What I Know Now: Radio as a means of empowerment for women of lived prison experience

2017 ◽  
Vol 2 (1) ◽  
pp. 14-27
Author(s):  
Heather Anderson ◽  
Charlotte Bedford
Keyword(s):  
Action Research ◽  
Support Group ◽  
Prison Population ◽  
Female Offenders ◽  
South Australia ◽  
Prison Reform ◽  
Action Research Project ◽  
The Past ◽  
Almost Everywhere ◽  
Women And Girls

Incarceration rates are increasing almost everywhere and, while women and girls make up only a small percentage of the overall prison population, there has been a significant increase in their representation especially over the past 20 years (Carlton and Segrave, 2013). Despite the fact that societies are locking women up at increasingly high rates, the fundamental understandings regarding prison reform are based on a male norm, and do not meet the needs of female offenders (Walmsley, 2016). This article outlines the findings from the first stage of a grassroots action research project conducted with a support group for women of lived prison experience, based in Adelaide, South Australia, to investigate radio production as a means for supporting women in their transition to life outside of prison. The research found that empowerment manifested itself in a number of distinct ways, through both processes and the products of the project. Through the production of radio, women of prison experience recognised their own expertise and took ownership of their stories, while the radio products educated the wider public and validated the participants experiences.

scholarly journals Action Research on the Implementation of Active Learning at an Elementary School in Aceh

2011 ◽  
Vol 2 (2) ◽  
pp. 70-78 ◽  
Author(s):  
Syamsul Bahri Ys ◽  
M. Nasir Mara ◽  
M. Yamin ◽  
Suid A.B. ◽  
Cut Nya Dhin
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Action Research ◽  
Active Learning ◽  
School Leadership ◽  
Classroom Practice ◽  
Reform Initiatives ◽  
Action Research Project ◽  
The Past ◽  
Common Understanding

Teachers in the state elementary schools and state Islamic elementary schools of the Indonesian province of Aceh have been trained repeatedly over the past several years on a variety of educational reform initiatives. One of the most important of these has been the effort to promote teaching for active learning in Acehnese schools. Research in other countries, and past experience with teacher training efforts in Aceh, suggest that such a transformation in classroom practice will not be easy. In order to investigate whether and how teachers were transferring their training in active learning into actual classroom practice, a team of lecturers from three universities in Banda Aceh conducted an action research project in one state elementary school. We found that teachers’, principals’, and school supervisors’ understanding of teaching for active learning remained extremely tentative months after receiving training in active learning, and their tentative understanding prevented their active experimentation with what they had learned. A brief retraining session focused on arriving at a common understanding of the concept, committed school leadership, and learning from peers appeared to have a significant impact on teachers’ willingness and ability to try to teach for active learning. Key Words: Active Learning, Action Research, Aceh, Elementary Schools

Attitudes to School Experience: A Report from a Seminar of Aboriginal Students

1974 ◽  
Vol 2 (5) ◽  
pp. 34-49
Author(s):  
J.E. Binnion ◽  
J. Lunnay
Keyword(s):  
High School Students ◽  
Action Research ◽  
South Australia ◽  
School Experience ◽  
Education Department ◽  
Action Research Project ◽  
School Students ◽  
Research Project ◽  
Aboriginal Students ◽  
Senior Students

On 25th September, a day long seminar was held at Maitland in South Australia as part of the Action Research Project for Secondary Education of Aboriginal Students. This project is being carried out within the Research & Planning Branch of the Education Department of South Australia.The participants in the seminar were 27 past and present Aboriginal high school students, and the 10 current students were all senior students. Questionnaires were administered and answered individually by all students. Later in the day a discussion of some of the information collated from the questionnaires took place. After the meeting, the questionnaires were more thoroughly analysed, and the following report was written.The questionnaires are reproduced in the Appendix following the report.There were two main reasons for calling the meeting: firstly so that Aboriginals could give their views about school, and secondly so that the school and the Action Research Project could use the information given by the Aboriginals to effect changes. Three questionnaires were administered during the day. Part I was put on the overhead projector, and the students filled in answer sheets. Part II and Part III were on sheets which were filled in by individuals.

scholarly journals Land of the Free: Prison Reform Following the War on Drugs

2017 ◽  
Vol 11 (1) ◽  
pp. 28-32
Author(s):  
Megan Tingley
Keyword(s):  
Prison Population ◽  
War On Drugs ◽  
Unintended Consequences ◽  
Prison Reform ◽  
World Population ◽  
Federal Prison ◽  
The Past ◽  
The World ◽  
Mandatory Minimum Sentencing ◽  
The U.S

ince its beginnings in 1971, the war on drugs has been largely unsuccessful in reducing drug use. Instead, it has had many unintended consequences, one of which is a huge increase in the federal prison population over the past 40 years. Despite making up only five percent of the world population, the U.S. is home to 25 percent of its prisoners. Since the 1970s, the prison population in the U.S. has skyrocketed due to the implementation of War on Drugs policies. The main reason for the failure of the War on Drugs can be attributed in part to mandatory minimum sentencing laws. Implemented as a part of the Anti- Drug Abuse Act of 1986, these one-size-fits-all policies require a certain punishment based on the amount and type of drug in possession without allowing for flexibility based on context. 

scholarly journals The QUIPPED Project: Exploring Relevance and Rigor of Action Research Using Established Principles and Criteria

2014 ◽  
Author(s):  
Christine Chapman ◽  
Margo Paterson ◽  
Jennifer Medves
Keyword(s):  
Health Care ◽  
Action Research ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Action Research Project ◽  
Research Project ◽  
The Past

This paper is the last in a series of three manuscripts published in the TQR journal over the past few years. This work is part of a larger program of research that has been carried out by a team of researchers detailing various aspects of a three year action research project carried out from 2005 and 2008. This particular paper addresses issues of quality in action research by critiquing our research against five interdependent principles and criteria raised in the literature specifically by Davison, Martinson and Kock which was published in 2004. Our action research project aimed to facilitate interprofessional education for health care learners in the Faculty of Health Sciences at a Canadian University.

Teacher-Parent Communication

1976 ◽  
Vol 4 (1) ◽  
pp. 3-12 ◽  
Author(s):  
J.E. Binnion
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Action Research ◽  
Secondary School ◽  
Secondary Students ◽  
South Australia ◽  
Main Task ◽  
Action Research Project ◽  
Parent Communication ◽  
Aboriginal Students

An Action Research Project into Secondary Education for Aboriginals in South Australia was initiated in 1972, and the appointment of five research teachers (project teachers) was approved by the Minister of Education at the end of 1972. In February 1973 the five project teachers took up their positions at Ceduna, Maitland and Meningie Area Schools and Glossop and Port Augusta High Schools. (In South Australia, “Area” schools cater for both primary and secondary students and “High” schools cater for secondary students only.) Those five schools were chosen because they had the highest percentage of Aboriginal students enrolled when the project began. Project teachers were appointed for a period of two years and their main task was to develop suitable strategies for increasing the achievement and motivation of Aboriginal students in secondary school.

scholarly journals What’s so good about participation? Politics, ethics and love in Learning Together

2020 ◽  
Vol 13 (2) ◽  
pp. 205979912092733 ◽  
Author(s):  
Ruth Armstrong ◽  
Amy Ludlow
Keyword(s):  
Action Research ◽  
Learning Communities ◽  
Social Science Research ◽  
Science Research ◽  
Participatory Action ◽  
Action Research Project ◽  
Participatory Approaches ◽  
Ethical Concerns ◽  
The Past ◽  
Traditional Approaches

This article tells the story of our movement towards using participatory approaches in an action research project aiming to understand the experiences and impacts of belonging to learning communities that span prison and university walls. We draw on our experiences over the past 5 years of building learning communities involving students from higher education and criminal justice organisations and describe some of our attempts to provide creative opportunities for participation and voice within research. We highlight some of the benefits that we have seen through adopting these approaches, as well as some of the discomforts that we, and our students, have experienced. We use these examples to question for whom we think participation ‘works’, whether participation is always good, or whether it can, rather, sometimes cause harm, and the extent to which participation addresses some of the ethical concerns levelled at more traditional approaches to social science research, including matters of power, purpose, positioning and personhood. Using the work of Cantillon and Lynch as an orienting framework, in the conclusions we return to their arguments to suggest that the benefits of participatory action research might not be in alleviating these ethical concerns, but rather in establishing affective links between people occupying different roles within research, thus imbuing the process with love. This has the potential to transform all of the actors, and the research itself.

Becoming a Problem Solver

2002 ◽  
Vol 9 (2) ◽  
pp. 98-103
Author(s):  
Larry Buschman
Keyword(s):  
Action Research ◽  
Young Children ◽  
Classroom Teaching ◽  
Problem Solver ◽  
Action Research Project ◽  
Research Project ◽  
The Past ◽  
Problem Solvers ◽  
Grade Classroom ◽  
Multiage Classroom

Over the past ten years, I have attempted to identify the characteristics of young children as they grow and mature as problem solvers by conducting an action research project in a first- through third-grade classroom. Teaching in a multiage classroom gave me the opportunity to observe children over a period of three years and to document their progress using various types of assessment. I observed children while they were engaged in the act of solving problems and sharing solutions with others. I interviewed children as they solved problems and I scored their written work using a scoring guide, or rubric.

Sign in / Sign up

Export Citation Format

Share Document