scholarly journals Community, commons, and degrowth at Dancing Rabbit Ecovillage

2017 ◽  
Vol 24 (1) ◽  
pp. 519 ◽  
Author(s):  
Joshua Lockyer
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Cultural Values ◽  
Energy Use ◽  
Theory And Practice ◽  
Intentional Communities ◽  
Intentional Community ◽  
Participatory Action ◽  
Waste Production ◽  
The Commons

Abstract For centuries, intentional communities of various sorts have been formed to experiment with alternative socio-cultural and economic models. As we enter the Anthropocene and find ourselves in a world challenged to create a post-carbon economy that is no longer reliant on endless growth, such models are in greater demand than ever. Since the mid-1990s, hundreds of ecovillages around the world have been experimenting with ways to achieve prosperity without growth. Linking to three transition discourses, this article uses ongoing ethnographic research to describe how one intentional community – Dancing Rabbit Ecovillage in northeast Missouri, USA – is forging such models by cultivating cooperative cultural values and behaviors, recreating the commons, and sharing their experiences and lessons with broader publics through media, research, and educational programs. Based on ongoing participatory action research, I present data on areas such as energy use, water use, solid waste production, and perceived happiness to illustrate that the community is achieving the decreased consumption patterns required for degrowth while maintaining a high quality of life for its members. Finally, the paper reflects on the role of the activist-researcher facing the dual tasks of helping the community move toward its goals while simultaneously translating the particular to more broadly applicable theory and practice. Key words: commons, degrowth, ecovillages, intentional communities, participatory action research, transition discourses

scholarly journals PARTICIPATORY ACTION RESEARCH

Sosio Informa ◽  
2005 ◽  
Vol 10 (2) ◽  
Author(s):  
Mu'man Nuryana
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Practical Knowledge ◽  
Relevant Information ◽  
Research Process ◽  
Theory And Practice ◽  
Necessary Condition ◽  
Participatory Action ◽  
The Social ◽  
Reflection Theory

Sebuah Kerangka Kerja bagi Action Research dalam Pengembangan Komunitas dan Pendidikan Populer - This paper helps to elaborate about how researchers, teachers and educational advisors balance their different roles in participatory action research teams. Through explaining the Participatory Action Research (PAR) as a way of building bridges and making connections between people, this method of doing research depicted a process that seeks to develop a practical knowledge and understanding of social, political, environmental, or economical conditions. By using PAR on of research and development, we can recognize our social relationships and the value of our real experiences and personal thoughts and feelings. Moreover, PAR seeks to link the research process to the process of social change; it recognizes the change process as a researchable topic; it brings the research process full circle with people's interests in finding practical solutions for common problems and issues of concern by uniting action and reflection, theory and practice; it involves doing research to define a problem as well as applying the information in action towards solutions to identified problems; it is research conducted by, with and for people, rather than research on people; it is participatory in that it is a necessary condition that people play key roles in and have relevant information about the social system, or community, under study, and that they participate in the research design and implementation of action plans based on research outcomes.

scholarly journals Reflections on the potential (and limits) of action research as ethos, methodology and practice: A case study of a women’s empowerment programme in the Middle East

2018 ◽  
Vol 17 (2) ◽  
pp. 162-185 ◽  
Author(s):  
Suzanne Hammad ◽  
Alice Alunni ◽  
Tamara Alkhas
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Theory And Practice ◽  
Coalition Building ◽  
Research Approach ◽  
Evidence Based ◽  
Participatory Action ◽  
Action Research Approach ◽  
Starting Point

This paper argues that an evidence-based approach to advocacy led by and targeting women could amplify women’s positioning in the political and economic realms. Participatory Action Research is examined as a process for mobilisation, coalition-building and evidence-based advocacy and action, through a case study of a multi-country British Council supported programme that incorporated an action research approach. 1 Drawing from the experiences and perceptions of its participants, it offers reflective insights into the theory and practice of action research and its empowerment potential. The findings confirm a widespread support for the use of Participatory Action Research as a starting point for stronger advocacy work, showing its positive transformative effects on individuals, groups and coalition. Participatory Action Research contributes to evidence-based advocacy that is more relevant and inclusive, and arguably empowering for women advocates.

scholarly journals Development of a career and competency framework for Occupational Health Nurses working in New Zealand using participatory action research

2021 ◽  
Author(s):  
◽  
Stella Mary Howard
Keyword(s):  
New Zealand ◽  
Action Research ◽  
Occupational Health ◽  
Participatory Action Research ◽  
Career Planning ◽  
Theory And Practice ◽  
Competency Framework ◽  
Participatory Action ◽  
Health Nursing ◽  
Occupational Health Nursing

<p>This participatory action research (PAR) study was undertaken to review the New Zealand Competencies for Practising as an Occupational and Environmental Health Nurse (2004) document and develop an integrated career and competency framework for nurses working in the field of occupational health. The 2004 competency document needed to be reviewed to ensure Occupational Health Nurses (OHNs) have up-to-date guidelines for the skills and knowledge required by businesses to support and promote the health and wellbeing of the workforce, as well as enabling OHNs to identify their training requirements and career planning.  Eight OHNs (including myself) from Christchurch over a 10-month period applied a PAR approach to this qualitative study. The nurses actively engaged in the project from research design to dissemination so linking theory and practice. Achieving the aims and objectives required collaboration, democratic participation, joint decision making, sharing resources, gaining knowledge, and empowerment. The study had six phases. Recruitment of the OHNs occurred during the first phase and in the second phase information was collected through a questionnaire gaining awareness of the OHNs role within the workplace. This information stimulated the first action cycle inquiry. During the third phase data was collected from transcripts of the PAR group meetings. The fourth phase was reflection of the PAR theoretical process of the study. This reflection included understanding what occurred leading to the turning points and what sustained the PAR group. From this phase, evolved phase five, formation of a sub-PAR group, and phase six of the study when the original PAR group reconvened and four subsequent meetings were held concluding the study in May 2015. The study provides contribution to PAR by showing importance of the time commitment of homogenous co-researchers, and role of primary researcher.  A number of areas were identified by the nurses as important skills and knowledge areas for occupational health nursing. Areas include fitness for work, health promotion, risk assessment, legislation and standards, leadership and management skills, research and professionalism. These skills and knowledge topics were then expanded and applied into the career framework from competent to expert nurse. The final participatory cycle involved distributing the framework to the New Zealand Occupational Health Nurses Association to complete the review. The outcome of this research is an integrated occupational health nursing competency and career framework which has been disseminated nationally to New Zealand OHNs waiting for feedback. It is expected that the framework will raise the profile of OHNs within New Zealand, and the vital contribution they make to the public health strategy and supporting businesses to apply employment legislation.</p>

Lineages

2014 ◽  
pp. 517-532 ◽  
Author(s):  
Sarah M. Zeller-Berkman
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Social Conditions ◽  
Theory And Practice ◽  
First Century ◽  
Participatory Action ◽  
Participatory Processes ◽  
The Right ◽  
Collective Creation ◽  
A Current

Participatory action research (PAR) in the twenty-first century asserts a democratization of who has the right to create knowledge, engage in participatory processes, research social conditions, and take action on issues that impact their lives. PAR is an approach to doing research that is based on a set of commitments. PAR theory and practice is a collective creation, benefiting from the thoughtful work of hundreds of people from more than sixty countries. This chapter traces three of PAR’s historical lineages, explores a current convergence of lineages called critical PAR, and offers some areas for future consideration.

scholarly journals Development of a career and competency framework for Occupational Health Nurses working in New Zealand using participatory action research

2021 ◽  
Author(s):  
◽  
Stella Mary Howard
Keyword(s):  
New Zealand ◽  
Action Research ◽  
Occupational Health ◽  
Participatory Action Research ◽  
Career Planning ◽  
Theory And Practice ◽  
Competency Framework ◽  
Participatory Action ◽  
Health Nursing ◽  
Occupational Health Nursing

<p>This participatory action research (PAR) study was undertaken to review the New Zealand Competencies for Practising as an Occupational and Environmental Health Nurse (2004) document and develop an integrated career and competency framework for nurses working in the field of occupational health. The 2004 competency document needed to be reviewed to ensure Occupational Health Nurses (OHNs) have up-to-date guidelines for the skills and knowledge required by businesses to support and promote the health and wellbeing of the workforce, as well as enabling OHNs to identify their training requirements and career planning.  Eight OHNs (including myself) from Christchurch over a 10-month period applied a PAR approach to this qualitative study. The nurses actively engaged in the project from research design to dissemination so linking theory and practice. Achieving the aims and objectives required collaboration, democratic participation, joint decision making, sharing resources, gaining knowledge, and empowerment. The study had six phases. Recruitment of the OHNs occurred during the first phase and in the second phase information was collected through a questionnaire gaining awareness of the OHNs role within the workplace. This information stimulated the first action cycle inquiry. During the third phase data was collected from transcripts of the PAR group meetings. The fourth phase was reflection of the PAR theoretical process of the study. This reflection included understanding what occurred leading to the turning points and what sustained the PAR group. From this phase, evolved phase five, formation of a sub-PAR group, and phase six of the study when the original PAR group reconvened and four subsequent meetings were held concluding the study in May 2015. The study provides contribution to PAR by showing importance of the time commitment of homogenous co-researchers, and role of primary researcher.  A number of areas were identified by the nurses as important skills and knowledge areas for occupational health nursing. Areas include fitness for work, health promotion, risk assessment, legislation and standards, leadership and management skills, research and professionalism. These skills and knowledge topics were then expanded and applied into the career framework from competent to expert nurse. The final participatory cycle involved distributing the framework to the New Zealand Occupational Health Nurses Association to complete the review. The outcome of this research is an integrated occupational health nursing competency and career framework which has been disseminated nationally to New Zealand OHNs waiting for feedback. It is expected that the framework will raise the profile of OHNs within New Zealand, and the vital contribution they make to the public health strategy and supporting businesses to apply employment legislation.</p>

Conclusion

2018 ◽  
pp. 186-194
Author(s):  
Courtney Elizabeth Knapp
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Theory And Practice ◽  
Planning Theory ◽  
Participatory Action

The conclusion synthesizes the major lessons of the book into three categories: 1) how diasporic placemaking contributes to planning theory and practice; 2) how urban planners, planning educators, and others interested in these issues can better support diasporic placemaking through their personal work; and 3) the role of participatory action research in supporting these previous two goals.

School librarians online: integrated learning beyond the school walls

2020 ◽  
Vol 121 (7/8) ◽  
pp. 631-644
Author(s):  
Elizabeth Burns
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Online Teaching ◽  
School Library ◽  
Theory And Practice ◽  
School Librarians ◽  
Participatory Action ◽  
Content Type ◽  
Scaffolded Instruction ◽  
K 12

Purpose This study aims to explore preservice school librarians’ ability to develop and deliver integrated library lessons under remote teaching and learning conditions. This study will help school library educators identify the preparation required in coursework to effectively implement blended learning practices as well as identify perceived barriers and opportunities for implementing effective remote school library practice. Design/methodology/approach A participatory action research approach was used to explore online teaching strategies in coursework then implement them in K-12 practice. Findings The findings include six criteria selected, developed lessons and the analyzed reflections of the preservice candidates. These discussed findings identify trends in developed online inquiry lessons and suggest considerations for school library educators when scaffolding instruction in preparation coursework. Future planning also explores considerations of access and technology instruction prior to practice. Research limitations/implications The COVID-19 crisis presented a unique challenge ideal for exploration by an educator and candidates in a school librarian preparation program. Using a revised assignment to facilitate a deliberate, authentic experience designed to blend theory and practice (Grossman, 2011), the evidence presented in the sample lessons and participant reflections documents that candidates are able to develop online learning and articulate the American Association of School Librarians Learner Competencies through work samples. According to this brief exploration, this preparation program was able to adapt the requirements of the assignment and prepare candidates to develop quality instructional lessons when online teaching pedagogy was embedded along with scaffolded instruction on collaborative teaching and instructional design. The limitation to this study is that the COVID crisis was accepted as the problem in the participatory action research model. Practical implications When provided instruction on embedded librarianship models and pedagogy practices of online instruction and scaffolded instruction, school library candidates successfully integrated online K-12 instruction. These instructional supports provided the integration of theory and practice necessary for effective preparation. Additional challenges remain to include considerations of access and student motivation which should be addressed in preparation coursework. Originality/value Never before have we seen all schools closed and instruction moved online without warning. School library preparation programs must look anew at how well they are preparing school librarians for practice across a variety of circumstances. This study looks at the preparation for online instruction K-12 schools were faced with in Spring 2020.

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