data indicated that critical incident training and policy are now widespread. Debriefing was commonly carried out by EPs following critical incidents and supervision for EPs remained a salient issue. Evaluation of the critical incident work described was largely through informal consultation with school staff. The thematic analysis of interview data yielded several factors and theories in the practice of EPs that had received relatively little attention in policy and EP journal literature. Consideration of the wider trauma literature led to further suggestions of ways in which these may be applied to EP practice. It is argued that greater consideration of the systemic impact of critical incidents coupled with an awareness of the application of salutogenic and positive psychology approaches can provide balance to conceptualisations based on the negative sequelae for individuals and groups.
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Malpass, Matt. "Contextualising critical design : towards a taxonomy of critical practice in product design". Thesis, Nottingham Trent University, 2012. http://irep.ntu.ac.uk/id/eprint/280/.
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This study focuses on critical design practice. The research challenges the colloquial understanding of ‘critical design.’ It problamatises, defines and reassesses the concept of ‘critical design’ situating it among other forms of critical design practice. The research reviews the field of activity from a historical perspective. It reviews contemporary activity in contexts of design research and the gallery system to establish domain authorities and theoretical perspectives that inform critical design practice. The research draws from a body of literature relating to design theory and critical design practice to identify several important themes by which to discuss the practice. The research employs a hermeneutic methodology and engages expert ‘critical’ designers through a series of conversational interviews. The interviews are analysed using code to theory methods of inductive qualitative analysis and subjected to hermeneutic analysis that draws on the extensive contextual review. Salient concepts found in the discourse are extracted, theorised and organised to create taxonomy of critical design practice. In the taxonomy, the field of critical design practice is categorised by three types of practice: Associative Design, Speculative Design and Critical Design. These three practices are differentiated by topics addressed in each and further differentiated by the type of Satire, Narrative and Object Rationality used in each practice. The original contribution of this research is a Taxonomy of critical practice in product design, which consists of a written and visual dimension. The taxonomy acts as a discursive tool to chart design activity and it illustrates the diversity in critical design practice beyond the colloquial understanding of ‘critical design’. The taxonomy presents three distinct types of critical design practice; it outlines the design methods used to establish the critical move through design and identifies the contexts where critical design is practiced. It can be used to compare projects, chart designers’ activity over time, illustrate trajectories of practice and identify themes in practice. The taxonomy provides theoretical apparatus to analyse the field. Such analysis contributes towards a discussion on critical design within design studies.
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Kuhn, Simon. "Critical design within the practice of graphic design". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007843.
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Critical Design is a specific type of design activity that has emerged from within the field of product design. Based on the supposition that design is an ideological activity, it can either be critical or affirmative of the status quo and categorised as Critical Design or Affirmative Design. The intention of this study is to create Critical Design within the practice of graphic design. Critical Design was defined by identifying its key characteristics and then visualised into a diagram that maps the pathways, processes and consequences which distinguish Critical Design from Affirmative Design. The characteristics were used to generate criteria of Critical Design, which were then used to analyse case studies. The findings from this analysis suggested that both case study projects could be defined as Critical Design and served as a way of testing the appropriateness of the criteria. The practical component of this study used the characteristics of Critical Design to create a range of graphic design artefacts and then analysed them in relation to the criteria of Critical Design. The findings from this analysis determined the practical component as Critical [Graphic] Design and suggested that graphic design can be an appropriate medium for critique of its own role within society.
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Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.
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This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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Klassen, Gerald D. "Towards a critical social studies pedagogy and practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24543.pdf.
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Jacobson, Steven P. "Initiating residential learning communities: Critical elements and practice". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2352.
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This study examined methods and practices utilized in planning residential learning communities at three large, state-funded, research-oriented universities. Much research has been conducted on the ability of residential learning communities to enhance student learning and retention but little research has been done on how these programs are initiated. This study focused on interviews with founders and initiators and archival documents from the Residential College at the University of Michigan, Freshman Interest Groups program at the University of Missouri-Columbia, and the Residential Freshman Interest Groups program at the University of Oregon. Rogers' organizational decision of innovations theory provided the conceptual framework for this qualitative study. This study found four critical elements for initiating residential learning communities: (1) the utilization of a representative planning committee (2) shared beliefs and faculty-faculty interaction, (3) campus champions with authority or expertise acknowledged by others (4) willingness among planning committee to adapt to changing circumstances. One unanticipated finding was the impetus for residential learning communities. While all three campuses sought to improve student connectedness, successful residential learning communities originated from fiscal concerns about underutilized campus housing as well as a desire to strengthen the rigor of undergraduate education. A second unanticipated finding was the relatively small role that institutional goals and missions played in initiating this innovation at the three sites. Initiators and founders of residential learning communities were less influenced by formal institutional mission statements than by an immediate fiscal or student development concern. Residential learning communities are one approach to integrating the resources of a large university with the intimacy of a small residential college. As large institutions strive to embrace academic as well as personal development for students, this research can guide campuses in effective planning.
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Lesnik-Oberstein, Karin Beate. "Principles and practice in critical theory : children's literature". Thesis, University of Bristol, 1990. http://hdl.handle.net/1983/435ba144-6b16-4756-9c0c-03aceb151662.
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Persson, Sophia. "New Urban Monuments: Critical Urbanism as Curatorial Practice". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21576.
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New Genre Public Art was originally defined by Suzanne Lacy in 1991 as an activist approach to the public; it was a type of public art that was often created outside the institutional structure which brought the artist into direct engagement with the audience, while addressing social and political issues. In 1993, the public art exhibition ’Culture in Action’, curated by Mary Jane Jacob, marked a conceptual shift from static to dynamic public art. The exhibition is considered a landmark event in the development of public art as it was among the first projects to frame communities as the structure and content of its art.During the past decade (2010–2020), urban development has become incorporated as an integral part of the work of the Public Art Agency Sweden, and the agency have established their own curatorial department in order to curate and produce their own public art exhibitions. As Public Art Agency Sweden is a State agency, their work is largely determined by official policies formulated by the Swedish government. This thesis analyzes the contemporary policies of urban public art by conducting an interdisciplinary critical discourse analysis that merges art history, curatorial– and urban studies, in order to trace the influence of discourse to how Public Art Agency Sweden has operated within this intersection during the last decade––ultimately to discuss what the Swedish policies on public art strive to achieve and the risks, ethics and responsibilities of the emerging field of urban, context-based curatorship.
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Noonan, Hilary Ann. "Toward a critical practice: tracing theory through design". Thesis, Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1229.
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Isham, Lynne Jane. "Critical thinking in practice : teachers' interpretation and translation into practice of critical thinking in the A level classroom : an ethnographic perspective". Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/critical-thinking-in-practice(29a38562-eacc-44c3-a25d-1672febafeac).html.
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Although the Critical Thinking field is replete with theoretical models and conceptualisations of what Critical Thinking is deemed to be, there is a consensus that such theoretical perspectives are yet to transfer pedagogically to the classroom. This thesis addresses the disjuncture between Critical Thinking theories and pedagogical enactment through a practice based exploration of three A level teachers’ interpretation and translation into practice of a trans-disciplinary model of Critical Thinking in one secondary school. Research was conducted from an ethnographic perspective, drawing on the tools of observation, formal interviews, teacher commentaries on lessons, as well as textual analysis of relevant documentary evidence related to the teaching context. 18 lessons were video and audio recorded, with audio recordings of selected lessons and associated teacher commentaries transcribed for systematic linguistic analysis in accordance with micro-ethnographic methods. Each participant teacher constituted an individual case study. A significant dynamic to emerge from this thesis was the relationship between Critical Thinking as outcome, contextualised and rendered visible in this study by each subject’s A level specifications, and Critical Thinking as pedagogical process, enabling students to achieve such outcomes. Based on a constructivist view of teacher professionalism, this research reveals how teachers engaged in their own individual critical processes of interpreting, selecting, reformulating and blending the Critical Thinking model with other pedagogic conventions in order to address specific epistemological difficulties presented by their respective A level, rather than pursuing Critical Thinking as a pedagogic aim in its own right. As a result, Critical Thinking in this study assumes its significance and meaning through each teacher’s translation of it into the context of their practice, manifesting itself in their own situationally relevant enacted pedagogy. Whilst the focus in this thesis has been Critical Thinking, it also serves at a meta-level as a study into the processes at play when grand pedagogical concepts are brought to real classrooms.
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McDermott, Kevin. "Reading practice : essays in dialogue and pedagogical conversation". Thesis, University of South Wales, 2002. https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html.
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How can I, as a teacher-researcher, read my own practice? How can I, as a teacher-researcher, theorise my practice? These are the central questions pursued in this thesis. They are pursued through three action research projects. The research took place in Firhouse Community College, a second-level school in Dublin. Each of the projects was concerned with exploring the potential of conversation in a number of different school contexts. Chapter one relates my research to the literature on action research and to the literature on dialogue in education, and relates my work to the ethical concepts of friendship and care. The chapter also outlines the methodological approach and the data used in the research. Chapter two relates the interpretative reading of my own practitioner accounts to critical theory and the emancipatory ambition of its reflective practices. A project on student friendship groups is discussed in chapters three and four. These chapters highlight friendship as an important social and educational phenomenon and identify conversation as a concomitant communicative form. These chapters theorise the concept of pedagogical conversation and relate this concept to Aristotle's theory of friendship. Chapter five gives an account of a project with a third-year English class, developed around the ideas of dialogue and friendship. In the course of the project, students organised themselves into reading and discussion groups that were largely autonomous and self-regulating. Chapter six reviews the role and place of the teacher in the discourse of the classroom, in a dialogic teaching situation, and explores the potential of dialogue as means of enquiry and reflection. Chapter seven contrasts the peaceable conversation of professional friendship with the disputatious debate that often occurs at formal staff meetings. Chapter eight offers some reflective comments on the research. This thesis lays the foundation for a theory of teaching as a form of social practice, characterised by a disposition of care that is associated with friendship, and expressed through conversation. In doing so, it makes a valuable and original contribution to the literature on teaching and school culture. In its development of a dialogic model of research, the thesis makes a contribution to the literature on action research and practitioner enquiry.
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Clark, Kristen Radsliff. "Charting transformative practice critical multiliteracies via informal learning design /". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259635.
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Thesis (Ph. D.)--University of California, San Diego, 2007.Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).
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Preece, Georgia. "Women, painting and critical practice in Britain 1984-1992". Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368175.
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Kuceja, Andreas. "Quality management system auditing : a critical exploration of practice". Thesis, University of Gloucestershire, 2017. http://eprints.glos.ac.uk/4949/.
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The introduction of standardized quality systems and their development into quality management systems offers the opportunity to evaluate the organizational quality of business entities, regardless of their industry. For professional purchasers it has become common practice to demand evidence of the successful application of a quality management system-a necessary step in the process of pre-qualifying potential suppliers. It has become common practice to have the introduction and operation of a quality management system as a minimum requirement for contract as part of a value chain of potential clients or contracting authorities as a future or continuous supplier or service provider. Moreover, this has to be approved. To do so, purchasers can perform supplier audits or ask for evidence provided by certificates. Typically, certificates stating conformity to the requirements of a quality management system are issued by professional audit service companies, so called certification bodies. This study helps to remedy the dearth of studies concerning the effectiveness of audits conducted by certification bodies. This qualitative study uses a limited number of case studies to analyse and assess the approaches and techniques used by auditors for certification or re-certification audits. Additionally, this study attempts to understand whether auditors involved have taken into account the paradigm change of the early 2000s. To this end, auditors involved in the case studies were interviewed. The interviews were dedicated to understanding the cognitive processes of data analysis and the resulting judgements which led to the issuance of certificates stating conformance to the relevant standards. The study was completed on quality management system audits founded on the ISO 9001:2008. This standard establishes the foundation for various further industry-dedicated standards, for example the IRIS or the ISO/TS 16949. Cases studies were performed out in small sized companies and recorded through audio tape recordings, as well by notes concerning auditors’ observed actions. These were transcribed and coded. Analysis of the data indicates that auditors have a detailed idea of what is to be found, regardless the type of business an auditee conducts and the aims of a company. The structure, policy, and individual processes of the audited company did not seem to be of interest. Additionally, audits were performed on the results of audited processes more so than on the progress of the process action and their input/output relation. The interviews shed light on auditors’ understandings of the underlying concepts of the ISO 9001:2008. The results show that the auditors examined still have problems with applying these concepts for their audit practices. Furthermore, the study shows the relationship between power and independence of auditors and their impact on effectiveness. Consequently, the study shows that a certificate issued by a professional audit service does not guarantee conformance to the ISO 9001:2008.
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Shabel, Lisa A. "Mathematics in Kant's critical philosophy : reflections on mathematical practice /". New York : Routledge, 2003. http://catalogue.bnf.fr/ark:/12148/cb38959242q.
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Carbone, Paula M. "Investigating a critical writing pedagogy implications for classroom practice /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925780911&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Harrington, Carolyn D. "Critical friends group effects on teacher practice and collaboration /". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/harringtonc/carolynharrington.pdf.
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Torlak, N. Gokhan. "Improving total systems intervention through theory and practice". Thesis, University of Lincoln, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312887.
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Močnik, Špela. "Cosmopolitanism as critical theory : an analysis of the ethics, methodology and practice of critical cosmopolitanism". Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/59629/.
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Cosmopolitan thought in recent scholarship is often used in either a prescriptive or a descriptive manner. It is thus most commonly understood as a research agenda for the prescription of various ethico-political projects or a description of the social and political world beyond national frameworks. In both cases cosmopolitanism seems to be mostly understood as a set of assumptions about the social world. This thesis aims to underline cosmopolitanism's critical characteristics and its capability to engage with the social world in a critical and therefore transformative manner. There has been relatively scarce scholarship on critical cosmopolitanism, a gap that the thesis closes by focusing on cosmopolitanism's capacity for critical intervention. In this study, the contribution of cosmopolitanism to critical thought is evaluated and advanced. Possessing an unparalleled ability to understand things and change them in the light of universalism, cosmopolitanism can be explored as a kind of critical theory that has a distinct agenda and normative guidance. In order to achieve this, the thesis looks at a version of critical theory that is in certain respects most akin to cosmopolitanism, that is, Axel Honneth's critical theory and his theory of recognition, and connects the two in a way that shows both the cosmopolitanism's possession of critical heory's main features and its differences from Honneth's critical theory. It is proposed that cosmopolitanism can be regarded as a critical theory with the concept of recognition as its main framework, but also that it differs from Honneth's theory in its understanding of world disclosure and holding to more universalist and utopian claims. While cosmopolitanism can be understood as being critical, it can also be used as an enhancement of the existing conceptualisation of recognition relationships through cosmopolitanism's universalist dimensions.
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Huber, Aubrey Anne. "HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/681.
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AN ABSTRACT OF THE DISSERTATION OF Aubrey A. Huber, for the Doctor of Philosophy degree in Speech Communication, presented on March 29, 2013 at Southern Illinois University Carbondale. TITLE: HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM MAJOR PROFESSOR: Dr. Nathan P. Stucky As a scholar studying critical communication pedagogy, I am interested in the ways help is produced in communication by future educators. I take Stewart's (1995) claim seriously that words are not merely representational, but instead produce reality. Working from this paradigm, I examined help-producing communication and its implications to theorize help and generate strategies to improve help practices, specifically between teachers and students. To collect data for this project I conducted an ethnography of the teacher education course, "Schooling in a Diverse Society," EDUC311. I was interested in future teacher discourse because teaching often is articulated as a helping profession. For example, a common argument from my research was that to teach is to help students learn content, skills, and particular worldviews. Schein (2009) argues that help is a process that cannot be easily explained. He asserts, "Helping is a common yet complex process. It is an attitude, a set of behaviors, a skill and an essential component of social life" (p. 144). However, very little work has been done to theorize or analyze the implications of help, particularly in terms of communication and educational contexts. In this dissertation, I examined how future teachers articulate and produce help in and through communication. In my experience as a former teacher education student, I found that the help articulated in teacher education classes, that focus on democracy and social justice was remarkably different than the help articulated in everyday experience. Hunt (1998) resolves, "A focus on teaching for social justice reminds us that our children need not only a firm grounding in academics but also practice in how to use those academics to promote a democratic society in which all get to participate fully" (p. xiii). Social justice educators recognize students have the ability to enact change. They recognize inequity and actively work with their students to understand their subject positions in order to work against systems of oppression. In social justice education, help is a process "with" students instead of "help for" students. EDUC311 explores the relationship between social justice and democracy. As a required course for all teacher education students at Southern Illinois University, this course provided me with an ideal population of future educators. By studying the communication of future educators in a course that emphasizes social justice, I analyzed the ways they produced notions of help, generated a definition of social justice-oriented help, and provided strategies that current and future educators could use to better help their students.
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Hulling, Cornelia. "Cobalt Stories : Unearthing narratives through critical research and artistic practice". Thesis, Linnéuniversitetet, Institutionen för design (DE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85999.
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This project is an exploration of practices around the critical raw materialcobalt, it’s history, and current relevance in Swedish discourse. Critical raw materials are identified by the European Commission as materials of high importance to the EU’s economic system as well as the high risks related to their supply and production. As the demand for cobalt grows due to it’s usefulness in rechargeable batteries in for example smartphones, laptops and electric cars, the metal is predicted to become scarce in a near future. In Sweden there is a discourse on whether or not to mine for cobalt, among other earth elements, locally, and the industry is lookingfor ways to recycle old rechargeable batteries at larger scales to secure the resource. The criticality of cobalt does not only concern supply and economic importance however. In Congo some mines have been reported to still be dug by hand, under extremely poor conditions and risking the health and safety of the workers, as well as the surrounding societies. Through a critical research and design process these topics are explored alongside the more locally known use of cobalt oxide as a vibrant blue colour pigment for ceramics and glass. With the process I aim to create a design that engages with the criticality as well as a designerly fascinationwith the material. The end result being a speculative design fiction of the mythological creature cobelt, and how complex narratives can be unearthed in craft based practice.
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Krauss, Kirstin Ellard Max. "Ethical ICT research practice for community engagement in rural South Africa". Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/39923.
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The research reported here evolved from the researcher’s ethnographic immersion in an ICT for
Development (ICT4D) project in a deep rural part of South Africa. During ethnographic immersion,
three key issues emerged from fieldwork. Firstly, the researcher realised his limited understanding of
the worldview of research participants. Secondly, he realised his inability to appropriately and
ethically do community entry and implement the ICT4D artefact (e.g. ICT4D training and policy),
especially because of his limited understanding of the cultural context, underlying values,
emancipatory concepts and interests, as well as incomplete insight into the oppressive
circumstances that the people in the research setting find themselves in. The third issue relates to an
inability to interpret and explain the collisions and conflicts that emerged from introducing, aligning,
and implementing the ICT4D artefact. Through critical ethnographic methods and a critical
orientation to knowledge, the researcher shows how these inabilities, collisions, and false
consciousnesses emerged to be the result of cultural entrapment and ethnocentricity that he and
the research participants suffered from.
A key argument throughout this thesis is that the emancipation of the researcher is a precursor for
the emancipation of the researched. The researcher thus asks: In what ways should ICT4D
researchers and practitioners achieve self-emancipation, in order to ensure the ongoing
emancipation and empowerment of the deep rural developing community in South Africa? The
study subsequently argues the link between the topic of this thesis, namely the issue of ethical
research practice, and the primary research question. A unique perspective on these problems is presented as the study looks at emancipatory ICT4D research and practice in context of a deep rural
Zulu community in South Africa, and specifically the journey of social transformation that the
researcher himself embarked on.
The study retrospectively applies Bourdieu’s critical lineage to reflect on the research contribution
and how the researcher was eventually able to construct adequate knowledge of the ICT4D social
situation. Building onto the idea of critical reflexivity, the researcher argues that critical
introspection should also be part of critical ICT4D research in South African contexts. Through
confessional writing, the researcher describes experiential knowledge of the worldview collisions
that emerged from ICT4D research and practice. In particular, manifestations of the collisions
between the typical task-orientated or performance-orientated value system of Western-minded
societies and the traditional loyalty-based value system or people-orientated culture of the Zulu
people are described.
The research contributes by challenging dominant ICT4D discourses and by arguing for an end to a
line of ICT4D research and practice where outsiders with a Western task-orientated worldview, like
the researcher himself, make unqualified and inadequate assumptions about their own position in
ICT4D practice, and about their own understanding of how to “develop” traditional communities in
South Africa through ICTs. Following Bourdieu, the researcher argues that one can only build an
adequate understanding of the social situation through critical reflexivity, by making the necessary
knowledge breaks, and by allowing oneself to be carried away by the game of ICT4D practice.Thesis (PhD)--University of Pretoria, 2013.
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Sorial, Lilian Albert. "High school English teachers' perceptions and practice of critical thinking". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ34231.pdf.
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Matthews, Sara. "Re-thinking white privilege work as critical anti-racism practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ40663.pdf.
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Angelides, Panayiotis. "Organisational culture and school practice : : the study of critical incidents". Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488215.
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Wright, Sheila. "A critical evaluation of competitive intelligence and insight management practice". Thesis, De Montfort University, 2011. http://hdl.handle.net/2086/4976.
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This thesis forms part of a PhD by Publication based on the research and scholarly work of Sheila Wright. It explores her contribution to the field of Competitive Intelligence & Insight Management (CI&IM) made through ten articles published between 2002 and 2010. The research projects that involved the collection of primary data were carried out within a qualitative research methodology using a semi-structured interview or case study method and typically adopting a pragmatic paradigm. Through this work, it has been possible to present a best-practice framework for CI&IM. Similarly, it has been possible to develop an operational framework for CI&IM, which identifies the inter-connectivity of the CI&IM tasks as well as the organisational influencing factors which can aid or hinder successful implementation. As well as engaging in a critical evaluation of current CI&IM practice the thesis indicates how the articles offer solutions which can aid the delivery of improved performance to practitioners as well as academics who teach and research the subject. The thesis also identifies the place of CI&IM in the business discipline and draws attention to the cross-boundary, inter-disciplinary nature of its reach. The development of bibliometric software and citation identification programmes has enabled the inclusion of a citation analysis for each article which also identifies the context within which that citation was made. This is presented as supporting evidence for the contribution to knowledge and value of the body of work. Through this mechanism it has also been possible, not only to identify the frequency with which the articles have been cited, but more importantly, the impact and contribution this has had on scholars who have subsequently used the output and frameworks as a basis for their own research.
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Doherty, Andrea Mary. "Vygotsky and play : a critical exploration of theory and practice". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602482.
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This study describes a critical exploration of theory into practice. Two principles of Vygotskian cultural historical theory: mixed age play and enhanced home-school links, already integrated into practice in Zolotoi Kluchick (Golden Key) programme schools in Russia, were adapted and implemented in an early years setting (3-6 years) in Northern Ireland. These principles were implemented, evaluated and modified, in a cyclic process, involving the school community throughout. Over one school year, six teachers, 15 classroom assistants, 106 children, five sets of parents, and the researcher, formed a pedagogical collective to explore both the process of implementation, and resultant impact of the Intergrated Play Programme (IPP). The study explores critically the translation of Vygotskian theory into practice. A constructivist methodology was employed, which viewed collaboration within the school community as vital to its success. Vygotskian theory was foundational in the developmental methodology that saw new research methods emerge throughout the research. Findings and conclusions drawn from this study were drawn primarily from participant perspectives. Vygotskian concepts of the zone of proximal development (ZPD), social situation of development (SSD), internalisation and cultural mediation guided the analysis, evaluation, and reflection. Findings revealed that the translation process was not straightforward, and required modifications to the original principles. The concept of 'family' appeared to connect home and school emerged as the major factor in modifying the implementation process. A 'family pedagogy' was developed, in which mixed-age play groups were known as 'school families'. Children's discussion of their 'school family' at home generated curiosity and interest from parents and carers, and provided a dialogical tool and cultural tool to bridge children's home and school learning. The study highlights the value of using play as the basis for this family pedagogy and, in line with Vygotskian theory, presented play as the predominant developmental activity for young children
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Fulbrook, P. "The nature of evidence to inform critical care nursing practice". Thesis, Bournemouth University, 2003. http://eprints.bournemouth.ac.uk/295/.
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This thesis presents a body of publications, in the area of critical care nursing, for consideration for the award of Doctor of Philosophy by Publication. The thesis is presented in three chapters: Introduction; Body of Work; and Research, Knowledge, Evidence and Practice. In the first chapter the emergence of evidence-based practice is described, in general. Initially, an overview of the origins and trends of nursing research methodology is provided; the purpose of which is to set in context the body of work. Utilising a narrative approach (Boje, 2001; McCance et aL, 2001; Sandelowski, 199 1; Vezeau, 1994) as a 'personal journal of discovery' I then reflexively describe my own development as a nurse researcher practitioner, drawing on my own publications to illustrate my progress, the development of my thinking, my research practice and the development of my understanding of pragmatice pistemology. The second chapter is comprised of my publications relevant to critical care nursing. Spanning a period of eleven years, they represent my contribution to critical care nursing knowledge. In the concluding chapter I have summarised initially my own contribution to critical care nursing knowledge, before moving on to a more detailed critique of evidence-based practice. Finally I have made recommendations for the way forward. In addition to presenting my body of work, the aim of this PhD is to challenget he current concept of evidence-based practice, arguing that its definition is too narrow to encompass the rage of different types of knowledge that nurses use when caring for critically ill patients. I have utilised my own publications, to demonstrate how a variety of approaches are necessary to provide the best evidence for developing practice. I have positioned my argument within a theoretical understanding of pragmatic epistemology. In this way, I am working towards the development of a science of practice. Simultaneously I am also, to some extent, challenging conventional concepts of what constitutes doctoral level knowledge and how a PhD looks. My conclusion is that critical care nursing knowledge is drawn from many sources, and should be applied in an integrated way that enables practitioners to make a positive difference to the life of patients.Knowledge that is not or cannot be applied to practice is therefore of no value. The valuing of practice knowledge brings with it the requirement that all forms of knowledge (and their relevant methodologies) are considered as equal,in terms of their potential to impact on practice and that nothing should be rejected on paradigmatic grounds. In contemporary healthcare evidence is hierarchically valued and this raises many questions of equity. Where the value of knowledge becomes unequal is when its application to practice is limited. The corollary of a pragmatice pistemology is that it requires a pragmatic process to make it work. For me, at this point in time, the best available is practice development. In summary,this thesis represents a construction of work that makes an original contribution to knowledge. The product of my thesis is a theory of pragmatic epistemology as the basis for a science of practice.
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HANSEN, RUSSELL L. "AN EDUCATION FOR PRACTICE: IDENTIFYING CRITICAL BUSINESS SKILLS FOR ARCHITECTURE". The University of Arizona, 2001. http://hdl.handle.net/10150/555230.
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Davies, Liz. "Protecting children - a critical contribution to policy and practice development". Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523013.
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Laranjo, Francisco Miguel. "Design as criticism : methods for a critical graphic design practice". Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/12027/.
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This practice-led research is the result of an interest in graphic design as a specific critical activity. Existing in the context of the 2008 financial and subsequent political crisis, both this thesis and my work are situated in an expaded field of graphic design. This research examines the emergence of the terms critical design and critical practice,and aims to develop methods that use criticism during the design process from a practitioner’s perspective. Central aims of this research are to address a gap in design discourse in relation to this terminology and impact designers operating under the banner of such terms, as well as challenging practitioners to develop a more critical design practice. The central argument of this thesis is that in order to develop a critical practice, a designer must approach design as criticism. Adopting a mixed methods approach to research, this thesis draws on 'action research'(Schön, 1983) and is aligned with the proposition of ‘problem setting’ instead of the established ‘problem solving’ approach to design, using the following methods: 1)workshops at the Royal College of Art, Sandberg Institute, University of Westminster and London College of Communication; 2) selection of projects from professional practice; 3) self-initiated research projects; 4) critical writing, including essays, reviews,interviews and in particular the publication 'Modes of Criticism'. Following the theorisation of the terms critical design and critical practice, historical survey of criticism, politics and ideology in relation to graphic design, and reflection on the workshops and methods detailed above, this thesis proposes a critical method consisting of three dimensions: visual criticality, critical reflexivity and design fiction. It argues that criticism as design method offers a fundamental opportunity to develop a reflected and critical approach to design, and more importantly, society. This method creates opportunities to develop a critical practice; one that shapes a continuous agency and interest in wicked, systemic and infrastructural problems with a constant ability to critically adapt and research their multi-layered nature. That will on the one hand help the designer to become a substantial agent of change and on the other, in particularly difficult circumstances of conflicted personal, private, disciplinary and public interest such as commercial practice, to find opportunities for criticality.
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Brebenel, Mihaela. "Moving images in Romanian critical art practice and recent history". Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/19103/.
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This thesis approaches contemporary moving image artworks from Romania in order to critically revisit key events, moments and situations in the country’s recent history. Responding to a gap in the literature on Romanian art, it addresses the relations between moving image practices and the socio-political transformations that have taken place in the country over the last three decades. This is achieved by considering the role of moving images in two major events – the Romanian 1989 revolution and the June 1990 anti-government protests – and by mapping critical moving image art practice from the communist period to the “postcommunist condition” and the context of post-2008 economic crisis. In addition, this thesis investigates how moving image art can be used to assess the contemporary Romanian situation. The main argument is that responding to these recent transformations is an urgent political task, one that few artists have addressed themselves to date. A constellation of moments from the recent Romanian past is thus assembled in order to explore the possibilities of thinking and writing about history that are evoked through moving images. The analysis focuses on a selection of works by artists Ion Grigorescu, Harun Farocki and Andrei Ujică, Mona Vătămanu and Florin Tudor, and, Joanne Richardson, each of whom have responded to this political task in a particular way.
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Haynes, Joanna Elizabeth. "Listening as a critical practice : learning through philosophy with children". Thesis, University of Exeter, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496012.
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Landis, Rebecca Danielle. "Community Food Work as Critical Practice: A Faith-based Perspective". Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56581.
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Historically, many faith-based hunger relief efforts address food insecurity through the emergency food system, but they often do not challenge the systemic causes of the need, which according to some, are poverty and inequality. As a promising alternative, community food work is a radical approach to food system change that imbues values of justice, sustainability, and equity into the food system to reduce the pervasiveness of poverty and inequality in society.
I used narrative inquiry as methodology in a faith-based context to explore the role of criticality in community food work. Additionally, I explored the treatment of hegemony in these practitioners' critically reflective practice. I engaged six practitioners in narrative-based interviews and subsequently asked them to read and analyze their own interview. I then gathered all participants for a collective reflection session where we reflected on excerpts from the interviews and used them as a foundation for further dialogue and reflection.
Each practitioner used their faith to varying degrees in the performance of their work. I found significant notions of feeling called to serve, and bringing God's kingdom to earth, but an avoidance to use this work to evangelize. The narratives reflected community food work as a community development effort and extended beyond the context of food. Affirming, trusting relationships serve as a foundation to how this group of practitioners approach their work, and provide the space to interact with their work in radical ways and raise critical consciousness.Master of Science in Life Sciences
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Carter, Amanda. "Measuring Critical Thinking in Midwifery Students". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376220.
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Well-developed critical thinking skills are essential for autonomous midwifery practice but
strategies to develop these skills are often not made explicit in undergraduate education.
There is a dearth of studies investigating the development of critical thinking in
undergraduate midwifery students and no published tools that specifically measure critical
thinking in relation to midwifery practice.
This program of work aimed to evaluate and measure midwifery students’ critical thinking
skills in preparation for autonomous midwifery practice. The thesis is presented as a series
of published and unpublished works, comprising of six sequential and interlinked studies
with five overarching aims.
The methodology used in this body of work was a sequential mixed methods design, where
the data and results from one study provided a basis and direction for the next study. Initially,
a pilot study examined the effectiveness of an innovative assessment item involving root
cause analysis on the development of critical thinking abilities of undergraduate midwifery
students. Although the results indicated that this assessment item increased critical thinking
skills, only participants’ perceptions were measured and there was no validated measure of
critical thinking. There was also no baseline and post-intervention measure of critical
thinking to demonstrate causal effects of the teaching intervention.
In recognition of the need to use robust, reliable and valid tools to measure critical thinking,
the second study involved a systematic review of the literature. This review aimed to identify
an appropriate tool to measure critical thinking in midwifery. The review is presented in two
publications on 1) the reliability and validity of tools used to measure critical thinking in
nursing and midwifery undergraduate students; and 2) the efficacy of teaching methods
used to improve critical thinking in nursing and midwifery undergraduate education. These
systematic literature reviews found no measures specifically for midwifery and no tools that
measured the application of critical thinking in midwifery practice. Conclusions of the
reviews established the need to develop discipline specific instruments to explicitly measure
the application of critical thinking in midwifery practice. Given the complexity of critical
thinking in midwifery practice, a multimethod approach to the measurement of students’ critical thinking was chosen.
The next three studies involved the development, piloting and testing of three tools designed
to measure critical thinking in midwifery practice for undergraduate midwifery students. The
tools were named the Carter Assessment of Critical Thinking in Midwifery (CACTiM) -
(Preceptor/Mentor, Student, and Reflection). Psychometric testing of the three tools during
each pilot study provided preliminary evidence that all tools were reliable and valid measures
of critical thinking skills in midwifery practice.
The final study aimed to further establish the validity and reliability of the three CACTiM
tools. A matched cohort of students (n = 55) was used. Positive correlations were found
between the three scales and student characteristics, including Grade Point Average, year
level and previous qualifications. Results also indicated good reliability and concurrent
validity.
Critical thinking skills are vital for safe and effective midwifery practice. Assessment of
midwifery students’ critical thinking development throughout their degree program makes
these skills explicit, and could guide teaching innovation to address identified deficits.
Adopting a multimethod approach to the measurement of critical thinking in midwifery
captures the complexity of critical thinking in midwifery practice, and provides students with
useful and objective feedback from multiple sources. The use of reliable, valid and freely
available tools promotes and facilitates ongoing research into the development of critical
thinking in education and practice. It is therefore recommended that the three CACTiM tools
are implemented routinely and used in the longitudinal measurement of students’ critical
thinking development throughout midwifery education programs. The tools could also be
used to measure critical thinking for midwifery graduates and midwives in practice. Further testing of these tools with a larger, more diverse student sample is recommended.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing & Midwifery
Griffith Health
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Gillespie, Ann M. "Untangling the evidence : teacher librarians and evidence based practice". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61742/2/Ann_Gillespie_Thesis.pdf.
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The research was a qualitative study investigating the lived experiences of teacher librarians as evidence based practitioners in Australian school libraries. It addressed how teacher librarians understood, applied and implemented evidence based practice, and investigated what these teacher librarians considered to constitute evidence. Two key critical findings of this research are that evidence based practice for teacher librarians is a holistic experience and evidence for teacher librarians can take many forms, including professional knowledge, observations, statistics, informal feedback and personal reflections.
The study is significant to teacher librarians, library and information professionals, schools and school administrators, and the research field.
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Tracy, Elizabeth A. "Workplace Critical Incident Response| An Exploratory Study of Critical Incident Responders and Their Perspective of Applied Practice". Thesis, Union Institute and University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636336.
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A workplace critical incident is any event which disrupts or impacts the functioning of a business, e.g., death of an employee, downsizing or robbery. Critical incident responders (CIRs) are specially trained licensed mental health professionals who respond to workplace critical incidents as support to both the employees and the business organization through applied crisis theory and as a business continuity resource. The goal of a workplace response is to return employees to their pre-crisis level of functioning. CIRs are required to become certified in a multi-component crisis intervention technique. Prior to this study, no data existed regarding how closely CIRs adhered to intervention models or what theoretical frameworks informed their practice. This study sought to understand, from the perspective of the workplace CIR, what practices they employ and why. The design was a two phased, sequential, mixed method explanatory design. Phase one was a quantitative internet based survey (n = 110) and phase two was a qualitative phone interview (n = 12) designed to enhance the understanding of phase one results and provide rich data on the experiences of workplace CIRs. The conceptual frameworks for this study were theories of crisis, crisis intervention and constructivism. The results found that CIRs demonstrate autonomy in deciding which interventions to apply during a response. Type and nature of the crisis as well as timing of response from the event influenced the CIRs’ approach. CIRs are informed by brief treatment modalities and even though CIRs have limited understanding of the phrase business continuity, they still provide the services. CIRs described modifying Mitchell’s CISD Model to address the needs of civilians in the workplace. Primary activities are assessing, normalizing and educating. Results will further the understanding of critical incident response and enhance the current best practice models.
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Carroll, Tony. "Educating the critical mind in art : practice-based research into teaching critical studies in A level art". Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393251.
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I researched an area of the curriculum called 'the critical and historical study', a part of the Advanced level art syllabus in which I felt improvements could be made in my teaching. An investigation of the relationship between my teaching and students' responses was carried out as part of reviewing and improving the critical study unit of coursework. Curriculum changes made between 1997-1999, intended to provide students with different ways of making practical responses to other people's art and a range of methods for interpreting the meanings of art were studied using action research methods to capture the dynamic of changes in practice and in my thinking. Changes were also being made more broadly at a structural level through post sixteen educational policy reforms. I wanted to situate my practice in the contextual dimensions of A level art and describe my involvement in writing a new syllabus for the subject during this period of reform. I also wanted to understand better concepts of critical studies in art education historically in their policy contexts. Undertaking curriculum policy analysis helped me to make sense of the latest period of change and explore curriculum divisions within the subject such as the 'uneasy relationship' between art history and studio practice. A relationship whose unease intensified in the mid 19805 and coincided with my career entry into the teaching profession. I turned my attention to the emergence of critical studies over the last forty years, and considered how that impacted on my teaching in the last fifteen years. I traced different conceptions of critical studies to unravel the value positions of its promoters in order to understand and to locate my own position in the development of the discipline. In combination, these interests gave my research a multiple focus and required complex methodologicaJ approaches in order to make sense of critical studies in art education through my classroom practice and students' experiences, curriculum policy histories, art education literature and autobiographical life history.
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Harkness, Allan W. "The writings of John Berger : experience, cultural production and critical practice". Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/26578.
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This thesis is a study of the entire range of John Berger's writings, and an examination of the integrated nature of his discursive project which is the transvaluation of experience under corporate capitalism. It is an attempt to uncover the mode of existence of a specific discourse, situating it within the intersection of political action, cultural production, ontological investigation (experience) and language. In it, I make the claim that his work indicates a dialectical third category of intellectual production in the interaction of residual senses of the author, the writer and traditional intellectual and the emergent senses of cultural producer and organic intellectual. The long opening chapter charts 'theory' and 'experience' in the context of Berger's part in a cultural-structural moment marked by broad challenges to dominant empirical-idealist categories and forms of knowledge. Berger's discourse is seen as an extension and development of the critique of determinist enclosures of human subjectivity. The chapter on Permanent Red charts the early formation of a materialist aesthetic, probing his project as one of countering formalism in art while re-negotiating realism and contemporary historical forces. The chapter looks at seeing, gauged in terms of being and experience rather than enlisted to the cause of aesthetic experience. E.P. Thompson's Natopolitan ideology', the Artists International Association, Third World artistic achievement and the critical articulations of Berger's work are all significant elements here. Following on, chapter three investigates a potential dialectical realism in Berger's first novel A Painter of Our Time, a novel which testifies to the difficult necessity of revolutionary experience. Again, the critical reception of the work is part of the focus, in raising the importance of the role of Encounter in its early censorship and, in contrast, by attending to more recent socialist activations of its discursivity. Chapter four, 'A Constellation', traces Berger's anti-imperialist and anti-positivist transvaluative labour across novels, filmscripts, television work, poetry and essays, focusing upon G. as a nerve-centre of interests in revolutionary passion, sexual passion, time, memory, wholeness and freedom: G. is seen as a conjunctural essay upon historical being and sexual being. The relation of Walter Benjamin's work and ideas to Berger's cultural production and critical practice is a constant interest. Chapter five covers Berger, Benjamin and Barthes' interrelated work on word and image. Montage, memory and historical experience link its concerns to those in other chapters. Chapter six draws together earlier matters raised concerning Berger's involvement with the lived experience of the peasantry and his faith in the ability of story to handle the major contradictions of contemporary historical experience. Last, I have ended with an interview which helps to bind many of the major strands of the thesis. It is deliberately rescued from being an appendix: it 'unifies' by reopening the major issues, and complements what has gone before in its mode of existence as interview.
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Retallick, John Anthony, i mikewood@deakin edu au. "Clinical supervision and symmetrical communication: Towards a critical practice of supervision". Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.090305.
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The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers.
However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision.
The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.