Longitudinal Field Research on Change: Theory and Practice

This paper develops understanding of appreciative action research that generates curiosity and motivation as a better platform for collaborative change. Blending theory and practice it draws on the example of the My Home Life leadership programme in Scotland that explores the concepts and approaches of ‘Caring Conversations’ and ‘playful provocation’ in care homes for older people. The paper shows how they expand notions of appreciation and help people to deepen inquiry, explore values, acknowledge and express emotion without dispute or judgement, articulate tacit knowledge and give voice to things previously thought to be ‘unsayable’. We explore how these generative approaches act as a powerful positive ‘disruption’ that brings existing relationships to life, supports a positive attitude to risk-taking and helps to devise new approaches to the local design and testing of approaches to problems. Ultimately these approaches play an important part in developing understanding of how to do appreciative action research to enhance relationships and more strengths or assets-based and collaborative ways of working and so, to develop new possibilities for changing social systems and a more future-making orientation to action research.

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The contributions of Raymond Williams and E.P. Thompson to communication and social change theory and practice

European Journal of Communication ◽

10.1177/0267323117723968 ◽

2017 ◽

Vol 32 (5) ◽

pp. 405-418 ◽

Cited By ~ 2

Author(s):

Pradip Ninan Thomas

Keyword(s):

Social Change ◽

18Th Century ◽

Change Theory ◽

Theory And Practice ◽

Technological Determinism ◽

The Public ◽

Social Change Theory ◽

Communication For Social Change ◽

Raymond Williams ◽

The Public Sphere

This article explores the contributions made by Raymond Williams and E.P. Thompson to communication for social change theory. It argues that Williams’ critique of technological determinism, his notion of the ‘structure of feeling’, analysis of culture and cultural materialism as a mode of analysis contributes to the theorising of communication for social change. This article also examines Thompson’s contributions to historiography, his engagement with the contextualised histories of ordinary people and their contributions to the making of the public sphere in 18th-century England. This article argues that the contributions made by these two theorists enable a critique of structures and a re-centring of agency, both of which are critical to a renewal of communication for social change theory.

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PEDAGOGIA DA ALTERNÂNCIA: teoria e prática na construção do conhecimento

Revista Observatório ◽

10.20873/uft.2447-4266.2017v3n4p581 ◽

2017 ◽

Vol 3 (4) ◽

pp. 581

Author(s):

Jocyléia Santana dos Santos ◽

Maria de Lourdes Leoncio Macedo

Keyword(s):

Oral History ◽

Rural Areas ◽

Field Research ◽

Theory And Practice ◽

Quality Education ◽

Integration Time ◽

Structured Interviews ◽

Calidad De Vida ◽

Palabras Clave ◽

Object Of Study

A pesquisa objetiva analisar se a Pedagogia da Alternância desenvolvida na Escola Família Agrícola de Porto Nacional realiza a integração do tempo escola com o tempo comunidade, trazendo melhoria e conhecimentos técnicos para a produção no campo. Os dados foram coletados por meio de pesquisa documental e de campo, utilizou-se do método da história oral temática, com entrevistas semiestruturadas com pessoas ligadas ao objeto de estudo, sendo os pais, alunos e funcionários da Escola. Conclui-se que a Pedagogia da Alternância desenvolvida na Escola traz qualidade de ensino e de vida para o educando e a comunidade de assentados. No tempo comunidade, o estudante troca experiência com a família e os camponeses, utilizando-se dos instrumentos da Pedagogia da Alternância, melhorando sua produção e as técnicas agrícolas empregadas em seu meio rural. PALAVRAS-CHAVE: Pedagogia da Alternância. Educação do/no Campo. Teoria e Prática. História Oral Temática. ABSTRACT The research aims to analyze whether the Pedagogy of Alternation developed at the School Agricultural Family of Porto Nacional performs integration time school with time community, bringing improvement and technical expertise to the production in the field. Data were collected through documentary and field research, we used the thematic oral history method, semi-structured interviews with people linked to the object of study, and parents, students and staff of the School. It is concluded that the Pedagogy of Alternation developed at the School brings quality education and life for the student and the community of settlers. Time community, student exchange experience with family and peasants, using the tools of Pedagogy of Alternation, improving its production and farming techniques employed in their rural areas. KEYWORDS: Pedagogy of Alternation. Education / Field. Theory and practice. Oral History Theme. RESUMEN La investigación tiene como objetivo analizar si la pedagogía de la alternancia desarrollado en la Escuela de la Familia Agrícola Porto Nacional lleva a cabo la integración escolar de tiempo con la comunidad de tiempo, con lo que mejora y experiencia técnica para la producción en el campo. Los datos fueron recolectados a través de la investigación documental y de campo, se utilizó el método de la historia oral, con entrevistas semiestructuradas con personas relacionadas con el objeto de estudio, y los padres, estudiantes y personal de la Escuela. Se concluye que la pedagogía de la alternancia desarrollado en la Escuela lleva la educación y calidad de vida para el estudiante y la comunidad de colonos. Comunidad de tiempo, la experiencia de intercambio de estudiantes con la familia y los campesinos, utilizando las herramientas de la Pedagogía de la Alternancia, mejorando sus técnicas de producción agrícola y empleados en sus áreas rurales. PALABRAS CLAVE: Pedagogía de la Alternancia. Educación / campo. Teoría y Práctica. Oral Temática Historia.

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Street Children Religious Education Using an Interactional Education Approach

Journal of Development Research ◽

10.28926/jdr.v5i1.131 ◽

2021 ◽

Vol 5 (1) ◽

pp. 71-80

Author(s):

Machfudzil Asror ◽

Achmad Wahyudi

Keyword(s):

Religious Education ◽

Street Children ◽

Field Research ◽

Educational Process ◽

Theory And Practice ◽

Data Matrix ◽

Public Places ◽

Traffic Lights ◽

Education Theory ◽

Social Entities

According to the Islamic viewpoint, if someone wants happiness in the world and hereafter then that person must have knowledge and to gain knowledge someone must undergo an educational process including religious education. Education that seeks to make Islamic teachings a way of life for a person. Street children are social entities with social disabilities, namely people with welfare problems whose daily activities are to earn income or beg at crossroads and traffic lights. Their religious education is often neglected. Therefore, through an interactional education approach, it is hoped that street children can learn Islam through the theory and practice directly in their activities on the streets and public places. This research is a field research which the required data is extracted from the field. This research used descriptive qualitative method. The subjects of this research are street children in Sidoarjo regency and related agencies such as the Social and Labor Office, the Education Office and the Ministry of Religion of Sidoarjo Regency. Street children who are the targets of this study are children aged 18 years and under, both boys and girls who live on the streets. The object of this research is religious education of street children in Sidoarjo regency. The data that will be explored in this research are those related to religious education in street children in Sidoarjo district which includes: First, the characteristics of street children in Sidoarjo regency. Second, the background to be street children. Third, the form of religious education carried out in the street children’s community. Fourth, institutions involved in the religious education process of street children. Fifth, religious practices carried out by street children. Sixth, obstacles in implementing religious education in street children communities. The data collected in this research were collected through the interview, observation and documentation techniques. After the data has been collected using these various techniques, the data obtained is collected and described in a data matrix. The data in this study were analyzed using interactive model analysis techniques. By religious education based on interactional education theory, street children can learn Islam by way of theory and direct practice in their activities on the streets and public places, for example: reciting the holy Qur’an and rowatib prayer, habituation of manners in speech (permission and thanking expressions) every time you interact with everyone, throw garbage in its place and so on.

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ANÁLISE DOS ASPECTOS AMBIENTAIS DO DESIGN DE EMBALAGENS DE AÇUCAR MASCAVO ORGÂNICO

MIX Sustentável ◽

10.29183/2447-3073.mix2015.v1.n2.19-29 ◽

2015 ◽

Vol 1 (2) ◽

pp. 19-29

Author(s):

Elisa Jorge Quartim Barbosa ◽

Denise Dantas

Keyword(s):

Comparative Study ◽

Survey Data ◽

Field Research ◽

Packaging Material ◽

Theory And Practice ◽

Organic Foods ◽

Brown Sugar ◽

Packaging Design ◽

Organic Product ◽

Organic Products

Esta pesquisa buscou perceber se os princípios agroecológicos utilizados na produção dos produtos orgânicos industrializados se refletem nas embalagens de açúcar mascavo e se estes são percebidos pelos consumidores. Foi feito um estudo comparativo entre duas indústrias de alimentos orgânicos, definidas após uma pesquisa de campo, e entrevistas em profundidade com os responsáveis pelo desenvolvimento de embalagens e com os consumidores. Os dados da pesquisa mostraram que não há alinhamento entre o discurso e a prática no que diz respeito ao design das embalagens. Os consumidores têm dificuldade em perceber os diferenciais do produto orgânico apenas pela embalagem, o que sugere que os quesitos não verbais representados pelos elementos simbólicos e metafóricos no seu design deveriam ser mais valorizados. Assim como também a localização das informações e o material da embalagem.ABSTRACT This research attempted to understand if the agroecological principles, used in the production of organic products, are reflected in the brown sugar packaging and if these are perceived by consumers. A comparative study was made between two industries of organic foods, defined after field research and interviews with packaging developers and consumers. The survey data showed that there is no alignment between theory and practice in packaging design. Consumers have difficulty realizing the organic product differentials only by the packaging, which suggests that the non-verbal questions posed by symbolic and metaphorical elements in design should be more valued. As well as the location of information and the packaging material.

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Conflict Resolution: Feminist Perspectives

10.1093/acrefore/9780190846626.013.130 ◽

2017 ◽

Author(s):

Simona Sharoni

Keyword(s):

Conflict Resolution ◽

Field Research ◽

Theory And Practice ◽

Human Beings ◽

Feminist Scholarship ◽

Power Politics ◽

The Past ◽

Feminist Perspectives ◽

Five Elements ◽

Better Than

The academic study of conflict resolution was born as as a critique of mainstream International Relations (IR), which explains why feminist theory and conflict resolution share many things in common. For example, both feminists and conflict resolution scholars challenge traditional power politics grounded in realist or neorealists analyses of conflict. They also share the core belief that war is not inevitable and that human beings have the capacity to resolve conflicts through nonviolent means. In the past two decades, with the expansion of feminist scholarship in IR, feminist interventions in conflict resolution have gained more currency. This essay reviews feminist scholarship in conflict resolution, with particular emphasis on five elements: critiques of the absence and/or marginalization of women in the field and an effort to include women and to make women visible and heard; articulation of a unique feminist standpoint for approaching peacemaking and conflict resolution, which is essentially different to, and qualitatively better than, mainstream (or male-stream) perspectives; feminist theorization of difference in conflict resolution theory and practice (challenges to essentialism, intersections, power and privilege, culture); feminist redefinition of central concepts in the field, especially violence, power, peace, and security; and original feminist research and theorizing, including field research in conflict areas, designed to transform rather than just reform the field. This essay argues that in order to further expand and institutionalize conflict resolution studies, mainstream scholars must be willing to engage seriously the contributions and critiques of feminists.

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