Personal, political, professional

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Niki WALLACE
Keyword(s):  
Action Research ◽  
The Political ◽  
Reflective Practices ◽  
Design Practice ◽  
Participant Engagement ◽  
Auto Ethnography

It is widely agreed that in order to contribute to transitions towards sustainability, both practitioners and design itself must also transition. This paper presents findings from the first two years of transition in my Australian-based design practice. The paper explores what this transition has required of me personally, politically, and professionally, and draws on cases from my PhD. The PhD and paper are both part of an analytic auto-ethnography of my practice’s transition from ‘making greener things’ towards design for transitions. The projects discussed use ethnography, action research and reflective practices in their temporal approaches. This paper explores how slower methods such as transition design and autonomous design can extend the political reach of a design practice and discusses sacrifice and the financial stabilisation that comes from enveloping old practices within the new. The analysis presented here also reflects on my experiences practicing design for transitions and on data collected through participant engagement.

'We got the power!' The political potential of street choirs

Soundings ◽  
2019 ◽  
Vol 73 (73) ◽  
pp. 129-143
Author(s):  
Campaign Choirs Writing Collective
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Oral History ◽  
Research Programme ◽  
Emotional Engagement ◽  
The Political ◽  
Political Struggle ◽  
Participatory Action ◽  
The World ◽  
Oral History Interviews

Song has the power to express a social truth and is consistently employed in actions across the world in solidarity with political struggle. This article discusses the campaigning work of the Campaign Choirs Network, a UK network of radical political choirs, whose story is founded on diverse solidarities and a commitment to singing as a means of emotional engagement and pedagogy. The network has conducted a participatory action research programme, including oral history interviews with 42 members of 11 street choirs, exploring members' life-course activism and their utopian imaginaries. As one aspect of their research, the authors sought to more fully understand the emotions that song and singing release, and the connections that can then be made between people – in order to find out more about the nature of the power of song and the political possibilities of such connections. Drawing extensively on the interviews, this article discusses the political and pedagogic possibilities of the emotions released through singing.

Sharing the Load

2014 ◽  
pp. 1-26
Author(s):  
Muireann McMahon ◽  
Tracy Bhamra
Keyword(s):  
Action Research ◽  
Product Design ◽  
Sustainable Design ◽  
Design Practice ◽  
Pedagogical Innovation ◽  
Building Capacity ◽  
Sustainable Future ◽  
International Collaborative

Today there is an impetus on professional designers to practice in a responsible and ‘sustainable' manner, with equal emphasis on society, economy and environment (Fletcher & Dewberry, 2002). This is an enormous challenge as the competencies needed to develop these types of holistic solutions are extremely complex. This chapter describes a Pedagogical Innovation in the discipline of Product Design regarding the important role international collaborative projects can play in introducing these competencies into design practice. Iterative cycles of Action Research describe three such projects. A brief over-view of the project logistics is followed by an analysis of the participant experiences. The findings show that building capacity for sustainable design, through collaboration, is not a simple or ‘one size fits all' approach. The research learning advises on how future projects should be structured and delivered and how the competencies acquired could bring about a change in designers behaviours towards a more sustainable future.

"May the Best Man Win": Local Government Representatives

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Osnat Akirav
Keyword(s):  
Action Research ◽  
Local Government ◽  
Political Participation ◽  
Political Process ◽  
Evaluation Process ◽  
The Political ◽  
Decision Making Process ◽  
Political Leader ◽  
Local Council ◽  
Talented People

The research asks two questions related to each other. First, why do people who are successful in fields other than politics not want to become more active in politics? Second, what are the preferred characteristics of a political leader? In order to address these questions we conducted an action research involving changes in the patterns of political participation and used Dror’s (2008) model to determine the preferred characteristics of a political leader. The research, the first in its kind in the field of local government field, tried to create professional change and system change. Today, a year after the action research began; it deepens our understanding about how local council members work and allows us to implement changes based on an evaluation process in order to improve the decision-making process in the local government. Eventually, perhaps this process will attract talented people who have previously avoided political participation to engage more with the political process.

scholarly journals EFL COLLEGE TEACHERS’ AWARENESS ON CAR

2020 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Tanzil Huda ◽  
Indah Rakhmawati Afrida ◽  
Mariyae Chelong
Keyword(s):  
Action Research ◽  
Qualitative Approach ◽  
Survey Method ◽  
Reflective Practices ◽  
College Teachers ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Classroom Action Research ◽  
Learning By Reading

Nobody can claim that all instructions are free from problems. Realizing that all instruction are potential to have problems, college teachers should do reflective practices.  One of the do reflective practices which can be done integratively and sytematically with their instructions is classroom action research (CAR). The present study tried to investigate the lecturers’ perception on CAR. The study focused on the indentifi-cation of  the lecturers’ awareness on CAR and digging up the the factors affected the lecturers perception on CAR. The study employed survey method which posited qualitative   approach. The study  revealed that the leacturers’ awareness on CAR was relatively low. It also indicated that  there were some factors which affected the lecturers’ awareness on CAR i.e., 1) the lecturer’s prior education or pre-service education; 2) their involvement in scientific forums; 3) self-regulated learning by reading books on CAR.

Social Presence in Virtual Professional Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 93-110
Author(s):  
Laura Morrison ◽  
Jennifer Robb ◽  
Janette Hughes ◽  
Margie Lam
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Community Of Practice ◽  
Professional Learning ◽  
Social Presence ◽  
Participatory Action ◽  
Southern Ontario ◽  
Participant Engagement

Our Participatory Action Research (PAR) study explored the development and facilitation of an innovative virtual maker professional learning (PL) program during the COVID-19 pandemic. Participants included four researchers and educators from a university in southern Ontario. Findings indicate that social presence plays a particularly important role in virtual maker PL for participant engagement and learning. Virtual maker educators may experience moments of isolation, doubt and frustration which can be alleviated by making and learning in a community of practice in order to feel supported and sustained in the process.

Action research and the single case

2003 ◽  
Vol 8 (3) ◽  
pp. 281-294 ◽  
Author(s):  
Peter Reason
Keyword(s):  
Action Research ◽  
Small Groups ◽  
Single Case ◽  
Small Scale ◽  
The Political ◽  
Individual Action ◽  
Research Issues ◽  
Face To Face ◽  
Inquiry Practices ◽  
Mainstream Science

While welcoming Gustavsen’s exploration of issues of scale and wider influence in action research, which argues that we need to extend the relatively small scale of individual action research ‘cases’ and see action research as creating social movements and social capital, this article takes issue with the implication that this implies that less attention must be paid to the personal and interpersonal dimensions of action research. Issues of scale must be approached not only through distributive action research as Gustavsen advocates, but also by expanding the emancipatory inquiry space of face-to-face inquiry practices. The integration of the personal with the political is seen as absolutely central to this type of work; a range of examples is offered. The possibility that action research can never be part of mainstream science but rather runs fundamentally counter to mainstream Western culture is explored. It is argued that action research must be seen not as a form of social science producing knowledge or cases, but as a form of day to day inquiry integrated in the lives of individuals, small groups, organizations and society as a whole.

scholarly journals Developing Reflective Practices of Elementary School Teachers: A Collaborative Action Research Study

2020 ◽  
Vol 1 (4) ◽  
pp. 22-33
Author(s):  
Hadiya Naseer ◽  
Yaar Muhammad ◽  
Sajid Masood
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Elementary School Teachers ◽  
School Environment ◽  
Sampling Technique ◽  
Collaborative Action Research ◽  
Reflective Practices ◽  
School Teachers ◽  
Collaborative Action ◽  
Interactive Workshop

The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary school. After the workshop, participants spend two months of reflective teaching practices. Then, interviews with the participants were conducted, and data were collected until saturation occurred. The analysis of the data revealed that the teachers developed positive beliefs and feelings towards reflective practices, but they lacked in some areas of practice because of the school environment. Implications of the findings are also discussed.

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