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1.
This a/r/tographic inquiry delves into questions about participatory art museum practice, specifically seeking to understand the nature of invitations to participate. Utilising drawings, writing and mapping of embodied participation, questions of how individuals are invited to participate in various locations and how these invitations inform the work of art museums that engage in participatory practice are considered. Conditions for participation, including familiarity, personalisation, enthusiasm, playfulness, narrative, uniqueness, sociability and listening, as well as anti‐invitations that contradict moves toward participation, are discussed in relation to examples from the study and scholarly writing. The purpose of this article is twofold: first, to share research about participatory practice in various locations and its implications for art museums, and second, to explore the potential of arts‐based research methodologies, particularly a/r/tography, for art museum education research.  相似文献   

2.
Abstract

Through a yearlong, qualitative ethnographic study that incorporated a youth participatory action research project, this research identifies and documents the learning outcomes achieved when core principles of critical pedagogy are brought into practice with urban Latinx youths to develop critical awareness. Analysis reveals three themes around how critical awareness was raised: attention to current events, an ethic of care, and challenging traditional curricula.  相似文献   

3.
Those who see research as structured by ‘paradigms’ of inquiry are often unclear about the precise nature of these paradigms due to the complexity of the concept. It is argued that there are competing understandings of paradigm, not simply different substantive paradigms. A ‘strong’ or socio‐historical account associated with Kuhn's work is contrasted with a ‘weak’ or philosophical account of paradigm that has become influential in educational circles. This analysis is applied to adult education as an academic field, which in terms of the ‘strong’ account of paradigm is not a unified scholarly enterprise but one animated by divergent, institutionalised research traditions. Three traditions are discussed in detail: participation studies, adult learning theory and participatory research. It is concluded that the field will be advanced by recognising the paradigmatic depth of its scholarly conflicts, and relating these differences to developments in other fields of human inquiry.  相似文献   

4.

Pluralism, decentralization, deregulation, school autonomy, greater diversity and parent empowerment in education are among the new guiding principles in educational policy in numerous industrial countries. Whereas this paradigm shift reflects the advance of the market ideology into the education sector in other (particularly English‐speaking) countries, the driving force behind this movement in Germany is rather the political system's loss of legitimation and the conflict‐ridden state of educational policy. The first part of the article takes a retrospective view which links up to the analyses of Weiler. It shows that the former strategies for securing legitimation and regulating conflicts ‐ involving science in the educational reform process, legalization and judicialization ‐ have only been effective temporarily. Using the new Education Act of Hesse as example, the hypothesis is developed that the strategy of increasing parent empowerment and partially transferring regulatory powers and decision‐making competence to individual schools will also not bring about the expected effects since this will not solve the structural problems of the German school system. In the second part of the article this thesis is elaborated within the framework of a differentiated analysis of the consequences of the structural problems as manifested in individual school types on local educational markets.  相似文献   

5.
ABSTRACT

Ethical issues involving young children in research are complex and individual to each child, requiring the researcher to be reflexive and aware of the nature of the child’s participation. This paper draws on the experiences of 16 5- to 7-year-old children, transitioning from kindergarten to first grade in Chile as reported by them through visual participatory research. Integral to the ethical principles were the use of a visual participatory design, a listening framework and the child’s rights perspective. In order to be faithful to the research design proposed, different ethical guidelines were revised and followed to ensure protection, anonymity, the right to withdraw and privacy to the children deciding to get involved in the research process. Essential to this work was recognising the child as the most knowledgeable agent in her/his own experiences in order to minimise issues of power and increase children’s awareness during the data collection process. Findings from the study demonstrate different situations in which the researcher’s self-reflexivity can enhance positive outcomes related to ethical issues and young children’s ability to understand the research process, communicate meanings and jointly create new meanings through the tools provided and activities proposed. Ethical challenges and implications for future research with children are discussed.  相似文献   

6.
Abstract: The purpose of this paper is to synthesize literature related to apprenticeship learning, the sociology of science, and K‐12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a 2‐week long camp with “real” scientists engaged in “real” research. We also describe how middle school science teachers supported both reflection‐in‐practice and reflection‐on‐practice during the camp, and how an electronic notebook was also leveraged to support both types of reflection. Implications of these characteristics for science education more generally are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 70–102, 2001  相似文献   

7.
This article addresses the question of whether extension workers can change their attitudes and practices in order to promote participatory rural development by considering the case of Botswana. It discusses the emergent participatory extension paradigm which uses techniques such as participatory rural appraisal (PRA). It describes the new community‐based strategy for rural development in Botswana which includes the expectation that the extension services can be reorientated to facilitate increased community participation. Evidence is presented from research in 1995‐96 which evaluated a pilot project involving PRAs undertaken by extension workers in four districts. The project sought to find out systematically whether PRA could enhance the ability of the extension services to undertake participatory rural development. The findings suggest that extension workers can develop through training the attitudinal predisposition necessary for adopting a more participatory approach to extension practice. However, there are institutional and contextual constraints which present obstacles to implementing participatory rural development. It is therefore not certain that the proposal to expand the use of PRA on a national scale will lead to the anticipated reorientation of the extension services.  相似文献   

8.
Parent/professional partnership is a key theme in government policy and service delivery for parents of disabled children, yet there is little evidence of such partnerships in research. Drawing on the literature concerning parents' experiences of caring for and raising a child with additional needs; parental involvement and partnerships and the social analysis of disability, this article sets out the rationale for parents' participation in educational research. It proposes a parents' participatory research approach adapted from a disability or emancipatory research paradigm, which the author used when conducting her doctoral research. She describes how there was evidence of parental participation in the study on three levels, through, firstly, the parent/researcher who initiated and co-ordinated the study; secondly, the parents' advisory group, who advised the researcher, completed some analysis and discussed the findings and, thirdly, the parents in the sample, who were offered opportunities to participate, for example, in decisions concerning the content of the data and development of the research methods that were used. Finally, the article discusses to what extent the parents participating in this study were given a voice to express their views, some control over the research process and so were treated as partners in the research process. It concludes that this research study has extended the notion of working in partnership with parents to the field of research and demonstrated that a parents' participatory research approach is possible. It now needs to be developed and replicated in other studies with parents of disabled children.  相似文献   

9.
The ideals that are central to action research are not often explicitly addressed in writing about action research and participation. This article argues for a more explicit dialogue about the ideals of participation and how those ideals relate to participatory practices. The lack of such a dialogue can obscure both the process of participation and the ends to which such processes are put. It offers a beginning to the conversation by drawing out the implications of five principles that underpin many of the justifications for participatory approaches, namely: community and community engagement, the change orientation of participatory research, issues of power and control, the ownership and construction of knowledge, and the combination of these principles as a form of critique of non-participatory approaches to research. The basis for, and critiques of, each of these principles are explored in turn. From these discussions a series of ‘participatory’ challenges are posed for the discussion of the participatory features of action research.  相似文献   

10.
Bentley and Watts (1986) have recently argued that fundamental changes in science are necessary if girls’ needs and expectations in school science are to be met. They explore the implications of a radical shift, from a masculine to a feminist view of science, in terms of the context and conduct of school science, and warrant their attempt to reconstruct a feminist science largely by reference to ‘new paradigm’ research in the social sciences. By exploring the reasons underlying the adoption of ‘new paradigm’ methods in the social sciences, I argue that their explication of a feminist science lacks an important feature that would hinder its consideration as an alternative vision of scientific inquiry and as a basis for changing the content of science curriculum in schools. I further question their need to look to the social sciences as a model, when many social scientists have turned to the physical sciences for inspiration in attempting to reconstruct their own disciplines. By exploring the tenets most commonly held in present‐day science and examining the nature of scientific understanding, I argue that their view of ‘normal’ science is a highly simplified and incomplete stereotype of scientific inquiry. It is suggested that the nature of science is not the root problem, as Bentley and Watts would have us believe.  相似文献   

11.
This study deals with the participation of 10 upper secondary chemistry students, aged 16–17, and their chemistry teacher in a pharmacochemistry research community on anti-allergy medicines at VU University, Amsterdam, The Netherlands. Participation of students in scientific research raises the question of how to bridge the gap between an upper secondary school inquiry practice and a scientific research practice. To bridge this gap, a design based on 6 principles derived from an educational model of a community of learners was proposed. The study first aimed at revealing whether the proposed principles were necessary according to the students, their teacher and three pharmacochemistry researchers for successful participation of the students in the research community. Second, the study examined whether the students' understanding of discipline-specific content knowledge, interest in scientific research and knowledge about the nature of science changed during the course of the study. Data were obtained from questionnaires, interviews and video tapes. The results indicated that according to the teacher all 6 principles were necessary to bridge the gap, whereas according to the students 1 principle and according to the pharmacochemistry researchers 2 principles were necessary but difficult to achieve. Furthermore, all students gained discipline-specific content knowledge. Their interest in scientific research exhibited a positive change and their knowledge about the nature of science increased. The implications for further research and practice are discussed.  相似文献   

12.
This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi‐media curricular environment called Astronomy Village®. As part of a broader design‐based research programme, the study analysed small group interactions in feedback activities across two design cycles. The goal of this analysis is to develop an understanding of the ways that a situative approach to assessment and practise supports learning. Findings demonstrate ways that student and teacher engagement in collaborative activities support and constrain meaningful understanding, which we consider in terms of a trajectory of participation in and across conversations and written assessments, as well as individual learning gains on formal classroom examinations and standards‐oriented external tests. Analyses of complementary formulations of domain concepts—discourse practises and assessment performance—suggest that participation in social forms of scientific engagement supports both learning and subsequent performance in more formal contexts. We suggest design principles for integrating the formative functions of discursive feedback with the summative functions of traditional assessment, through participation in different forms of science discourse(s).  相似文献   

13.
The purpose of this paper is to propose a new approach to research on gender differences in science that uses the work on expertise in science as a framework for understanding gender differences. Because gender differences in achievement and participation in the sciences are largest in physics, the focus of this review is on physics. The nature of expertise is first discussed and a framework that focuses on factors that influence the emergence of expertise in physics is presented. This is used to interpret what is known about gender differences in science, particularly physics. Next, the potential contributions of the research on gender differences to our understanding of expertise are discussed. Using what is learned from these two areas of research, recommendations are made for future research examining gender differences in physics. It is suggested that such an approach be used for other areas of science, such as chemistry, where large gender differences in achievement and participation also exist.  相似文献   

14.
ABSTRACT

Three researchers share their reflections on the challenges and goodness of fit of using participatory action research (PAR) in studies with indigenous peoples in the United States and Canada. Three central challenges of participatory methodologies are identified: (1) defining what constitutes participation; (2) the extended time required for a PAR study; and (3) researcher positionality. The authors discuss tensions inherent in the western academy when shifting final decision-making authority over research processes away from the academic institution to the indigenous community. A model situating the principles of PAR alongside perspectives and values congruent with the indigenous concept of relationality is presented as a means of mitigating these challenges. This approach aligns PAR principles within culturally-congruent definitions of relationship and encourages researchers to re-imagine participation as a form of relationship, allowing them to engage more deeply and genuinely with indigenous participants.  相似文献   

15.
In this paper we describe a UK‐based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28‐month ESRC‐funded project supports 15 primary teachers working in schools in three regions of the UK to develop action research projects that address lesbian, gay, bisexual and transgender equality in their own schools and classrooms. In this paper we will examine how the original principles on which the project design was based have manifested themselves throughout the course of the project, drawing upon examples of classroom practice and reflective discussions among project team members. We will explore how designing intentionally for collective participation has produced spaces for people to do and think in ways that have not only gone beyond what we imagined but have also challenged and sometimes contradicted our own ways of thinking.  相似文献   

16.
This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth‐grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 65–93, 2004  相似文献   

17.
The disavowal of positivist science by many educational researchers has resulted in a deepening polarization of research agendas and an epistemological divide that appears increasingly difficult to span. Despite a turning away from science altogether by some, and thus toward various forms of poststructuralist inquiry, this has not held back the renewed entrenchment of more narrow definitions by policy elites of what constitutes scientific educational research. The new sciences of complexity signal the emergence of a new scientific paradigm that challenges some of the core assumptions of positivism, while offering the potential to develop a new kind of social science that demands both rigour and imagination in coming to understand the emergence and behaviours of social systems and the subsystems that comprise them. The language, concepts and principles of complexity are central to the development of a new science of qualities to complement the science of quantities that has shaped our understanding of the physical and social worlds. Accomplishing this task promises to 1) open up new investigations that have thus far been beyond the purview of scientific study, 2) allow the study of social phenomena as fully embodied, or at least as more robust models than those represented in the abstracted empiricism upon which the sciences of quantities are predicated, and 3) allow for more coarse‐grained explanations and predictions of social phenomena to be legitimated as scientific. Both educational research and educational practice stand to gain from this expansion of the scientific repertoire to include rigorous and imaginative investigations of phenomena characterized by change and transformation.  相似文献   

18.
Membership in voluntary associations and participation in adult education programmes have long been recognized by researchers in the fields of adult education and sociology as closely related forms of participatory behaviour. This inquiry realizes the potential of this relationship for the study of participation in adult education programmes through the reformulation of a sociological construct called personal influence. It is argued that personal influence in the form of face‐to‐face contact with primary and secondary influentials is at the heart of recruitment strategies targeted at adults, is often an important component of an adult's decision to participate in formally organized learning activities, and may play a critical role in retention and instruction of the adult learner. Secondary analysis of research on voluntary associations, social movement organizations, and adult education programmes, together with data on two populations of adult learners from ar ongoing large scale study of Adult Basic Education participants, underscores the importance of personal influence for explaining the entire range of participatory action and interaction.  相似文献   

19.
Abstract

The ways in which research production is organised in contemporary universities are different both from the often commonly expressed view of the individual researcher discovering new knowledge working alone, and from the traditional professor‐assistants organisation as the basic research production unit. This article presents ‐ on the basis of an empirical study of social science research organising in four different universities ‐ a number of characteristics of how basic research organisation takes place. The most are described common features of such organisation models described. The factors constructing new more dynamic and integrated models in practice are analysed. And the demands for efficient university governance structures, to ensure the development of basic organisations which can produce short‐ and long‐term high quality and successful research, are discussed.  相似文献   

20.
Here I am Now! is the title a multi-ethnic group of immigrant and refugee undergraduate students and neighboring urban Vietnamese and Cambodian refugee youth gave to their participatory photography installation. The exhibit was the culmination of undergraduate students’ participation in a series of Community Service-Learning (CSL) courses offered through CIRCLE (Center for Immigrant and Refugee Community Leadership and Empowerment) at the University of Massachusetts Amherst. While CSL has become an established educational practice at most US universities campuses, little research has been conducted viewing the educational impact of this pedagogy on diverse student populations. The majority of the scholarship focuses on the experiences of white middle-class students engaged with communities from unfamiliar and different socio-cultural, racial, ethic and economic backgrounds.

This paper examines how immigrant and refugee undergraduate students understood their participation in a creative community service-learning experience where they mentored youth from familiar and similar ethno-cultural contexts. To understand this meaning-making process I employed critical ethnographic approaches and analyzed student narratives and interviews. Through the prisms of critical pedagogy, situated learning theory, and funds of knowledge concept, I viewed the higher education context, analyzed the situation under study and developed an emerging framework for CSL pedagogy with diverse communities. These theories inform the view that culturally relevant pedagogy emphasizing peer-learning, critical thinking, artistic potential and community resources offers diverse undergraduate students alternative and creative spaces of critique and possibility in their higher education and community service-learning experiences.  相似文献   

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