Gotowe bibliografie tematyczne / Reflection-in-action

Gotowa bibliografia na temat „Reflection-in-action”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 stycznia 2023

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Artykuły w czasopismach na temat "Reflection-in-action"

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Hart, Susan. "Action‐in‐Reflection". Educational Action Research 3, nr 2 (styczeń 1995): 211–32. http://dx.doi.org/10.1080/0965079950030207.

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Webb, Louisa A., i Tami Scoular. "Reflection on reflection on reflection: collaboration in action research". Educational Action Research 19, nr 4 (grudzień 2011): 469–87. http://dx.doi.org/10.1080/09650792.2011.625690.

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Moghaddam, Rokhsareh Ghorbani, Mohammad Davoudi, Seyyed Mohammad Reza Adel i Seyyed Mohammad Reza Amirian. "Reflective Teaching Through Journal Writing: a Study on EFL Teachers’ Reflection-for-Action, Reflection-in-Action, and Reflection-on-Action". English Teaching & Learning 44, nr 3 (17.12.2019): 277–96. http://dx.doi.org/10.1007/s42321-019-00041-2.

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Shand, Jessica C. "“Existential Fridays”-reflection in action". Pediatric Blood & Cancer 65, nr 6 (22.02.2018): e27004. http://dx.doi.org/10.1002/pbc.27004.

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Wegener, Frithjof Eberhard, Milene Guerreiro Gonçalves i Zoë Dankfort. "Reflection-in-Action When Designing Organizational Processes: Prototyping Workshops for Collective Reflection-in-Action". Proceedings of the Design Society: International Conference on Engineering Design 1, nr 1 (lipiec 2019): 1255–64. http://dx.doi.org/10.1017/dsi.2019.131.

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AbstractIn this paper on designing organizational processes, we combine insight on reflection-in-action with the role of reflection and experimenting from the organizational routine dynamics literature. Illustrated through a case at a strategy consultancy, we show how a prototyped workshop can elicit reflection-in- action when designing organizational processes. The artifacts used in the prototyped workshop made previous implicit assumptions about the work more explicit. This led to on the spot reflection-in-action of how to improve the prototype. This shows how collective reflection-action can be created by creating a space for reflection, that simultaneously allows for experimentation. Future research between design science and organizational science would thus be fruitful when studying the role of collective reflection- in-action when prototyping organizational processes.
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Lavoué, Élise, Gaëlle Molinari, Yannick Prié i Safè Khezami. "Reflection-in-action markers for reflection-on-action in Computer-Supported Collaborative Learning settings". Computers & Education 88 (październik 2015): 129–42. http://dx.doi.org/10.1016/j.compedu.2015.05.001.

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Anand, Sonia, i Geeta Sharma. "Teacher as a Reflective Practitioner: Understanding the Reflection in Action and Reflection on Action". Shikshan Anveshika 4, nr 2 (2014): 73. http://dx.doi.org/10.5958/2348-7534.2014.01292.6.

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Stasi, Gianluca. "Physical sculptures as mental space for reflection: reflection-in-action". Journal of Mathematics and the Arts 14, nr 1-2 (2.04.2020): 147–50. http://dx.doi.org/10.1080/17513472.2020.1734765.

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Simmons, Marlon, Mairi McDermott, Sarah Elaine Eaton, Barbara Brown i Michele Jacobsen. "Reflection as pedagogy in action research". Educational Action Research 29, nr 2 (15.02.2021): 245–58. http://dx.doi.org/10.1080/09650792.2021.1886960.

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Schrier, Leslie L., Gareth Harvard i Phil Hodkinson. "Action and Reflection in Teacher Education". Modern Language Journal 80, nr 3 (1996): 400. http://dx.doi.org/10.2307/329449.

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Rozprawy doktorskie na temat "Reflection-in-action"

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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Scott, Fiona Marie. "Action-reflection-learning in a lean production environment /". St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17167.pdf.

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Broadbent, Fiona. "Action-reflection-learning in a lean production environment /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19334.pdf.

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Knecht, Anke. "Action research adn reflection in preservice teacher education". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705468.

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

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Stoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.

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Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action.
Ph. D.
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SILVA, BRUNO SANTANA DA. "USING CASES IN REFLECTION IN ACTION IN HCI DESIGN ACTIVITIES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16990@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O processo de design envolve investigar a situação atual para definir um problema de design, elaborar uma proposta de intervenção na forma de uma solução e avaliar se ela é satisfatória (Lawson, 2006). Schön (1983) investiga a epistemologia da prática de design como um processo de reflexão em ação. Nesse contexto, exploramos conceitos de raciocínio baseado em casos (Kolodner e Leake, 1996) para indexar e recuperar casos de design de IHC. Um caso de design de IHC pode ser compreendido como uma definição do problema e da solução de IHC registrada em representações e modelos durante a atividade design. Schön argumenta que um designer pode enriquecer seu processo de reflexão em ação quando identifica similaridades e diferenças do caso de design atual em relação a outros casos que já conhece. Esta tese apresenta os resultados de uma pesquisa qualitativa sobre os efeitos da consulta a casos de design no processo de reflexão em ação de alunos de graduação e pós-graduação em Informática durante atividades de design de IHC. Em particular, consideramos uma base de casos com contribuições de terceiros, ou seja, aqueles que consultaram os casos não participaram da definição do problema, nem da solução. Nas sessões de design observadas, a consulta a casos de design existentes enriqueceu o processo de reflexão dos participantes através de uma conversa com artefatos de design. Esse resultado estende os resultados de Schön porque trata da consulta a vários casos de design vivenciados por terceiros. Além disso, percebemos que as diferenças e semelhanças entre as soluções de IHC propostas e as consultadas dependem do julgamento dos participantes sobre os casos de design consultados, podendo variar em diferentes momentos do mesmo processo de design realizado pela mesma pessoa.
The design process involves investigating the current situation to define a design problem, to propose an intervention in form of a solution and to evaluate whether it is satisfactory (Lawson, 2006). Schön (1983) investigates the design practice epistemology as a process of reflection in action. In this context, we explore case-based reasoning concepts (Kolodner e Leake, 1996) to index and recover HCI design cases. An HCI design case can be understood as an HCI problem and solution definition recorded in representations and models during the design activity. Schön (1983) argues that a designer can enrich his reflection in action process when he/she identifies similarities and differences between the current case and other cases he/she already knows. This thesis presents the results of a qualitative research study about the effects of consulting design cases in the reflection in action process of undergraduate and graduate Computer Science students during HCI design activities. In particular, we consider a base of cases with contributions of third parties, that is, those who consulted the cases did not participate in the definition of the problem nor of the solution. In the observed sessions, consulting existing design cases enriches the participants’ reflection in action process through conversation with design artifacts. This result extends Schön’s result considering the consultation of several design cases experienced by third parties. Furthermore, we realized that differences and similarities between the proposed HCI solutions and those consulted depend on the participants’ judgment on the consulted design cases. This judgment may vary at different moments of a design process conducted by the same person.
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Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action". Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.

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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects and recommends focusing reflection on the underlying experience of creative production. This thesis proposes that this and other issues, such as the emphasis on problem solving, and particularly, a reliance on a conversational metaphor, is likewise problematic for visual art practice. This thesis therefore moves to examine what is distinct about the application of reflective methods in visual art practice, in relation to design and research in the arts, through a series of text-based and documentary case studies. Analysis of the case studies suggest that there is an emphasis on embodiment essential to visual art processes, which is experiential in nature rather than problem-solving. A thorough examination of recent theories of embodied mind, which provide empirical evidence from a broad range of knowledge fields for the pervasive role of embodiment in shaping human experience, is presented. The primary research method is a review of two existing sets of theories and a synthesis of aspects of them in an original context, a process offered as an original contribution to knowledge. The context in question is the assessment of the applicability of the resulting synthesis to visual art practice, a domain for which neither theory was written. Knowing-in-action (Schön, 1983) describes the tacit knowing implicit in skillful performance when practice is going well, reflection-inaction (Schön, 1983) takes over, and describes the processes cycled through, only when problems are encountered in practice. Through an analysis of theories of embodied mind, and the documentary cases studies, the conclusion is drawn that in addition to these descriptions there is a rich layer of non-verbal embodied experience shaping action, conceptual meaning and verbal articulations of practice. This thesis therefore suggests modifications to theories of reflective practice in the visual arts, by incorporating theories of embodied mind in the development of additional reflective methods to supplement Schön’s theories (1983). Two methods are proposed as worthy of further study. The first researches Mark Johnson’s (1987) theory of metaphorical projection, which is presented as a means of mapping aspects of visual arts practitioners' verbal articulations of practice, back onto source domains in their embodied experiences of practice. The second explores a recommendation from within theories of embodied mind (Varela, Thompson and Rosch, 1993: 27) that mindfulness training could help develop a mindful, open-ended reflection. Taken together, this thesis proposes that an Embodied Reflective Practice could be developed to the benefit of visual art practitioners.
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Leeson, Bernard Alan. "Managing to learn - learning to change : reflection and refraction in action". Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/10243/.

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This qualitative practitioner research is set in a mixed, rural 11-16 Church of England Comprehensive School. It embraces reflective action enquiry into leadership and management of innovation in a turbulent period of national educational change. It is founded on the belief that if change processes are to be understood widely, practitioners must share experience emanating from reflective and analytical practice. This study is about "managing to learn" It embraces concepts of managing personal learning; managing colleagues' and students' learning; and managing processes leading to the emergence of the school as a "learning organisation" It is also about "learning to change" and espouses learning to promote personal change; learning to facilitate change in others; and learning to establish institutional change as a natural on-going characteristic of organisational life. This study is founded on a process of "reflection", as characterised by Schön (1983). Consequently, it employs a process of personal reflection on leadership roles in managing change and learning processes. It employs processes of reflection on cultural and political aspects of organisational life and resultant manifestations and implications of introducing, implementing, and institutionalising organisational and cultural change. This research utilises "refraction"- that is, convergence and divergence. Firstly, it promotes divergent and creative ways of organising which encourage and facilitate innovative processes. Secondly, it employs processes of converging, focusing, and concentrating on taken-for-granted "critical incidents" in the life of a developing school, to elicit meanings of events as understood by participants. Thirdly, it applies cultural and political prisms to school organisation, together with autocratic, bureaucratic, adhocratic, and reticular-democratic lenses in order to elucidate important cultural, political and organisational data. Finally this research is about "action" It is about doing, intervening, intending, committing, motivating, accomplishing, fulfilling and achieving. The essential concept and understanding of "action" is that it should be informed action.
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Evans, Moyra. "Action research enquiry into reflection in action as part of my role as a deputy headteacher". Thesis, Kingston University, 1995. http://eprints.kingston.ac.uk/20584/.

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This thesis is based on a four year research study, in which I have looked at my own practice as a deputy head in a large comprehensive school, using action research methodology. I was concerned about the quality of support the school offered its teachers in the form of staff development for which I was responsible. Once I started the study, I was able to put into operation technical solutions to the problems identified in my everyday working practices but realised that the way in which I worked with the teachers was a much more fundamental issue. The study shows how I addressed, within the action research methodology itself, the ethical dilemmas that arose when I worked with departments, middle managers and individuals; in particular how I resolved the difficult issues of confidentiality and informed consent from not only an insider researcher perspective, but also that of the deputy head. Within a hierarchically organised institution, I learned to work with teachers collaboratively, enabling us all to participate in a dialogical learning community, in which we took control of our learning so that we owned our development, establishing value positions and supporting and nurturing each other through empathising with each other's experiences. We learnt to recognise, value and express our feelings about our action and our learning, using 'story' to transform our understanding of a situation and to engage others in exploring new perspectives of it. In this thesis l show how teachers can effect changes which lead to improved professional practices, greater understanding of each other and increased motivation and how their school-based work was legitimated by the Academy in the form of Post Graduate Diplomas. This thesis describes and explains how I established learning communities of teachers in order to improve the educational experiences of our students. I have used Schon's (1983) work on reflecting-in -action to theorise about the nature of the reframing teachers need to undertake in order to understand and put into effect practical interventions which result in them living their educational values more consistently in their practice. The enquiry is contextualised as a study of my leadership role as a woman deputy head action researcher in a comprehensive school, acknowledging that I see my work through a 'female lens' as l present an authentic description and account of my educational practice.
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Książki na temat "Reflection-in-action"

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Nate, Forman, red. Java reflection in action. Greenwich, Conn: Manning, 2005.

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Rees, Harvard Gareth, i Hodkinson Phil, red. Action and reflection in teacher education. Norwood, N.J: Ablex Pub. Corp., 1994.

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Kokusai Bunka Kaikan (Tokyo, Japan) i Kokusai Kōryū Kikin. Ajia Sentā, red. Action and reflection: Experiences of globalization in Asia. Tokyo: International House of Japan, 2001.

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Society for Research into Higher Education., red. On becoming an innovative university teacher: Reflection in action. Wyd. 2. Maidenhead: Open University Press, 2006.

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Society for Research into Higher Education., red. On becoming an innovative university teacher: Reflection in action. Buckingham: Society for Research into Higher education & Open University Press, 1998.

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G, Leavell Alexandra, i Ford Karen, red. Education in Edge City: Cases for reflection and action. Wyd. 2. Mahwah, N.J: L. Erlbaum Associates, 2000.

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Hinely, Reg. Education in Edge City: Cases for reflection and action. New York: St. Martin's Press, 1994.

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Hinely, Reg. Education in Edge City: Cases for reflection and action. Mahwah, N.J: L. Erlbaum Associates, 1996.

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Erlandson, Peter. Docile bodies and imaginary minds: On Schön's reflection-in-action. Göteborg: Göteborgs Universitet, 2007.

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Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, Calif: Corwin Press, 2004.

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Części książek na temat "Reflection-in-action"

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Seevinck, Jennifer. "Making reflection-in-action happen". W The Routledge International Handbook of Practice-Based Research, 440–57. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429324154-32.

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Harfitt, Gary, i Jessie Mei Ling Chow. "Designing and Facilitating ‘Reflection-on-Action’ and ‘Reflection-in-Action’ in Community-Based EL". W Springer Texts in Education, 149–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6003-3_10.

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Tracey, Monica W., i John Baaki. "Design, Designers, and Reflection-in-Action". W Design in Educational Technology, 1–13. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00927-8_1.

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Rimanoczy, Isabel. "Action Reflection Learning™ in Latin America". W Action Learning Worldwide, 152–60. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403920249_10.

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Stoner, Alexis M., i Katherine S. Cennamo. "Strategies for Reflection-in-Action in Situated Learning". W Enhancing Reflection within Situated Learning, 17–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70326-8_3.

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Egger, Geert R. "Making Space for Reflection in Action Learning". W Action Learning and its Applications, 231–41. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230250741_16.

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Dinham, Adam. "Measurement as Reflection in Faith-Based Social Action". W Community Research for Community Development, 92–110. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034748_6.

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Bowers, Erica, Barbara Laster, Debra Gurvitz, Tammy Ryan, Jeanne Cobb i JoAnne Vazzano. "Using Video for Teacher Reflection: Reading Clinics in Action". W Self-Study of Teaching and Teacher Education Practices, 141–60. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2_8.

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Zhang, Zhongya, Tilde Bekker, Panos Markopoulos i Perry den Brok. "Children’s Reflection-in-Action During Collaborative Design-Based Learning". W The Challenges of the Digital Transformation in Education, 790–800. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_73.

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Zhang, Yanyin, i Xiaoping Gao. "Teaching in action: L2 Chinese pedagogical practice and reflection". W Frontiers of L2 Chinese Language Education, 1–7. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169895-1.

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Streszczenia konferencji na temat "Reflection-in-action"

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Torsi, Silvia, Loredana Verardi i Carmelo Ardito. "Children's Reflection in Action with DIY". W CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3299054.

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Ammon, Sabine. "Reflection-in-action: Donald Schön reconsidered". W European Academy of Design Conference Proceedings 2015. Sheffield Hallam University, 2016. http://dx.doi.org/10.7190/ead/2015/44.

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Chiapello, Laureline. "It’s complicated: Dewey, Schön and reflection-in-action". W DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.349.

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Burleson, Debra, i Wallace Chipidza. "Conducting Research in a Developing Country: A Reflection-in-Action Perspective". W Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.480.

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Scott, Elsje, i Kosheek Sewchurran. "Reflection-in-Action: Using Experience to Reconstruct Meaning in a Learning Environment". W 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.1492.

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Bowling, Amanda. "Utilizing Reflection-in-Action Within an Agriscience Education Teacher Preparation Program". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584449.

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Zhi, Jin. "Measuring environment color reflection for integrated CGI in live-action footage". W ICMIP 2020: 2020 5th International Conference on Multimedia and Image Processing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3381271.3381272.

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Sandstrom, Alice, i Hyoung-June Park. "Reflection in Action - An educational indie video game with design schema". W CAADRIA 2019: Intelligent & Informed. CAADRIA, 2019. http://dx.doi.org/10.52842/conf.caadria.2019.2.303.

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Sandstrom, Alice, i Hyoung-June Park. "Reflection in Action - An educational indie video game with design schema". W CAADRIA 2019: Intelligent & Informed. CAADRIA, 2019. http://dx.doi.org/10.52842/conf.caadria.2019.2.303.

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An, Pengcheng, Saskia Bakker, Sara Ordanovski, Ruurd Taconis, Chris L. E. Paffen i Berry Eggen. "Unobtrusively Enhancing Reflection-in-Action of Teachers through Spatially Distributed Ambient Information". W CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300321.

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Raporty organizacyjne na temat "Reflection-in-action"

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Bharadwaj, Sowmyaa, Jo Howard i Pradeep Narayanan. Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities. Institute of Development Studies, styczeń 2021. http://dx.doi.org/10.19088/creid.2020.009.

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While there is growing scholarship on the intersectional nature of people’s experience of marginalisation, analyses tend to ignore religion-based inequalities. A lack of Freedom of Religion and Belief (FoRB) undermines people’s possibilities of accessing services and rights and enjoying wellbeing (World Bank 2013; Narayan et al. 2000, Deneulin and Shahani 2009). In this paper, we discuss how religion and faith-based inequalities intersect with other horizontal and vertical inequalities, to create further exclusions within as well as between groups. We offer our experience of using participatory action research (PAR) methodologies to enable insights into lived experiences of intersecting inequalities. In particular, we reflect on intersecting inequalities in the context of India, and share some experiences of facilitating PAR processes with marginalised groups, such as Denotified Tribes (DNT). We introduce a FoRB lens to understand how DNT communities in India experience marginalisation and oppression. The examples discussed here focus on the intersection of religious belief with caste, tribal, gender and other socially constructed identities, as well as poverty. Through taking a PAR approach to working with these communities, we show how PAR can offer space for reflection, analysis, and sometimes action with relation to religion-based and other inequalities. We share some lessons that are useful for research, policy and practice, which we have learned about methods for working with vulnerable groups, about how religion-based inequalities intersect with others, and the assumptions and blind spots that can perpetuate these inequalities.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi i Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, maj 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Ilgenfritz, Pedro. Guide Me Without Touching My Hand: Reflections on the Dramaturgical Development of the Devised-theatre Show One by One. Unitec ePress, grudzień 2016. http://dx.doi.org/10.34074/ocds.038.

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This essay is a reflection on some aspects of dramaturgy observed during the creation and development of One by One, a silent tragicomedy designed by the Auckland company, LAB Theatre, in 2011 and restaged in 2013. The emphasis of the essay is on pedagogical aspects at the core of the company’s work, as they inform the creative process and lead to the blending of the actor’s function into that of the dramaturg. The following discussion makes apparent the fact that this process of hybridisation, made possible by implementing features of devised theatre, emancipates the actor and brings improvisation to a better use. The play was based on the notion that theatrical action must be ‘suggestive’ rather than ‘descriptive.’ This idea originated in the works of Konstantin Stanislavski (1988) and Jacques Copeau (2000) and was developed by more recent theorists of dramaturgy into a practical framework for theatrical performance in general. The success of One by One depended very much on the implementation of these principles. The achievement was duly noted by reviewer Lexie Matheson (2011), who appreciated that One by One “exists on its own, doesn’t need explanation, doesn’t explain itself; it just unravels with delicacy and tenderness, like a good yarn should.
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Dalglish, Chris, i Sarah Tarlow, red. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, wrzesień 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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