Using transformative action-inquiry during the covid-19 pandemic

Author(s):  
John A. Bilorusky
2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Guillaume Peterson St-Laurent ◽  
Lauren E. Oakes ◽  
Molly Cross ◽  
Shannon Hagerman

AbstractConservation practices during the first decade of the millennium predominantly focused on resisting changes and maintaining historical or current conditions, but ever-increasing impacts from climate change have highlighted the need for transformative action. However, little empirical evidence exists on what kinds of conservation actions aimed specifically at climate change adaptation are being implemented in practice, let alone how transformative these actions are. In response, we propose and trial a novel typology—the R–R–T scale, which improves on existing concepts of Resistance, Resilience, and Transformation—that enables the practical application of contested terms and the empirical assessment of whether and to what extent a shift toward transformative action is occurring. When applying the R–R–T scale to a case study of 104 adaptation projects funded since 2011, we find a trend towards transformation that varies across ecosystems. Our results reveal that perceptions about the acceptance of novel interventions in principle are beginning to be expressed in practice.


2002 ◽  
Vol 32 (3) ◽  
pp. 515-549 ◽  
Author(s):  
Michael B. Lax

Clinicians practicing occupational medicine are increasingly confronted with patients who have complex illnesses with chronic nonspecific symptoms. Most clinicians use the traditional tools of biomedicine to diagnose and treat the illness, determine etiology, and assess disability. This article argues that the biomedical approach is inadequate to effectively evaluate and treat occupational illness. After reviewing several critiques of biomedicine, including biopsychosocial, feminist, class, and critical theory/postmodern perspectives, the author offers an alternative approach that builds on aspects of these perspectives as well as the “popular education” work of Paulo Freire. Constraints on, and possibilities for, the development of an alternative approach that attempts to build patients' capacities for transformative action are explored.


2018 ◽  
Vol 7 (2) ◽  

Developed by Paulo Freire, critical consciousness (CrC) is a philosophical, theoretical, and practice-based framework encompassing an individual’s understanding of and action against the structural roots of inequity and violence. This article explores divergent CrC scholarship regarding CrC theory and practice; provides an in-depth review of inconsistencies within the CrC “action” domain; and, in an effort to resolve discrepancies within the existing CrC literature, presents a new construct—transformative action (TA)—and details the process of TA development. Comprising three hierarchical levels of action (critical, avoidant, and destructive) for each level of the socio-ecosystem, TA serves as a model for community-based practitioners, such as those working in the fields of social work and public affairs. The authors argue that transformation is necessary to deconstruct the social institutions in the United States that maintain and perpetuate systemic inequity, creating dehumanizing consequences. Through critical TA, community workers can make visible hidden socio-structural factors, such as institutionalized racism and White privilege, countering the historic trend of community workers acting as tools of social control—that is, socializing individuals to adapt to marginalized roles and accept inferior treatment; maintaining and enforcing the status quo; and facilitating conformity with inequitable societal norms and practices. The authors also discuss the implications of community-based TA practice.


Author(s):  
Christina Boyle ◽  
Maria Wills ◽  
Lauren E. Jackson ◽  
Nicole Kammer ◽  
Tracy Mulvaney

Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.


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