Re-visioning exclusion in local communities

2017 ◽  
Author(s):  
Kate Pahl ◽  
Paul Ward
Keyword(s):  
Reflective Practice ◽  
Tacit Knowledge ◽  
Research Methods ◽  
Participatory Research ◽  
Ways Of Knowing ◽  
Local Communities ◽  
Research Projects ◽  
Community Partners ◽  
Innovative Research ◽  
Participatory Research Methods

This chapter considers how a coproduced approach to research could enable an understanding of how communities might be different. Engagement with communities at all stages of research places collaborative and participatory research methods in a central role to widen the ways community partners and universities can work together. The chapter analyses the methodologies that can be used to think about accommodating diverse opinions and tacit knowledge within communities, as well as what this reveals about processes of exclusion and integration in local communities. It also shows how universities work collaboratively with community partners to shape or construct research together. Universities can be seen as spaces where people can think, they can provide funding for innovative research projects, and they can support ways of knowing and reflective practice, creating 'living knowledge' in the process.

scholarly journals Artful Inquiry in the E-learning Journal

2016 ◽  
Vol 9 (2) ◽  
pp. 261-283 ◽  
Author(s):  
Kathryn Grushka ◽  
Aaron Bellette
Keyword(s):  
Research Methods ◽  
Participatory Research ◽  
Digital Learning ◽  
Learning Approaches ◽  
Digital Platforms ◽  
Learning Journals ◽  
E Learning ◽  
Participatory Inquiry ◽  
Learning Journal ◽  
Participatory Research Methods

E-learning is transforming the learning landscape. This paper focuses on photomedia participatory inquiry in an e-feed learning culture. It harnesses the bene ts of artful inquiry and elaborates on interactive re ective opportunities when using participatory research methods. Student e-learning journal examples and the teacher re ective voice demonstrate how artful inquiry accommodates critical and re ective actions for new creative outcomes. The methods described and analyzed may have relevance to educators considering applying multi-semiotic learning approaches within e-learning journals as digital platforms become central to digital learning and communication of ideas.

Increasing immunity during the COVID-19 pandemic by strengthening the effects of clean and healthy life behavior (PHBS) and vegetable eating movement (Germasur) education on Omah Berkah Orphanage Children, Grabag, Magelang Regency

2021 ◽  
Vol 6 (8) ◽  
pp. 1527-1533
Author(s):  
Eka Sakti Wahyuningtyas ◽  
Kurniasani Nirmana ◽  
Lailatul Husni ◽  
Wening Ramadhanti ◽  
Ratna Raudhotul Jannah ◽  
...  
Keyword(s):  
Infectious Disease ◽  
Community Development ◽  
Everyday Life ◽  
Research Methods ◽  
Community Service ◽  
Participatory Research ◽  
Vegetable Intake ◽  
Healthy Life ◽  
Participatory Research Methods ◽  
Life Behavior

The coronavirus (COVID-19) is a high infectious disease that was discovered towards the end of 2019 in Wuhan, China. Indonesia has reported an increasing rate of the virus. However, the pandemic is possibly prevented by boosting immunity and implementing Clean and Healthy Life Behavior (PHBS), including consuming fruits/vegetable and washing of hands, respectively. As a consequence, PHBS and Germasur (Vegetable Eating Movement) have been adopted to enhance immunity in children. Meanwhile, fruit/vegetable intake and maintaining cleanliness appear relatively challenging for most children, particularly in the context of orphanage. Therefore, the purpose of this integrated community service (PPMT) is to determine the effects of PHBS and Germasur education in increasing the immunity of 24 children at the Omah Berkah Orphanage, Grabag, Magelang Regency, during the COVID-19 era. Community development, educational and participatory research methods were applied. The results showed an increase in PHBS and Germasur behavior in everyday life.

scholarly journals The Expertise Paradox: Opportunities and Challenges of a Public Psychology Framework

2020 ◽  
Author(s):  
Olly May Robertson ◽  
Madeleine Pownall
Keyword(s):  
Lived Experience ◽  
Research Methods ◽  
Participatory Research ◽  
Scientific Progress ◽  
Science And Society ◽  
The Public ◽  
Meaningful Connections ◽  
Participatory Research Methods ◽  
Ongoing Concern

Public psychology is concerned with embedding meaningful connections between the public and psychologists. However, there may be tensions between experientially afforded ‘lived experience’ and conventional understanding of ‘expertise’ that must be navigated thoughtfully between lay audiences and psychologists. In this paper, we critically assess how the often ill-defined concept of conventional expertise may or may not be compatible with a framework of psychology that positions science and society as equally credible agents. We will use this core discussion to argue that a public psychology framework, and its inherent attempts to relocate power and voice within knowledge to members of wider society, may prompt us to rethink the notion of expertise. We argue that by reappraising concepts relating to expertise, scientific progress and impact can be made across the discipline. We conclude with a consideration of how these tensions can be eased; namely, through more embodied partnerships between society and science, such as participatory research methods, a fundamental reappraisal of what constitutes knowledge and expertise within the discipline, and an ongoing concern for intersectionality.

Improving Inquiry Questions to Foster Critical Thinking and Reflective Practice in a Journalism Capstone

2020 ◽  
Vol 75 (3) ◽  
pp. 308-320
Author(s):  
Brian J. Bowe ◽  
Roberta Kjesrud ◽  
Pippa Hemsley
Keyword(s):  
Critical Thinking ◽  
Reflective Practice ◽  
Research Methods ◽  
Writing Assessment ◽  
Writing Skills ◽  
Writing Studies ◽  
Research Projects ◽  
Writing Prompts ◽  
Assessment Measures

Education researchers have long been interested in helping students develop effective inquiry questions to guide research projects. In this study, students in a journalism senior capstone used writing-studies informed practices such as middle-stakes, iterative writing prompts to enhance metacognition and critical thinking. Using prompts to guide students to periodically revise their inquiry questions and working thesis statements, students showed improvement in their written products as measured through holistic writing assessment measures. Despite measurable improvement, students’ thesis statements were still lackluster, suggesting that programs should develop connected curricula that sequentially scaffold research methods, critical thinking, and writing skills across the major.

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