scholarly journals Feldforschung im postsowjetischen Raum. Methodologische Reflexion international vergleichender sonderpädagogischer Forschung

2021 ◽  
Vol 2021 (2) ◽  
pp. 11-16
Author(s):  
Katja Koch ◽  
Stephan Kehl
Keyword(s):  
Empirical Studies ◽  
People With Disabilities ◽  
Research Process ◽  
Self Reflection

Our research on dangers of excluding people with disabilities and the scope of actions that aim at supporting their inclusion in Kazakhstan and Uzbekistan has revealed the challenging circumstances empirical studies face in intercultural fields. These challenges, as identified in our study, suggest an increased necessity of iterative (self-)reflection in the research process. This is a valuable outcome of our study that is not constraint to international contexts.

Forschungsmoral in der qualitativen Sozial- und Gesundheitsforschung

2021 ◽  
Author(s):  
Birgit Panke-Kochinke
Keyword(s):  
Empirical Studies ◽  
Research Process ◽  
Moral Decision ◽  
Heuristic Model ◽  
Science And Society ◽  
Conflict Situations ◽  
People With Dementia ◽  
Central Elements ◽  
Training Concept

In the research process, researchers are repeatedly confronted with situations in which they have to make a moral decision about how they should deal with their research counterparts, but also with the ethical requirements of science and society. This leads to conflicts. In the analysis of qualitatively oriented empirical studies, central elements for solving these conflict situations are recorded against the background of a heuristic model of research morality. First didactically based considerations for a training concept are presented. In her research, the author herself has dealt with these questions for many years in her studies on people with dementia.

scholarly journals Using Art as a Medium to Enhance Social Responsibility and Citizenship

2010 ◽  
Vol 1 (2) ◽  
pp. 74-81 ◽  
Author(s):  
Elmarie Costandius
Keyword(s):  
Action Research ◽  
Service Learning ◽  
Social Responsibility ◽  
Research Process ◽  
Effective Medium ◽  
Self Reflection ◽  
Learning Module ◽  
Whole Class ◽  
The Impact ◽  
Sensitive Issues

Abstract The aim of this research is to consider the impact of a Service-Learning module aiming at enhancing social responsibility and citizenship by using art as a medium for learning and reflection. It involves an explicit and designed programme that includes Socratic discussions and self-reflection projects through art. Action research was used as a methodology, ensuring that the whole class and the researcher were involved in the research process. The results of the project demonstrated that art is an effective medium to address sensitive issues because it functions on a symbolic and metaphorical level. Art that uses metaphors involves participants both consciously and sub-consciously and encourages possibilities for a diversity of interpretations.

Rights to the Benefits of Research: Compensating Indigenous Peoples for their Intellectual Contribution

1997 ◽  
Vol 56 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Fundación Indígena (FSI) ◽  
Brij Kothari
Keyword(s):  
Intellectual Property ◽  
Medicinal Plants ◽  
Indigenous Knowledge ◽  
Intellectual Property Rights ◽  
Indigenous Peoples ◽  
Research Process ◽  
Local Communities ◽  
Ethical Guidelines ◽  
Self Reflection ◽  
Written Form

Research on indigenous knowledge has resulted in innumerable benefits to the Outsider(s). Indigenous peoples should be compensated in return. This article argues for integrating compensation and empowerment into the heart of the research process itself rather than viewing them as post-project undertakings. "Rights to the Benefits of Research" (RBR) is proposed as a unifying term to coalesce ideas of compensation for benefits to the Outsider(s) obtained from a noncommercial research process. In contrast, compensation of indigenous peoples via "Intellectual Property Rights" (IPR) is seen as predicated primarily upon commercial benefits. A strategy to implement RBR based on ethical guidelines and indigenous peoples' empowerment is suggested. A participatory ethnobotanical research project conducted in Ecuador serves to illustrate benefits for which compensation would fall under RBR but not IPR. The project involved the local communities in documenting their oral knowledge of medicinal plants in a written form, primarily for themselves. It is assessed along extractive, compensatory, and empowering tendencies through post-project self-reflection. The article posits that the conservation of indigenous knowledge for and by the local peoples could have positive implications for protecting their intellectual property from predations by the Outsider(s).

scholarly journals Kulturwissenschaft in der Ermüdung? Anmerkungen zu einer Neuorientierung

2016 ◽  
Vol 1 (1) ◽  
pp. 49-55
Author(s):  
Doris Bachmann-Medick
Keyword(s):  
Research Process ◽  
History Of Ideas ◽  
Self Reflection ◽  
Ethical Concerns ◽  
History Of ◽  
Translational Approach

Abstract Starting from the conviction that the study of culture(s) is much broader than a philosophizing history of ideas approach (one that often retains implicit Eurocentric assumptions), this article is a plea for a reorientation of the study of culture through the demonstration of a stronger commitment to a sociological, empirical and transcultural approach in the study of culture. Instead of focusing on cultural syntheses (i.e. along the main signatures and „Zeitgeist“ symptoms of epochs), my argument redirects attention to particularities, hidden dimensions, and the formation of differences, to cultural countermovements and contradictions. The article suggests a more complex and action-oriented „translational“ approach. It aims to foster a critical self-reflection of the research process of the study of culture itself with regard to its analytical concepts, its societal and ethical concerns, and its fruitful convergence of disciplines.

scholarly journals Young people’s advisory groups in health research: scoping review and mapping of practices

2020 ◽  
pp. archdischild-2020-320452 ◽  
Author(s):  
Elise Sellars ◽  
Gabriela Pavarini ◽  
Daniel Michelson ◽  
Cathy Creswell ◽  
Mina Fazel
Keyword(s):  
Scoping Review ◽  
Health Research ◽  
Empirical Studies ◽  
Research Process ◽  
Primary Data ◽  
Research Activity ◽  
Level Of Involvement ◽  
Additional Information ◽  
Advisory Groups ◽  
The Impact

BackgroundYoung people’s advisory groups (YPAGs) for research are comprised of children or adolescents who work with researchers to shape different stages of the research process. Their involvement is expected to ensure studies better reflect the preferences and needs of targeted youth populations. However, despite their increasing use in health research, there is little systematic evidence on the methods and impacts associated with YPAGs.MethodTo address this gap, we conducted a scoping review of YPAGs in youth-focused health studies. We systematically searched MEDLINE for empirical studies in populations between 12 years and 18 years of age published in 2019. If a potential YPAG was identified, authors were contacted for additional information about the activities and level of involvement of the YPAG.FindingsOf all studies that collected primary data from persons aged 12–18 years, only 21 studies reported using youth advice during their research. This represents less than 1% of all published empirical child and adolescent studies. There was variation in the type of research activity undertaken by YPAGs and their level of involvement. Most studies involved YPAGs in co-production of research design and/or in dissemination activities. The majority of authors that responded were positive about the impact of YPAGs.InterpretationRecommendations for consistent reporting of YPAG involvement in empirical studies include reporting on the match between YPAG and study populations, frequency/format of meetings, and the nature and level of involvement.

Studying visual literacy: Research methods and the use of visual evidence

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 172-181
Author(s):  
Krystyna K. Matusiak
Keyword(s):  
Data Collection ◽  
Research Methods ◽  
Research Methodology ◽  
Visual Literacy ◽  
Empirical Studies ◽  
Research Process ◽  
Library Instruction ◽  
Teaching Approaches ◽  
Visual Evidence ◽  
Literacy Research

The proliferation of images and their increased use in academic and everyday information practices has sparked an interest in visual literacy as an area of research and library instruction. Teaching approaches and student learning are examined using a variety of research methods and utilizing images in the research process. This paper provides a review of research methodology adopted in empirical studies of visual literacy that were published in academic journals between 2011 and 2017. The results indicate that one third (33%) of the examined studies adopted a quantitative approach with surveys being the most popular strategy. Qualitative and mixed-methods studies were a minority but represented a greater variety of strategies and data collection techniques. One third (33%) of the studies in the sample did not report any research methodology. Most of the studies (87%) used visual evidence in the research process.

La Sistematización De Experiencias Educativas. Una Experiencia Con Docentes Universitarios

2017 ◽  
Vol 13 (4) ◽  
pp. 137
Author(s):  
Lilia Rosa Ávila-Meléndez ◽  
Jorge Abelardo Cortés-Montalvo
Keyword(s):  
Collaborative Work ◽  
Educational Experiences ◽  
Research Process ◽  
Professional Activity ◽  
Collaborative Dialogue ◽  
University Professors ◽  
Self Reflection ◽  
The Media ◽  
Strategy Design ◽  
Reserve Time

In the daily and hectic development of our activities we rarely reserve time to think, rethink, and reflect on the results obtained from our actions, and make crucial decisions about how we can modify the way to change our own actions and with that, transform the context where our professional activity is exercised. A methodological model called the systematization of educational experiences is precisely what gives us this space for collaborative dialogue, and self-reflection and with others. The systematization of experiences is described as a research process where the experiences of the actors are recovered through reflection, dialogue and the reconstruction of events with the purpose of collecting awareness and improving their practices. Present work shows an experience with university professors in a strengths-based training course of critical use of the media. Some of the elements that were used for the construction of the learning and recovery experience were: the logbook, the story, the elaboration of didactic materials, videos and photographs. Collaborative work in triad groups and focus group sessions were some of the techniques used for obtaining and documenting relevant data and information. Following an axis of the systematization of the experience, some of the findings were that the professors recognized the need to be open to change, empathy and collaborative work, to promote the development of critical thinking and the application of knowledge. Participating professors also distinguished innovation and strategy design, such as the development of didactic sequences according to the Model for the Development of Academic Competences (M-DECA), for use in planning of their subjects according to the competence approach and the application of the dimensions of media competition.

Ego Duplications, Body Doubles, and Dreams: a Contribution To a Phenomenology of Body Image and Memory

1995 ◽  
Vol 26 (2) ◽  
pp. 71-102
Author(s):  
Stephan J. Holajter
Keyword(s):  
Body Image ◽  
Empirical Studies ◽  
The Self ◽  
Lived Body ◽  
Psychological States ◽  
Self Reflection ◽  
Body Experiences ◽  
Unique Experience ◽  
Body Ego

AbstractIn this paper an "unconscious" structure common to such altered psychological states as dreaming, schizophrenic disintegration, out-of body experiences, and creative acts is described. This description is accomplished by setting psychoanalytic, clinical, and empirical studies zuithin a phenomenological framework. Phenomenological self-reflection is first made a party to discussions which focus on memories and the experience of the lived body. The configurations of "unconsciousness" then take precedence in describing relationships between the "I" of waking (or awakening) consciousness and a transformative body image (or body ego). A unique experience of the self-as undergoing a process of ego "duplication" and body "doubling"-is highlighted.

scholarly journals An Exploration of Empowerment and the Conditions that Empower Students in a Nursing Education Context

2021 ◽  
Author(s):  
◽  
Janet Ruth Pearson
Keyword(s):  
Nursing Education ◽  
Theoretical Model ◽  
Registered Nurses ◽  
Self Efficacy ◽  
Nursing Practice ◽  
Research Process ◽  
Positive Interactions ◽  
Learning Context ◽  
Context Analysis ◽  
Self Reflection

<p>Empowerment is a concept that has recently gained in popular usage and has been applied to many situations including nursing practice. Current nursing practice includes the expectation that registered nurses work with clients I patients and empower them so that they may take an active part in their own health care. Current curricula for the education of nurses in the USA, UK and New Zealand support this emancipatory intent. This study was conducted at Whitireia Community Polytechnic where the curriculum for the bachelor of Nursing Degree Programme is based on the Treaty of Waitangi and intends to empower students of nursing so that they may in turn empower clients. This research aimed to explore the phenomenon of empowerment from the perspective of the student nurse. Using grounded theory methodology, and emancipatory, feminist and action research philosophies, six year two student participants were interviewed and asked to define the term empowerment and give exemplars (all were from practice based clinical experience settings) of moments when they had been empowered in a teaching learning context. Analysis of data led to the discovery of a theory and development of a theoretical model describing conditions and consequences that led to empowerment. Analysis also uncovered the conditions that led to disempowerment for the participant group. Circumstances which enhanced empowerment included the attainment of year one competencies and knowledge, preparation for practice and sufficient self efficacy to enter the practice setting. The context or milieu influenced the process, and when the milieu provided appropriate responsibility, orientation and positive interactions with a nurse expert (preceptor, tutor or buddy) the student was enabled to engage in praxis. Praxis, followed by self reflection allowed feelings of empowerment which in turn led to raised self efficacy and a desire to engage in further practice experiences. If praxis was not possible a feeling of disempowerment followed student self reflection. Disengagement was a consequence of disempowerment if the intervention of assisted reflection did not occur. Assisted reflection following disempowerment was found to be essential to maintain or strengthen self efficacy to levels sufficient to allow further experiential learning. The research process was found to be emancipatory for both the participants and the researcher, and the theoretical model which was developed provided a descriptive cycle of empowerment that was considered to be relevant to nursing education and other practice based adult learning programmes. The value of this research was, that actors in the empowering process could identify influential conditions which enhanced the development of a greater sense of control over their learning in a manner that had the potential to result in personal empowerment. Major recommendations were: that adequate preparation in the Polytechnic setting, prior to clinical placement should be maintained; that preceptorial programmes which include historic-sociocultural and political content, are extended to all practice settings in which students gain learning experience; that registered nurses in Polytechnic and practice settings be encouraged to develop increased awareness of how their 'way of being' affects students; that teachers who hold personal philosophical congruence with emancipatory curricula be supported as educators, and; that processes that develop ongoing reflection be promoted in nursing education and practice contexts. Further research to test the theory in other settings was suggested.</p>

scholarly journals Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Lulza Olim de Sousa ◽  
Emerentia Antoinette Hay ◽  
Schalk Petrus Raath ◽  
Aubrey Albertino Fransman ◽  
Barend Wilhelm Richter
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Community Based Research ◽  
Self Reflection

This article reflects the learning of five researchers in higher education in South Africa who took part in a participatory action research project to educate teachers how to integrate climate change issues into their teaching and learning. It was the first time any of the researchers had used participatory action research. We are all from natural science backgrounds and now involved in education for sustainable development. We had been trained in more traditional, objective, and researcher-driven methodologies grounded in a positivist paradigm. The purpose of this article is to share our learning about the changes we had to make in our thinking and practices to align with a participatory paradigm. We used reflective diaries to record our journey through the action research cycles. A thematic analysis of our diaries was supplemented by recorded discussions between the researchers. The analysis revealed that, while it was challenging to begin thinking in a different paradigm, we came to appreciate the value of the action research process that enabled teachers to integrate climate change issues into their teaching in a participatory way. We also concluded that we require more development to be able to conduct participatory research in a manner true to its values and principles. The conclusions we came to through our collaborative reflections may be of value to other researchers from similar scientific backgrounds who wish to learn what shifts in paradigm, methods, and processes are needed to be able to conduct community-based research in a participatory way.

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