scholarly journals Theorizing Polish migration across Europe: perspectives, concepts, and methodologies

2016 ◽  
pp. 106-127 ◽  
Author(s):  
Elżbieta M. Goździak ◽  
Marek Pawlak
Keyword(s):  
Theoretical Frameworks ◽  
Research Engagement ◽  
Polish Migration ◽  
Qualitative Methodologies ◽  
Migration Regimes ◽  
Liquid Migration

Theorizing Polish migration across Europe: perspectives, concepts, and methodologiesWith the focus on the post-2004 mobility of Polish citizens, in this article we discuss two interrelated questions; namely, what are the most productive ways to theorize contemporary Polish migration, and what are the most fruitful methodologies aimed at understanding Polish migration and Poles on the move? In the first part of this article we unpack three interrelated theoretical frameworks: ‘liquid migration’, ‘regimes of mobility,’ and ‘transnationalism’. The methodological discussion in the second part of the article focuses mainly on outlining and contextualizing the most common approaches to migration phenomena. By critically introducing quantitative and qualitative methodologies, we explore and indicate the advantages of the ethnographic perspective and the merits and predicaments of research engagement in multiple sites. Polskie migracje w Europie: perspektywy, koncepcje, metodologieZ naciskiem na mobilność obywateli polskich po przyłączeniu Polski do Unii Europejskiej w 2004 roku, w niniejszym artykule staramy się odpowiedzieć na dwa powiązane ze sobą pytania: jakie są najbardziej wydajne sposoby teoretyzowania współczesnej migracji polskiej oraz jakie są najbardziej owocne metody badawcze mające na celu zrozumienie polskiej migracji po akcesji do UE? W pierwszej części artykułu przedstawiamy więc trzy powiązane ze sobą koncepcje teoretyczne: „płynna migracja”, „reżimy mobilności” oraz transnarodowość. Dyskusja metodologiczna w drugiej części artykułu skupia się natomiast głównie na przedstawieniu najczęściej stosowanej metodyki i metodologii w badaniach zjawisk migracyjnych. Wprowadzając krytyczną perspektywę na temat ilościowych i jakościowych metod badawczych, staramy się wskazać wartość poznawczą perspektywy etnograficznej oraz wady i zalety etnograficznego zaangażowania badawczego w wielu miejscach.

How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?

2022 ◽  
pp. 1387-1401
Author(s):  
Ruth S. Contreras-Espinosa ◽  
Jose Luis Eguia Gomez
Keyword(s):  
Educational Games ◽  
Cognitive Engagement ◽  
Psychological Aspects ◽  
Student Experiences ◽  
Game Play ◽  
Theoretical Frameworks ◽  
Qualitative Methodologies ◽  
Game Elements ◽  
Play Experience ◽  
Basic Game

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

scholarly journals A fusion of research-informed teaching and teaching-informed research: Designing a scalable online ecosystem for new partnerships in educational research

2020 ◽  
pp. 82-95
Author(s):  
Cornelia Connolly ◽  
Tony Hall ◽  
Marie Ryan ◽  
Jennifer McMahon ◽  
Marek McGann ◽  
...  
Keyword(s):  
Educational Research ◽  
Digital Learning ◽  
Theoretical Frameworks ◽  
Shared Learning ◽  
Digital Learning Environment ◽  
Research Engagement ◽  
Learning Platform ◽  
Dialogic Approach ◽  
Key Issues ◽  
Internet Platform

This paper examines the unbundling of research in the context of the Teachers’ Research Exchange (T-REX) platform, the national flagship Internet platform in Ireland for teachers to access, use and engage in research. This paper draws on two theoretical frameworks: Laurillard’s conversational framework and Salmon’s five-stage model. The first highlights the experimental, exploratory and creative aspects of developing an overall framework to structure the digital learning environment for teachers-as-researchers. The second explores the future of higher education and systems like T-REX in the era of digital transformation and the emerging context of Education 4.0. The original contribution is the integration of these frameworks in the creation of an open and shared learning platform so that schools and teachers can be supported to access, collaborate in and undertake research. In particular, the paper outlines signature features of the T-REX design and the way it has emerged over the last 5 years as an innovative platform to mediate the fusion of research and teaching in education. The paper highlights key issues and challenges in unbundling the traditional university, particularly in the context of educational research, but also the imperative of doing so, in the emerging era of Education 4.0. Implications for practice or policy: Supporting teachers’ research engagement is increasingly identified as a key priority in the improvement of educational standards and systems. T-REX is of value to educationalists interested in a shared learning and open online teacher-research platform. There should be a dialogic approach to the relationship between teaching and research, where each informs and enhances the other.

Participatory Methodologies with Victims: An Emancipatory Approach to Transitional Justice Research

2015 ◽  
Vol 30 (02) ◽  
pp. 219-236 ◽  
Author(s):  
Simon Robins ◽  
Erik Wilson
Keyword(s):  
Transitional Justice ◽  
Armed Conflict ◽  
Participatory Action ◽  
Research Engagement ◽  
Post Conflict ◽  
Critical Approaches ◽  
Global Discourse ◽  
Victims Of Violence ◽  
Qualitative Methodologies ◽  
Socially Excluded

Abstract Transitional justice seeks to address legacies of violence around political transition from authoritarianism and armed conflict. It does so in ways driven by a global discourse that is prescriptive and often remote from the contexts in which it is articulated and the populations it claims to serve. Transitional justice is also embedded in teleological liberal approaches to transition, with a perceived endpoint of liberal democracy. Critical approaches to transitional justice have used qualitative methodologies to understand the agendas of those—notably victims of violence—that transitional justice foregrounds, and to demonstrate that transitional justice mechanisms often serve elite agendas, while minimizing the agency of socially excluded populations. An alternative, minimally explored route to victim engagement with such processes has been the mobilization of victims and victim organizations, an emancipatory approach that seeks to provide a space for victims to engage in transitional justice debates on their own terms. Here, a research engagement with a victims’ organization through a Participatory Action Research modality is described in which researchers support victim engagement in peer research to catalyze a social movement of victims in post-conflict Nepal.

How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?

2020 ◽  
Vol 13 (1) ◽  
pp. 17-29
Author(s):  
Ruth S. Contreras-Espinosa ◽  
Jose Luis Eguia Gomez
Keyword(s):  
Educational Games ◽  
Cognitive Engagement ◽  
Psychological Aspects ◽  
Student Experiences ◽  
Game Play ◽  
Theoretical Frameworks ◽  
Qualitative Methodologies ◽  
Game Elements ◽  
Play Experience ◽  
Basic Game

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

Track 2.a Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sucharita BENIWAL ◽  
Sahil MATHUR ◽  
Lesley-Ann NOEL ◽  
Cilla PEMBERTON ◽  
Suchitra BALASUBRAHMANYAN ◽  
...  
Keyword(s):  
Case Studies ◽  
Local Knowledge ◽  
Ways Of Knowing ◽  
Social Contexts ◽  
Knowledge Systems ◽  
Theoretical Frameworks ◽  
Native Communities ◽  
Cultural Systems ◽  
Local Practices

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

Motivating Growth in Low-tech Manufacturing Industries

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Naomi HERTZ
Keyword(s):  
Value Chain ◽  
Field Research ◽  
Sustainable Competitive Advantage ◽  
Manufacturing Plants ◽  
Footwear Industry ◽  
Technological Platform ◽  
Qualitative Methodologies ◽  
Developed World ◽  
Depth Interviews

Intensive manual labor enterprises in the developed world face challenges competing with products imported from countries where manufacturing costs are low. This reduces the volume of domestic production and leads to rapid loss of knowledge and experience in production processes. This study focuses on the Israeli footwear industry as a case study. Qualitative methodologies were applied, including in-depth interviews and field observations. A literature review on previous research, and contemporary trends was conducted. The field research examines challenges along the value chain in small factories. It finds that mass production paradigms impose a decentralized process between designers and manufacturers and therefore do not leverage local potential into a sustainable competitive advantage for small factories. The proposed solution is a digital and technological platform for small manufacturing plants. The platform mediates and designs the connections between production, technology, and design and enables the creation of a joint R&D system.

Criss-Cross: Identity and Transformation in Re-reading Billy Elliot

2016 ◽  
Vol 13 (4) ◽  
pp. 536-551
Author(s):  
Jacqui Miller
Keyword(s):  
Identity Formation ◽  
Gender And Sexuality ◽  
Central Character ◽  
Theoretical Frameworks ◽  
Liberal Politics ◽  
Starting Point ◽  
And Gender ◽  
Opening Up

Billy Elliot (2000) has been widely recognised as an important British film of the post-Thatcher period. It has been analysed using multiple disciplinary methodologies, but almost always from the theoretical frameworks of class and gender/sexuality. The film has sometimes been used not so much as a focus of analysis itself but as a conduit for exploring issues such as class deprivation or neo-liberal politics and economics. Such studies tend to use the film's perceived shortcomings as a starting point to critique society's wider failings to interrogate constructions of gender and sexuality. This article argues that an examination of the identity formation of some of the film's subsidiary characters shows how fluidity and transformation are key to the film's opening up of a jouissance which is enabled by but goes beyond its central character.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

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