Decision letter for "What sets the conditions for success in community‐partnered evaluation work? Multiple perspectives on a small‐scale research‐practice partnership evaluation"

Der Beitrag geht von Versuchen aus, integrative Perspektiven einer überaus heterogenen Graffitiforschung zu bestimmen. In Auseinandersetzung insbesondere mit Bruno Latours Ansatz des »Iconoclash« wird eine kulturtheoretische Referenz bestimmt, die Graffiti als Version identifiziert, d. h. als semiotisch orientierte Veränderung räumlich situierter Ordnungs- und Regulierungspraxen. Ihnen kann, wenn auch nicht zwingend, eine subversive Qualität zukommen. Durch die Ausrichtung am Konzept einer Version wird beansprucht, Forderungen einer normativ weitgehend abstinenten, nicht-essentialistischen und für komplexe Fragen der Identitäts- und Raumpolitik offenen Forschungspraxis einzulösen.<br><br>The contribution attempts to integrate multiple perspectives of current largely heterogeneous graffiti scholarship. Referring to Bruno Latour’s concept »iconoclash«, we discuss graffiti from a cultural-theoretical point of view as a »version«. It appears as a semiotically oriented modification of spatially situated practices that regulate social life. Often, but not necessarily, these practices involve subversive qualities. The concept of »version« facilitates a non-normative and non-essentialist strategy of research. This enables an explorative research practice in which the complex matters of identity and space politics that are associated with graffiti can be addressed.

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Governance and Power Dynamics in a Small-Scale Hilsa Shad (Tenualosa ilisha) Fishery: A Case Study from Bangladesh

Sustainability ◽

10.3390/su12145738 ◽

2020 ◽

Vol 12 (14) ◽

pp. 5738

Author(s):

Mohammad Mojibul Hoque Mozumder ◽

Aili Pyhälä ◽

Md. Abdul Wahab ◽

Simo Sarkki ◽

Petra Schneider ◽

...

Keyword(s):

Governance Structure ◽

Vital Role ◽

Small Scale ◽

Power Dynamics ◽

Multiple Perspectives ◽

Power Structures ◽

Individual Interviews ◽

Tenualosa Ilisha ◽

Fishery Governance

This paper considers the hilsa shad (Tenualosa ilisha) fishery of southern Bangladesh as a case study regarding governance and power dynamics at play in a small-scale fishery, and the relevance of these for the sustainable management of coastal fisheries. Qualitative methods, involving in-depth individual interviews (n = 128) and focus group discussions (n = 8) with key stakeholders in the hilsa fishery, were used to capture multiple perspectives on governance from those in different positions in the relative power structures studied, while facilitating insightful discussions and reflections. The analysis here is based on a power cube framework along three power dimensions (levels, spaces, and forms) in Bangladesh’s hilsa fishery. The study displays an imbalance in the present hilsa governance structure, with some stakeholders exercising more power than others, sidelining small-scale fishers, and encouraging increasing illegal fishing levels that ultimately harm both the fisheries and those dependent on them. To overcome this, we propose a co-management system that can play a vital role in equalizing power asymmetry among hilsa fishery stakeholders and ensure effective hilsa fishery governance. Our results suggest that recognizing analyzed power dynamics has substantial implications for the planning and implementation of such co-management and the long-term sustainability of the hilsa fishery.

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Co-Creation in participatory epidemiology

European Journal of Public Health ◽

10.1093/eurpub/ckz185.827 ◽

2019 ◽

Vol 29 (Supplement_4) ◽

Author(s):

M Bach ◽

C Santos-Hövener ◽

S Jordan

Keyword(s):

Public Health ◽

Public Health Practice ◽

Research Process ◽

Epidemiological Studies ◽

Research Practice ◽

Health Administration ◽

Multiple Perspectives ◽

Research Partnerships ◽

Participatory Epidemiology ◽

Epidemiologic Evidence

Abstract Background Participatory epidemiology aims to involve public health professionals, health activists, and community representatives in epidemiological studies. Paramount are equitable research partnerships for identifying the causes of health problems, generating data, and finding ways to address health related issues. Alongside the research process, co-creation informs various aspects of participatory epidemiology. Methods A scoping review was conducted to develop the conceptual foundations of participatory epidemiology. Workshops with staff from public health administration and public health practitioners were held to check feasibility of the concept for public health monitoring, policy making and the development of relevant public health recommendations. From this research, principles and practices of co-creation were identified. Results Co-creation is of importance for participatory epidemiology. 1) Methodologically: Co-creation asks to apply multiple perspectives (research, practice, communities) in data collection and synthesis, what may require the adaption of a given study design. 2) Research practice: Co-creation in participatory epidemiology means producing epidemiologic evidence while contributing to concrete public health interventions, two goals that have to be balanced. 3) Personal attitudes: In participatory epidemiology academic researchers, practitioners, and community representatives are requested to acknowledge each other as co-researching partners, which can be challenging for each of them. Conclusions Co-creation is a prerequisite for establishing equitable research partnerships. In participatory epidemiology, co-creation offers ways to produce meaningful knowledge for research and practice. Main messages Participatory epidemiology offers ways of producing epidemiologic evidence while contributing to public health practice. Co-creation is a prerequisite, way, and attitude to conduct meaningful research, hopefully for all of those who are involved.

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Inspiring teaching: learning from exemplary practitioners

Journal of Professional Capital and Community ◽

10.1108/jpcc-09-2015-0005 ◽

2016 ◽

Vol 1 (2) ◽

Cited By ~ 15

Author(s):

Pamela Sammons ◽

Ariel Mariah Lindorff ◽

Lorena Ortega ◽

Alison Kington

Keyword(s):

Professional Development ◽

School Improvement ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Design Methodology ◽

Small Scale ◽

Multiple Perspectives ◽

New Evidence ◽

Practical Implications

Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

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