What is relationality? Indigenous knowledges, practices and responsibilities with kin

Cultural Geographies ◽

10.1177/14744740211029287 ◽

2021 ◽

pp. 147447402110292

Author(s):

Lauren Tynan

Keyword(s):

Research Practices ◽

Academic Literature ◽

Indigenous Knowledges ◽

Main Ideas ◽

Relational Process

This paper delves into the concept of relationality and pairs academic literature with stories and lessons from Country. Bringing together majority Indigenous scholarship on relationality, the paper describes three main ideas: (1) How does a relational reality operate? (2) Relationality as a living practice and, (3) Relationality as responsibilities with kin. Many examples are provided to explain relationality in practical and concrete ways. As a trawlwulwuy woman, I weave the stories and lessons from Country throughout the paper, with a particular focus on research. I consider an inverse of relationality, extractivism, and identify how many dominant research practices are deeply extractive. The paper concludes with prompts for the reader on how research can be a more relational process. Overall, the paper demonstrates a relational ethos in (and out of) practice.

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Vitaly Vladimirovich Rubtsov´s Life and Work: The Theoretician of Joint Activity

Cultural-Historical Psychology ◽

10.17759/chp.2018140401 ◽

2018 ◽

Vol 14 (4) ◽

pp. 5-18

Author(s):

A.M. Longarezi ◽

E.S. Araujo ◽

D.C. Piotto ◽

F.F. Marco

Keyword(s):

Research Work ◽

School Education ◽

Final Part ◽

Learning Activity ◽

Joint Activity ◽

Educational Settings ◽

Research Practices ◽

Ongoing Research ◽

Main Ideas ◽

The Relationship

The article, written by Brazilian researchers, aims to outline the main ideas of Vitaly Vladimirovich Rubtsov, one of the most prominent modern Russian educational researchers. The authors present Rubtsov’s main theoretical and methodological contributions, particularly those in the field of education, and reflect on the origins and evolution of his – still ongoing — research work. The article consists of two parts. In the first one, the authors describe Rubtsov’s research path, highlighting his academic and political acting in different scientific areas which reaches way beyond the boundaries of his native country. In the second part, the text describes Rubtsov’s ideas concerning the following three independent dimensions: principles, practices and possibilities of cultural-historical theory in organizing learning activity in educational settings. The text discusses Rubtsov’s work, emphasizing the concept of interaction; then it analyses the relationship between these ideas and research practices developed by the scientist, aiming to show how the concept of interaction becomes real in joint activity. In the final part, the authors describe Rubtsov’s propositions concerning the model of school education based on the principles and practices which he developed in his works.

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HIPAA: Impact on Research Practices

ASHA Leader ◽

10.1044/leader.ftr2.10152005.8 ◽

2005 ◽

Vol 10 (15) ◽

pp. 8-27 ◽

Cited By ~ 2

Author(s):

Jennifer Horner ◽

Michael Wheeler

Keyword(s):

Research Practices

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Handwriting Analysis and Personality Assessment

European Psychologist ◽

10.1027//1016-9040.5.1.44 ◽

2000 ◽

Vol 5 (1) ◽

pp. 44-51 ◽

Cited By ~ 5

Author(s):

Peter Greasley

Keyword(s):

Personality Traits ◽

Personality Assessment ◽

Personnel Selection ◽

Empirical Studies ◽

Handwriting Analysis ◽

Recruitment Process ◽

Academic Literature ◽

Personnel Recruitment ◽

The Subject ◽

Better Than

It has been estimated that graphology is used by over 80% of European companies as part of their personnel recruitment process. And yet, after over three decades of research into the validity of graphology as a means of assessing personality, we are left with a legacy of equivocal results. For every experiment that has provided evidence to show that graphologists are able to identify personality traits from features of handwriting, there are just as many to show that, under rigorously controlled conditions, graphologists perform no better than chance expectations. In light of this confusion, this paper takes a different approach to the subject by focusing on the rationale and modus operandi of graphology. When we take a closer look at the academic literature, we note that there is no discussion of the actual rules by which graphologists make their assessments of personality from handwriting samples. Examination of these rules reveals a practice founded upon analogy, symbolism, and metaphor in the absence of empirical studies that have established the associations between particular features of handwriting and personality traits proposed by graphologists. These rules guide both popular graphology and that practiced by professional graphologists in personnel selection.

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