scholarly journals Islam-based peace education: values, program, reflection and implication

2021 ◽  
Vol 11 (1) ◽  
pp. 185-207
Author(s):  
M Abdul Fattah Santoso ◽  
Yayah Khisbiyah
Keyword(s):  
Social Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Education Program ◽  
Peace Education ◽  
Participatory Action ◽  
Classroom Implementation ◽  
Classroom Processes ◽  
Culture Of Peace ◽  
Islamic Values

There is a gap between ideal Islam and real Islam. Ideal Islam means peace, greeting, safety, salvation, and conceptually means absolute submission to God`s Will. Real Islam resembles unresolved conflicts in some communities and unpleasant meanings to some non-Muslims. To minimize the gap, it is important to socialize peaceful Islamic values in the community through education. This study aims to explain Pendidikan Perdamaian Berbasis Islam (PPBI, the Islam-based Peace Education) program initiated by Pusat Studi Budaya dan Perubahan Sosial (PSB-PS, the Center for the Study of Culture and Social Change) at Universitas Muhammadiyah Surakarta (UMS). This participatory action research is especially to reveal Islamic values identified in the PPBI program in terms of its uniqueness, implementation, reflection, and implication. Based on the Sirah of the Prophet and the Al-Qur’an, the PPBI program has identified 15 Islamic values which contribute to peacebuilding. Those values were used as core contents of PPBI’s handbook and classroom program. The program has been implemented through series of activities ranging from seminars, FGDs, workshops, training of teachers, publication of books, and classroom implementation. PPBI program based on nonviolence and peacebuilding assumptions, i.e. to build a culture of peace, is designed as the formal peace education through learning materials and classroom processes either in any existing course or co-curricular activities.

scholarly journals Islamic Economic Orientation Model for Microfinance Institution

2019 ◽  
pp. 676-682
Author(s):  
Ahmad Wira ◽  
Hulwati Hulwati ◽  
Huriyatul Akmal ◽  
Riandy Mardhika Adif ◽  
Jufriadif Na`am
Keyword(s):  
Social Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Microfinance Institutions ◽  
Participatory Action ◽  
Orientation Model ◽  
Microfinance Institution ◽  
Approach Method ◽  
Islamic Economic

This study formulated a model of Islamic economic orientation towards microfinance institutions (MFIs) in Solok Indonesia. The approach method used is Participatory Action Research (PAR) on Islamic economics in social change. This study produces three models of Islamic economic orientation, namely social, profit and social-profit. Thus, this research helps the community in implementing a more reliable Islamic economy.

scholarly journals Exploring Youth Participatory Action Research in Urban Schools: Advancing Social Justice and Equity-Based Counseling Practices

2020 ◽  
Vol 12 (1) ◽  
pp. 27-43
Author(s):  
Amy L. Cook ◽  
Ian Levy ◽  
Anna Whitehouse
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Action Research ◽  
Identity Development ◽  
Participatory Action Research ◽  
School Counselor ◽  
Learning Experience ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Counseling Practice

Youth Participatory Action Research (YPAR) is emerging as a group counseling practice that focuses on topics that are of personal interest to youth and aims to promote social change. Although YPAR has been found to facilitate critical consciousness, assist with youth self-identity development, and promote social change, few researchers have examined its application in counseling. The present study explored six school counselor trainees’ perceptions of YPAR as a therapeutic intervention and its impact on counseling skill development and how it relates to multicultural and social justice counseling competencies. The themes that resulted from the Interpretative Phenomenological Analysis for YPAR as a counseling practice were: (1) fun, interactive, youth-centered approach, not like counseling or therapy, (2) implementation of challenges requiring planning, time, and commitment, (3) collaborative supports to step out of comfort zone, overcome initial hesitancy, and welcome new learning experience, (4) development of counseling skills and confidence as a counselor, and (5) understanding differences and increasing self-awareness and advocacy skills. Discussion and implications for school counseling practice are provided.

Participatory Action Research in Adult Education

2021 ◽  
pp. 180-199
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Adult Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Critical Approach ◽  
Participatory Action ◽  
Participatory Inquiry ◽  
Positive Social Change ◽  
Learner Needs

Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with a critical approach to adult education in its belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this chapter is to offer a review of three critical, participatory inquiry methods that are connected to the ontological and epistemological anchors of PAR. The authors present readers with a useful description of how to enact these onto-epistemological anchors through these methods in diverse contexts. They conclude that these methods have great potential for critical educators to live out their own onto-epistemological commitments, better understand and meet learner needs, and facilitate positive social change.

scholarly journals The politics and practices of intersectional prefiguration in social movements: The case of Sisters Uncut

2019 ◽  
Vol 67 (5) ◽  
pp. 985-1001 ◽  
Author(s):  
Armine Ishkanian ◽  
Anita Peña Saavedra
Keyword(s):  
Social Movements ◽  
Social Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Collective Identity ◽  
Democratic Politics ◽  
Participatory Action ◽  
Depth Study ◽  
Transformative Politics ◽  
Do So

Considering contemporary movements as sites of struggle between attempts at inclusiveness and enduring tendencies to exclude and reproduce power hierarchies, this article examines how movement actors confront and tackle inequalities within their organisational spaces. Drawing on an in-depth study, which relied on Participatory Action Research methods, of the intersectional feminist anti-austerity group Sisters Uncut, the article analyses how actors collectively define and translate intersectionality into practice and the challenges they face in enacting this form of politics, which the authors call intersectional prefiguration. The authors consider intersectional prefiguration as a form of radical democratic politics which acknowledges relations of domination and seeks to transform them within both movements and society. The article discusses how enacting intersectional prefiguration is predicated on actors developing a collective identity, embracing a commitment to organise intersectionally, and adopting specific methodologies through which to do so. The findings have relevance to scholars of social movements and intersectionality and can help advance our understandings of the ways in which movements, prefigurative and otherwise, drive social change and transformative politics and the challenges they face in this process.

scholarly journals Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program

2018 ◽  
Vol 38 (1) ◽  
pp. 43-52
Author(s):  
Kristen Love ◽  
Martha Mock
Keyword(s):  
Action Research ◽  
Intellectual Disabilities ◽  
Participatory Action Research ◽  
Postsecondary Education ◽  
Education Program ◽  
Rural Areas ◽  
Rural Setting ◽  
Participatory Action ◽  
Students With Intellectual Disabilities ◽  
Communication Modalities

Students with intellectual disabilities have a unique pathway into college, and for many rural areas, this is a relatively new pathway. The reauthorization of the Higher Education Opportunity Act of 2008 (P.L. 110-315) prioritizes inclusive postsecondary education opportunities with an emphasis on students accessing academic, social, and meaningful employment experiences. However, in this legislation, inclusion is vaguely defined and left to postsecondary education institutions to structure within their program model. This article provides perspectives from students with intellectual disabilities from a postsecondary education program situated on a college campus in a rural town. Through participatory action research, students shared their experiences using a variety of communication modalities and offered a meaningful perspective on the challenges and opportunities faced in a rural setting.

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