Literatura científica selecionada sobre o tema "Movement-based participatory action research"
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Artigos de revistas sobre o assunto "Movement-based participatory action research"
Langdon, Jonathan, Sheena Cameron, Natalie Krieger e Alhassan Shani. "Moving with the Movements: Participatory Action Research in In/Action". Canadian Journal of Action Research 22, n.º 1 (5 de outubro de 2021): 87–104. http://dx.doi.org/10.33524/cjar.v22i1.538.
Texto completo da fonteDabelko-Schoeny, H. "EMPLOYING COMMUNITY-BASED PARTICIPATORY ACTION RESEARCH METHODS TO AGE-FRIENDLY COMMUNITY MOVEMENT". Innovation in Aging 2, suppl_1 (1 de novembro de 2018): 84–85. http://dx.doi.org/10.1093/geroni/igy023.321.
Texto completo da fonteHensler, Loni, e Juliana Merçon. "Walking through Time and Territory: A Proposal for Participatory Action Research based on Movement". Journal für Entwicklungspolitik 36, n.º 3 (2020): 44–69. http://dx.doi.org/10.20446/jep-2414-3197-36-3-44.
Texto completo da fonteFrisby, Wendy, Colleen J. Reid, Sydney Millar e Larena Hoeber. "Putting “Participatory” into Participatory Forms of Action Research". Journal of Sport Management 19, n.º 4 (outubro de 2005): 367–86. http://dx.doi.org/10.1123/jsm.19.4.367.
Texto completo da fonteSchneider, Barbara. "Participatory Action Research, Mental Health Service User Research, and the Hearing (our) Voices Projects". International Journal of Qualitative Methods 11, n.º 2 (abril de 2012): 152–65. http://dx.doi.org/10.1177/160940691201100203.
Texto completo da fonteGliessman, Steve. "Editorial: Community-based Participatory Action Research with Agroecology". Journal of Sustainable Agriculture 33, n.º 8 (13 de novembro de 2009): 799–800. http://dx.doi.org/10.1080/10440040903303363.
Texto completo da fonteKunt, Zeynep. "Art-based methods for Participatory Action Research (PAR)". Interactions: Studies in Communication & Culture 11, n.º 1 (1 de abril de 2020): 87–96. http://dx.doi.org/10.1386/iscc_00008_1.
Texto completo da fonteToruan, Rialdo Rezeky Manogari L., Radja Erland Hamzah e Muhammad Saifulloh. "IMPLEMENTATION OF DIGITAL LITERACY MOVEMENT FOR MSMEs ACTORS IN JAKARTA THROUGH PARTICIPATORY ACTION RESEARCH". Moestopo International Review on Social, Humanities, and Sciences 1, n.º 2 (31 de outubro de 2021): 118–29. http://dx.doi.org/10.32509/mirshus.v1i2.22.
Texto completo da fonteBrase, Monica, Victor Pacheco e Marlene Berg. "Diffusing ICR's Youth Participatory Action Research Model". Practicing Anthropology 26, n.º 2 (1 de abril de 2004): 15–19. http://dx.doi.org/10.17730/praa.26.2.04w1622q3886x474.
Texto completo da fonteVarkarolis, Orestis, e Daniel King. "Voicing researched activists with responsive action research". Qualitative Research in Organizations and Management: An International Journal 12, n.º 4 (13 de novembro de 2017): 315–34. http://dx.doi.org/10.1108/qrom-11-2016-1461.
Texto completo da fonteTeses / dissertações sobre o assunto "Movement-based participatory action research"
Sarwer-Foner, Brian. "Strategies of Canadian environmental non-governmental organizations for protecting biodiversity : a participatory action research study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ44272.pdf.
Texto completo da fonteBhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
Texto completo da fonteEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Dashora, Pushpanjali. "Empowering Homeless Youth: An Evaluation of a Participatory Action Research Based Program". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267458035.
Texto completo da fonteTávara, Vásquez María Gabriela. "“Reclaiming Our Hands”: Feminist Participatory Action Research With Andean Women of Peru". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108124.
Texto completo da fonteDuring the last two decades of the 20th century the Peruvian internal armed conflict affected thousands of Quechua-speaking campesinos [peasants], including those in the community of Huancasancos. The pre-existing socioeconomic conditions strongly informed the conflict’s origins and help us to understand how its legacies have unfolded. This feminist participatory action research (PAR) dissertation was conducted with Andean women knitters from Huancasancos. Through this process the participants and I explored how organizing through a women’s knitting association could be one way to identify and face challenges in their community, including the social and emotional legacies of the armed conflict as well as ongoing structural gender and racial violence. Through participatory workshops we collectively analyzed topics related to the research focus, and the knowledge that we co-constructed was the primary dissertation data. These collective reflections were subsequently analyzed using a constructivist grounded theory approach (Charmaz, 2014) and were complemented by 16 individual interviews and field notes. The major findings of this dissertation reflect the urgency that Andean women feel about confronting material poverty. Also prevalent were Andean women’s experiences of gender racialized violence, experiences that limit their capacity to face their material poverty and improve their living conditions. Finally, these findings also confirm that the concept of “organizing-as-women” has been introduced into rural Andean towns by outsiders. As ideas from outside of the community, they typically fail to incorporate ways of organizing that already exist in these communities. Similarly, transitional justice and its mechanisms are experienced as having been introduced from outside the community and as disconnected from Andean people’s lived experiences of the armed conflict and its wake. The findings of this study yield important implications for professionals interested in working in transitional justice settings, particularly those working in cultural contexts different from one’s own. The study has additional implications for those who work with Andean and other indigenous women who have experienced the violence of armed conflict and continue to experience ongoing gender and racial marginalization
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Lam, Gary Yu Hin. "A Participatory Action Research using Photovoice to Explore Well-Being in Young Adults with Autism". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7322.
Texto completo da fonteKoo, Ah Ran. "Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159.
Texto completo da fonteGonzales, Rogério Leite. "Aprendizagem baseada em projetos : uma Pesquisa Ação Participante no processo de ensino/aprendizagem de Sustentabilidade no curso de Administração de Empresas". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/180896.
Texto completo da fonteAs we move towards the third decade of the 21st century, the world faces significant and complex problems involving development and lifestyle, added by some more urgent challenges, such as increase in social inequalities, deforestation and extinction of species, climate change, and water scarcity and food safety. Although we can identify the results of the positivist and mechanistic model of development adopted in the Western world in particular, we have been unable to act in order to prevent the destruction of the planet. The education popularized in recent centuries with the aim of supporting and promoting the development model mentioned is being challenged in a global scale and has not been able to evolve. This exploratory study makes use of the Sustainable Education theory as a fulcrum in order to propose a Project-Based Learning (PBL) methodology in business administration courses and understand the effects of PBL when applied to sustainability teaching. The Theory of Experiential Learning (TEL) gives the theoretical support for understanding the processes experienced by the study subjects. Participant Action Research (PAR) was used as methodology to facilitate the design, implementation and monitoring of results, and verify the perceptions of students. During the twelve months of field research, it was possible to develop two application cycles of PBL, where more than 150 students built projects targeting a public wider than the university community, using sustainability as an overarching theme connecting propositions The study is based on the students' perception through continuous feedback and recursive processes of methodology adaptation in order to refine the methodological proposition of application of PBL and verify the students' perception regarding the proposition developed. Although the students were initially uncomfortable (given the progressive characteristic of the course, which puts the student in a position of prominence, often making students feel unable to or not interested in playing this role), this discomfort is generally resignified as learning at the end of the semester, after repeated processes of reflection on the experience. Similar to TEL and PAR, the intention of this thesis is to advance our understanding of the forms and results achieved with the use of PBL having sustainability as context, while being aware of how complex the theme is and how recursive the learning process is. We also acknowledge that there is room for improvement and adaptation of the methodology. We hope that this initiative may inspire fellow educators to make use of PBL or other active methodologies in order to assist them in the urgent transformation which is needed today.
Keevers, Lynne Maree. "Practising social justice: Community organisations, what matters and what counts". Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5822.
Texto completo da fonteKeevers, Lynne Maree. "Practising social justice: Community organisations, what matters and what counts". Faculty of Economics and Business, University of Sydney, 2009. http://hdl.handle.net/2123/5822.
Texto completo da fonteThis thesis investigates the situated knowing-in-practice of locally-based community organisations, and studies how this practice knowledge is translated and contested in inter-organisational relations in the community services field of practices. Despite participation in government-led consultation processes, community organisations express frustration that the resulting policies and plans inadequately take account of the contributions from their practice knowledge. The funding of locally-based community organisations is gradually diminishing in real terms and in the competitive tendering environment, large nationally-based organisations often attract the new funding sources. The concern of locally-based community organisations is that the apparent lack of understanding of their distinctive practice knowing is threatening their capacity to improve the well-being of local people and their communities. In this study, I work with practitioners, service participants and management committee members to present an account of their knowing-in-practice, its character and conditions of efficacy; and then investigate what happens when this local practice knowledge is translated into results-based accountability (RBA) planning with diverse organisations and institutions. This thesis analyses three points of observation: knowing in a community of practitioners; knowing in a community organisation and knowing in the community services field of practices. In choosing these points of observation, the inquiry explores some of the relations and intra-actions from the single organisation to the institutional at a time when state government bureaucracy has mandated that community organisations implement RBA to articulate outcomes that can be measured by performance indicators. A feminist, performative, relational practice-based approach employs participatory action research to achieve an enabling research experience for the participants. It aims to intervene strategically to enhance recognition of the distinctive contributions of community organisations’ practice knowledge. This thesis reconfigures understandings of the roles, contributions and accountabilities of locally-based community organisations. Observations of situated practices together with the accounts of workers and service participants demonstrate how community organisations facilitate service participants’ struggles over social justice. A new topology for rethinking social justice as processual and practice-based is developed. It demonstrates how these struggles are a dynamic complex of iteratively-enfolded practices of respect and recognition, redistribution and distributive justice, representation and participation, belonging and inclusion. The focus on the practising of social justice in this thesis offers an alternative to the neo-liberal discourse that positions community organisations as sub-contractors accountable to government for delivering measurable outputs, outcomes and efficiencies in specified service provision contracts. The study shows how knowing-in-practice in locally-based community organisations contests the representational conception of knowledge inextricably entangled with accountability and performance measurement apparatus such as RBA. Further, it suggests that practitioner and service participant contributions are marginalised and diminished in RBA through the privileging of knowledge that takes an ‘expert’, quantifiable and calculative form. Thus crucially, harnessing local practice knowing requires re-imagining and enacting knowledge spaces that assemble and take seriously all relevant stakeholder perspectives, diverse knowledges and methods.
Jones, Terrianne. "Participatory Action Research to Improve Caregiver Education based on Cognitive Performance Test Results for Persons with Alzheimer's Disease or Mild Cognitive Impairments". Diss., NSUWorks, 2015. https://nsuworks.nova.edu/hpd_ot_student_dissertations/33.
Texto completo da fonteLivros sobre o assunto "Movement-based participatory action research"
Sandberg, Paula Koskinen. Doing Feminist Participatory Action Research: The Case of a Social Movement Aiming at Higher Wages for Early Childhood Education Teachers. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529684391.
Texto completo da fonteA, Schmuck Richard, e Wilson Karen C. 1954-, eds. Action research for college community health work: Getting out, going into, giving back. Bethesda: Academica Press, 2012.
Encontre o texto completo da fonteF, Jordan Carl, ed. Participatory action research in natural resource management: A critique of the method based on five years' experience in the Transamazônica Region of Brazil. New York: Taylor & Francis, 2002.
Encontre o texto completo da fonteMalamidis, Haris. Social Movements and Solidarity Structures in Crisis-Ridden Greece. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463722438.
Texto completo da fonteFriedman, Bruce D. Community-Based Participatory Action Research (First Edition). Cognella, Inc., 2020.
Encontre o texto completo da fontePharris, Margaret Dexheimer, e Carol Pillsbury Pavlish. Community-Based Collaborative Action Research: A Nursing Approach. Jones & Bartlett Learning, LLC, 2011.
Encontre o texto completo da fonteBeal-Alvarez, Jennifer. Action Research in Deaf Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0012.
Texto completo da fonteJordan, Carl F., e Christian Castellanet. Participatory Action Research in Natural Resource Management: A Critque of the Method Based on Five Years' Experience in the Transamozonica Region of Brazil. Taylor & Francis Group, 2004.
Encontre o texto completo da fonteJordan, Carl F., e Christian Castellanet. Participatory Action Research in Natural Resource Management: A Critque of the Method Based on Five Years' Experience in the Transamozonica Region of Brazil. Taylor & Francis Group, 2004.
Encontre o texto completo da fonteJordan, Carl F., e Christian Castellanet. Participatory Action Research in Natural Resource Management: A Critque of the Method Based on Five Years' Experience in the Transamozonica Region of Brazil. Taylor & Francis Group, 2016.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Movement-based participatory action research"
Wilson, Elena. "Community-Based Participatory Action Research". In Handbook of Research Methods in Health Social Sciences, 285–98. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_87.
Texto completo da fonteWilson, Elena. "Community-Based Participatory Action Research". In Handbook of Research Methods in Health Social Sciences, 1–15. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_87-1.
Texto completo da fonteRitterbusch, Amy. "Movement Memories in the Afterlife of Participatory Action Research (PAR)". In Critically Engaging Participatory Action Research, 158–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429400346-9.
Texto completo da fonteArxer, Steven L., Maria del Puy Ciriza e Marco Shappeck. "Qualitative and Participatory Action Research". In Dimensions of Community-Based Projects in Health Care, 25–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61557-8_3.
Texto completo da fonteChovanec, Donna M., e Héctor M. González. "A Participatory Research Approach to Exploring Social Movement Learning in the Chilean Women’s Movement". In Education, Participatory Action Research, and Social Change, 223–37. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100640_16.
Texto completo da fonteDíaz-Arévalo, Juan Mario, e Adriel Ruíz-Galván. "Participatory (action) and community-based research". In The Routledge Handbook of Conflict and Peace Communication, 43–53. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003392002-6.
Texto completo da fonteWright, Laura H. V., Laura M. Lee, Neveen Saied e Vanessa Currie. "Youth-Led Arts-Based Participatory Action Research". In Handbook of Social Inclusion, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48277-0_80-1.
Texto completo da fonteWright, Laura H. V., Laura M. Lee, Neveen Saied e Vanessa Currie. "Youth-Led Arts-Based Participatory Action Research". In Handbook of Social Inclusion, 1469–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89594-5_80.
Texto completo da fonteChachine, Isaias Ezequiel. "Values-Based Participatory Action Research in Development Ethics". In Researching Values, 279–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90769-3_16.
Texto completo da fonteWalsh, Shannon. "Ethnography-in-Motion: Neoliberalism and the Shack Dwellers Movement in South Africa". In Education, Participatory Action Research, and Social Change, 181–93. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100640_13.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Movement-based participatory action research"
DeJaynes, Tiffany. "Understanding Teachers' Experiences of School-Based Youth Participatory Action Research". In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2017611.
Texto completo da fonteTsiropoulou, Eirini Eleni, Athina Thanou, Surya Teja Paruchuri e Symeon Papavassiliou. "Self-organizing museum visitor communities: A participatory action research based approach". In 2017 12th International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP). IEEE, 2017. http://dx.doi.org/10.1109/smap.2017.8022677.
Texto completo da fonteGiraldo-Garcia, Regina. "Developing Students' Critical Consciousness Through School-Based Youth Participatory Action Research". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887868.
Texto completo da fonteFelcis, Elgars. "Agroecological practices as sustainable management of common natural resources: the case of Latvian permaculture movement". In Research for Rural Development 2021 : annual 27th International scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2021. http://dx.doi.org/10.22616/rrd.27.2021.002.
Texto completo da fonteDreimane, Santa. "Approbation of the Gamified Learning Process Model Through Participatory Action Research". In 82nd International Scientific Conference of the University of Latvia, 101–15. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.08.
Texto completo da fonteLu, Alex Jiahong, Shruti Sannon, Savana Brewer, Kisha N. Jackson, Jaye Green, Daivon Reeder, Camaria Wafer e Tawanna R. Dillahunt. "Organizing Community-based Events in Participatory Action Research: Lessons Learned from a Photovoice Exhibition". In CHI '23: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3544549.3573846.
Texto completo da fonteFerreira, Ronel. "PARTICIPATORY ACTION INTERVENTION RESEARCH (PAIR) IN SUPPORT OF SCHOOL/COMMUNITY-BASED COPING AND RESILIENCE". In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2440.
Texto completo da fonteMurphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie e Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study". In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.
Texto completo da fonteZhou, Kathy H., Cresencia Fong, Charlie Pullen e James D. Slotta. "From Youth Participatory Art to Vision and Action: A Framework for Game-based Research-Creation". In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.518801.
Texto completo da fonteParipurno, Eko Teguh, Purbudi Wahyuni, Nandra Eko Nugroho, Gandar Mahojwala e Tatang Elmi Wibowo. "Community-Based Disaster Risk Management Model for Covid-19 in Tembi Hamlet". In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.206.
Texto completo da fonteRelatórios de organizações sobre o assunto "Movement-based participatory action research"
Chevalier, Jacques, e Zélie Larose. Participatory Action Research on Canadians with Alternatively Diagnosed Lyme Disease: Feasibility Study. Canadian Lyme Disease Foundation, novembro de 2024. https://doi.org/10.71072/922.05.
Texto completo da fonteApgar, Marina, Alamoussa Dioma, Fatoumata Keita e Jacqueline Hicks. Evaluating Systemic Action Research as a Participatory Peace-Building Intervention in Mali: Findings from Djenné and Mopti. Institute of Development Studies, agosto de 2024. http://dx.doi.org/10.19088/ids.2024.026.
Texto completo da fonteBharadwaj, Sowmyaa, Jo Howard e Pradeep Narayanan. Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities. Institute of Development Studies, janeiro de 2021. http://dx.doi.org/10.19088/creid.2020.009.
Texto completo da fonteApgar, Marina, Alamoussa Dioma, Fatoumata Keita e Jacqueline Hicks. Consolidated Findings from Evaluating Systemic Action Research as a Participatory Peace-Building Intervention in Kangaba, Mali. Institute of Development Studies, agosto de 2024. http://dx.doi.org/10.19088/ids.2024.027.
Texto completo da fonteSaifoloi, Malama, Evangelia Papoutsaki, Marcus Williams, Usha Sundar Harris e Munawwar Naqvi. Participatory Video and the Pacifica Mamas: A Pilot Project. Unitec ePress, agosto de 2016. http://dx.doi.org/10.34074/emed.044.
Texto completo da fonteApgar, Marina, Mieke Snijder, Pedro Prieto Martin, Giel Ton, Shona Macleod, Shanta Kakri e Sukanta Paul. Designing Contribution Analysis of Participatory Programming to Tackle the Worst Forms of Child Labour. Institute of Development Studies, agosto de 2022. http://dx.doi.org/10.19088/clarissa.2022.003.
Texto completo da fonteLevkoe, Charles Z., Peter Andrée, Patricia Ballamingie, Nadine A. Changfoot e Karen Schwartz. Building Action Research Partnerships for Community Impact: Lessons From a National Community-Campus Engagement Project. Community First: Impacts of Community Engagement Project, 2023. http://dx.doi.org/10.22215/fp/cfice/2023.12701.
Texto completo da fonteCanto, Patricia, ed. A participatory methodology for evaluating the cluster policy of the Basque Country. Universidad de Deusto, 2011. http://dx.doi.org/10.18543/nmti9154.
Texto completo da fonteHacker, Elizabeth, e Ranjama Sharma. Life Stories From Kathmandu’s Adult Entertainment Sector: Told and Analysed by Children and Young People. Institute of Development Studies, dezembro de 2022. http://dx.doi.org/10.19088/clarissa.2022.005.
Texto completo da fonteRöschel, Lina, e Barbara Neumann. Report on regional and global governance challenges and opportunities for emerging ocean-based NETs. OceanNets, 2024. http://dx.doi.org/10.3289/oceannets_d2.5.
Texto completo da fonte