Researching climate justice: a decolonial approach to global climate governance

This article addresses the broader question of the special issue by reflecting on the coloniality of knowledge production in a context of global climate governance. Drawing on the rationale of the special issue, we highlight key dynamics in which knowledge shape climate policies and propose a decolonial approach at the nexus of academic knowledge production and policy formation by accounting for diverse ways of knowing climate justice. To this end, the article asks how to develop a decolonial approach to researching climate justice in order to identify the meaning-in-use of climate justice by affected people in what we describe as sensitive regions of the Arctic and the Mediterranean. To this end, the article develops a research design that accounts for diverse ways of knowing. The article proceeds as follows: first, we will discuss how diverse ways of knowing are related to global climate governance and climate justice; second, we outline our practice-based research framework that addresses research ethics, decolonial approaches and norm contestation; and third, we discuss how our approach can inform not only the co-production of research in climate governance, but also current debates on climate justice.

Methodology and Method in Case Study Research

It is the situational specificity or context of qualitative research that ensures the case study remains a methodological approach, inherently valuable in practice-based research. Since this is inherently complex and multifaceted by nature, being able to provide a means of systematically analysing and framing research investigations is pivotal to the credibility of research that can highlight and illuminate these specific contextual issues. This chapter provides a means by which researchers can begin to frame the complexity of phenomena they wish to investigate by deliberately determining its parameter or scope and then framing or binding this. Beyond these processes, an insight into the collection, analysis, and interpretation of data will be provided so that theoretical outcomes can be framed and posited as part of an active contribution to knowledge. The fact that case study can be posited as both methodology and method ensures its capacity to address the need of being able to undertake context-specific evaluatory research or the overall complexity.

The Ethnographic Vignette as Innovative Tool in Intersectional Social Justice Activist Research

This chapter leverages ethnographic narratives written during the author's year of nearly daily ‘walking tourism' in New York City on the heels of 9/11 as a vehicle to illustrate an innovative approach to community-based research for intersectional social justice purposes. Since the 1990s, the author has employed creatively crafted vignettes as an activist researcher working with alliances of racial, gender, queer, economic, and labor organizations that joined together to conduct progressive intersectional social justice interventions in a conservative Western US state. Here the author extracts pieces of her “New York Stories” for use as vignettes that could be employed in practice-based research as discussion prompts to foster restorative dialogue and participatory action research efforts in community groups and organizations committed to the work of intersectional social justice.

One-year Clinical Results of Restorations Using a Novel Self-adhesive Composite Hybrid

This prospective study assessed the dual-curing self-adhesive composite hybrid Surefil one. The restorations were placed and reviewed by dental practitioners who are members of a practice-based research network in the United States. Seven practitioners filled 60 cavities (20 class I, 19 class II and 21 class V) in 41 patients with Surefil one without adhesive, according to the manufacturer’s instructions. The restorations were evaluated using modified rating criteria at baseline and after 3 months and 1 year. Patients were also contacted to report postoperative hypersensitivity 1 to 4 weeks after placement. Recall rates were 98% after 3 months and 82% after 1 year. The only patient that showed moderate hypersensitvity after 1 year had previously reported symptoms that were unlikely associated to the class I molar restoration. One class II restoration in a broken maxillary molar was partially lost. The remaining 48 restorations were found to be in clinically acceptable condition resulting in an annual failure rate of 2%. The lowest number of acceptable scores (88%) was for color match. Self-adhesive composite hybrid restorations showed promising results in stress-bearing class I and II as well as non-retentive class V cavities at 1-year recall.

Collaboration, movement and change: An intra-active action research approach

This article elaborates an intra-active approach to action research, with examples from a recently started action research project carried out in collaboration with three preschools. The aim of the article is to contribute to the discussion about how practice-based research for change can take shape. Therefore, these questions are asked: Which concepts are central and what is produced in intra-active action research? Which potentialities for change are enabled via an intra-active approach to action research? New materialism theories, starting with Barad, are used to rethink action research, focusing on collaboration, movements, and change. An analysis workshop within the project, starting in circular and horizontal movements, inspired by Deleuze and Guattari through the work of Lenz Taguchi, is revisited. The intra-actions in the workshop produce both generative and undermining processes. Therefore, the intra-active action research approach implies that staying in the complexity of practices, rather than seeking to reduce the ‘messiness’, holds potentialities for change that unwind from the middle.

The Role of Action Research in Teachers’ Professional Development

The challenges of contemporary education and teaching profession have resulted in an increased demand for the appropriate professional advancement and practice-based research. The action research is an approach that encourages teachers to manage and control their own work. This research was conducted with the purpose of being primarily beneficial for primary and secondary school teachers. The empirical research presented in this paper was based on the factor analysis, by which the research factors were extracted, as well as on the examination of the teachers’ attitudes towards methodological education, cognition and metacognition in teaching, reflexive practice, science education and lifelong learning in the context of the action research. The method used was descriptive together with the scaling technique and the five-level Likert scale (AISE) consisting of 29 items. The research was realized in 2020, and then retested in 2021. The number of 1021 teachers from the Republic of Serbia participated in this research. The research results showed statistically significant differences in the respondents’ responses related to the independent research variables: education cycle, teaching experience and the number of professional development seminars attended. The significance of action researches is reflected in the fact that the problems are resolved by the teachers themselves, not the scholars or academics who are not directly involved in teaching. Therefore, this research contributes to a greater motivation and support of teachers to raise their classroom activities and accomplishments to the level of a scientific research.

Cruising the staged Wonderland: Scenographic photography and the queering of space

This article attempts to introduce and define the creative practice of ‘scenographic photography’ through the exploration of a body of practice-based research completed as part of a Ph.D. at the University of Tasmania in 2018. As research, it examines how traditionally representational forms of photography and scenography can inform each other through the more performative mode of ‘scenographic photography’, an interdisciplinary neologism operating between the performing, spatial and visual arts. Throughout this article, in attempting to define ‘scenographic photography’ as an emergent field, I will concurrently explore how queer space making was used as a critical tool for the research, visualization, execution and exhibiting of this body of work. The title of the body of work – Cruising Wonderland – refers to a specific ‘beat’ site in Sydney associated with illicit encounters and the homophobic violence it engendered during the 1980s, as well as an embodied means of re-presenting such traumatic histories. Within Cruising Wonderland scenographic scale-model making is adopted as a critical tool with which to interrogate specific sites of queer trauma. The inherent ‘wonder’ and fascination associated with the art of the miniature encourages the possibility of a reparative reading not always possible via the explicit documentary tradition of photographing actual sites of trauma. Once presented the audience are required to ‘cruise’ the darkened exhibition environment, like the ‘beat’ spaces referenced in the work, with an acute sensory awareness of their surroundings, of fellow spectators and how they, as participants within Wonderland, perform and are perceived by others. This immersive approach to engaging with the work is designed to encourage a process of empathic engagement, illuminating often-invisible histories, allowing us to move towards reparation through active re-witnessing.