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Podger, Dimity; Velasco, Ismael; Luna, Cardiela Amézcua; Burford, Gemma; Harder, Marie K
doi: 10.1177/1476750312467833pmid: N/A
A collaborative partnership is developing a values-based indicator framework for use by civil society organizations (CSOs). A key sub-study on the relevance and usability of such indicators was carried out through an action research process with a CSO and it was found that: 1) it was, indeed, possible to develop useful and relevant indicators for the presence of CSO values; 2) it was not useful to tie each indicator to only one value; 3) the indicators were more ‘universal’ than the values for which they had been derived; 4) these indicators were not considered valid by the user CSO without being ‘localized’; 5) the use of our values-based framework caused substantive transformational learning within this CSO. The importance of these findings to studies on values and to design issues central to formal values-based measurement work, such as face validity and catalytic validity, is drawn out. The principles of emancipatory action research used are shown to be key to the results, which themselves form foundational elements that led to key and significant understandings and modifications of the values-based framework.
Trollvik, Anne; Eriksson, Bengt G; Ringsberg, Karin C; Hummelvoll, Jan Kåre
doi: 10.1177/1476750312467834pmid: N/A
The aim of this article is to discuss methodological issues based on experiences involving the use of co-operative inquiry in a paediatric ward and to describe how the children’s own perspectives were taken into account. This project, which was conducted in Norway between 2004 and 2007, involved children, parents and health care professionals meeting in a mutual working process to apply a new pedagogic approach for children with asthma. Ninety individuals (children, parents, health care professionals, teachers and students) participated in the study that had a qualitative approach. The findings indicate that the adults considered the child perspectives throughout the project, while the children’s own perspectives were taken into account during the period of intervention. The children participated actively, which can support empowerment processes. Health care professionals and researchers responded to the children’s views using communication and research techniques adapted to the children’s age, development and sensitivity. Critical choices related to the project were made because of recruitment challenges involving children and families. Children between 7 and 10 years of age are competent actors who can be involved in research and thus represent activated sources of knowledge. Bringing about change requires endurance and a long-term perspective.
doi: 10.1177/1476750312473341pmid: N/A
This article gives a detailed example of how action research theory can inform an innovative approach to education and training through its use as a curriculum design device within the both-ways philosophy of Indigenous education. This work was undertaken through a VET training program at the Batchelor Institute of Indigenous Tertiary Education in the Northern Territory (NT) of Australia. The specific target group was Indigenous people currently working in early childhood services in remote Indigenous communities in the NT where few hold the necessary qualifications. The curriculum development methodology described in this article embeds an iterative and reflexive approach to learning that is intended to support the empowerment and self-determination of the Indigenous early childhood workers while delivering a nationally recognized ‘mainstream’ qualification.
doi: 10.1177/1476750313476311pmid: N/A
The goal of this article is to consider action research with parents and specifically describe the experience of two parents during a parenting program that employed an action research framework and consider how action research empowered them. Data collection lasted for 24 weeks and included reflection commentaries, home journals, email communication, action plan writing, a conversational group interview, and artefacts. The two case studies exemplify how the methodology of action research as the framework of a parenting program empowered them to develop their own understanding of parenting, to generate theory and develop skills to cope with parenting issues. These cases include: the lone scientist who reflects on her own practice and re-conceptualizes her parenting and the team player who considers the playgroup as a learning community in which she learns from others. This study, especially the in-depth analysis of the two parents, highlights that action research is a promising component of parent education programs because it provides parents with the space and flexibility to be agents of their own learning and development; a framework which others can build on to enrich the action research and early education literature.
Lemelin, Raynald Harvey; Wiersma, Elaine C; Trapper, Lillian; Kapashesit, Randy; Beaulieu, Michel S; Dowsley, Martha
doi: 10.1177/1476750313476310pmid: N/A
Attempts at capturing observations and concerns of change in the Canadian north (sub-Arctic, Arctic) have been mostly conducted through interviews and focus groups spearheaded by researchers. Indeed, images depicting change in the north, when utilized at all, are mostly used to confirm and illustrate the findings derived from researchers. Rarely are local depictions of change used in these interpretations. The purpose of this Notes from the field is to discuss the application of a methodology we term ‘photohistory’ in a study examining visual depictions of cultural and environmental changes in the Moose Cree and MoCreebec First Nations in northern Ontario, Canada. This process of active engagement fosters past reclamation of old photographs while encouraging the discovery of new research directions and partnerships. The application of photohistory in a First Nations located in northern Canada, and subsequent refinement of the methodology for future studies, are discussed.
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