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Book part
Publication date: 9 November 2020

Stéphane Farenga

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience…

Abstract

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience. Participatory Pedagogy is predicated on repositioning participants as co-producers of knowledge by introducing them to important aspects of the research, providing a platform to foster expression and affording opportunities to co-shape the research process. Artful inquiry can take many different forms, but collage in particular has the capacity to bring new meanings to the surface even in well-researched fields, such as the student experience. In supporting a Participatory Pedagogy approach, collage can unpack powerful testimonies of personal experience. A practical application of this pairing is also presented based on research into the student experience. This gives readers an insight into how it can be applied to a study, what its limitations might be and especially how students, particularly those from under-represented backgrounds, can benefit from being involved.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-80043-321-2

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Article
Publication date: 26 January 2018

Marina Umaschi Bers, Amanda Strawhacker and Miki Vizner

With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches…

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Abstract

Purpose

With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework.

Design/methodology/approach

This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA.

Findings

Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them.

Originality/value

By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs.

Book part
Publication date: 8 February 2021

David Thore Gravesen, Kaz Stuart and Mette Bunting

This chapter presents a co-participatory analysis that brings in empirical interview data from all three nations involved in the MaCE project. More than that, the chapter also…

Abstract

This chapter presents a co-participatory analysis that brings in empirical interview data from all three nations involved in the MaCE project. More than that, the chapter also focusses on the co-researcher student's ideas for change in schools, youth services and higher education. By presenting these ideas in a raw and unedited manner, the chapter invites the reader into the very engine room of the MaCE project, the reflections, discussions and rough ideas that we try to convert into practical solutions for children and young people. Ultimately, the chapter presents the framework for well-being, education, learning and development developed throughout this project as a bridge to change.

Details

Combatting Marginalisation by Co-creating Education
Type: Book
ISBN: 978-1-80043-451-6

Keywords

Article
Publication date: 14 November 2022

Vidya Rao and Rama Devi Nandineni

Mainstream narratives in Indian history do not delve into the checkered history of the west coast. The reasons for this are many, including a predominantly center-outwards…

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Abstract

Purpose

Mainstream narratives in Indian history do not delve into the checkered history of the west coast. The reasons for this are many, including a predominantly center-outwards viewpoint of historians. West coast has always been open to sea route influences aiding its diversity. However, the lack of natural defense against colonizers from the sea destroyed indigenous and personal heritage. Small town narratives include uprooting, lack of access to past heritage and new settlement creation. The heritage of this everyday landscape shaped by human grit is the subject of the study.

Design/methodology/approach

This qualitative ethnographic study includes document analysis, transect walking, architectural built form study, open interviews and participatory observations.

Findings

The motivations for heritage management can be grouped into economic, cultural and technological. From a financial point of view, the urban core studied is still relevant and sustainable. Likewise, the Krishna temple dominates the cultural discussion and architectural documentation as a religious center. However, the cultural heritage of business streets and the third motivation of building technology have been largely ignored. This disregard is evident from neglect and the pastiche use of monumental or ornamental styles alien to the region for restoration efforts.

Social implications

“Heritage is personal and individual as well as collective and universal” (Mire, 2016). The Pete heritage is not just crucial for the communities they house but the town as a whole. Their nonimpervious nature means that they hold collective memories for everyone. Attention to memories and monuments will increase the possibilities of shared responsibility between various stakeholders (Swenson et al., 2012). Therefore, they should be seen as a part of the larger whole.

Originality/value

This paper argues for the recent global bottom-up approach in heritage management rather than the conventional established practices. Established heritage management focuses on the mainstream, royal or specific ethnic heritage in the Indian subcontinent. The heritage of the common person rarely has the grandeur of monumental architecture taken up for preservation by the state. As a result, societies' individual and collective heritage are at risk of rapid erasure under the pressures of modernization. Built forms are repositories of cultural information; therefore, a sustainable instrument for the preservation of everyday heritage can be created with culture as an actuator. This study looks at the narrative of the historical coastal small-town business core created by internal mass migration due to colonization.

Details

Journal of Cultural Heritage Management and Sustainable Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2044-1266

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Article
Publication date: 19 June 2007

Glenn Hardaker and Aishah Sabki

“Black Day to Freedom” project was the culmination of five years of performance ethnography research that continues today in various forms through BeyondLabels. The title “Black…

Abstract

Purpose

“Black Day to Freedom” project was the culmination of five years of performance ethnography research that continues today in various forms through BeyondLabels. The title “Black Day to Freedom” came from an asylum seeker participating in a “free verse” workshop where all participants expressed their views on globalisation, social movement of people and identity. “Black Day to Freedom” his title, provides an insight into his perceptions of life and this framed a need to conduct further research into providing a voice for refugees and asylum seekers through informal multicultural education and associated visual arts expression.

Design/methodology/approach

The research follows a performance ethonographic perspective into the informal multicultural education project specific to exploring expressions of identity of refugee by migrant artists.

Findings

The informal multicultural education initiative specific to exploring expressions of identity of refugee by migrant artists was highly personalised and immersive in style with both educators and learners being co‐producers. This immersive, challenging, absorbing project required a passion by all to the mode of communications (visual arts) and the subject focus of refugee identity. The key implication of the informal multicultural education initiative is the unique insights provided by the migrant voices.

Research limitations/implications

A key implication of this research into informal multicultural education practice in the context of supporting expressions of refugee indentity by migrant artists is the need for further research into pedagogy equity in the context of personalised learning design for non‐traditional learners. One key question for future studies would be how we can improve our understanding of the “bridge” between informal and formal education and as a consequence engage the non‐engaged from cultural diverse backgrounds in our educational institutions.

Originality/value

Provides insights into multicultural education initiatives.

Details

Multicultural Education & Technology Journal, vol. 1 no. 2
Type: Research Article
ISSN: 1750-497X

Keywords

Article
Publication date: 14 September 2010

Genevieve Armson and Alma Whiteley

The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning.

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Abstract

Purpose

The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning.

Design/methodology/approach

The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory method. Data collection included semi‐structured interview, “complete this sentence” and “scenarios” from 51 respondents: 22 managers and 29 employees in four private sector organisations. As respondents' theories emerged, these informed the next round of data collection, this process named “theoretical sampling”. Managers and employees were asked about perceptions of their own role and the other's roles in learning.

Findings

Reciprocity and participative learning involving managers and employees emerged. There was dynamism to the data and evidence of both Billett's notion of affordances and Stacey's patterns of local interactions. Employees encouraged learning through peer discussions, and motivation/personal initiative. Managers encouraged learning through have a go coaching, formal training opportunities and working with company structure and resources. The data support the idea of complex and integrated learning.

Practical implications

The data informed both managers and employees in such a way as to highlight the dynamic and complex interactions around learning processes. One practical implication is employee and manager training in emergence and complexity as learning environments. Ideas of complex responses and patterns of local interaction resonated with the data more than particular typologies of learning.

Originality/value

This paper captures insights, especially from employees, into the dialogue and dynamism of their learning opportunities, whilst supporting existing theories. The need for managers to “learn” employees' local interaction patterns emerged as a future research agenda, alongside the need to penetrate the social space of employee learning more deeply.

Details

Journal of Workplace Learning, vol. 22 no. 7
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 12 March 2018

Andrea Geissinger and Christofer Laurell

The purpose of this paper is to explore the effects of fashion weeks on brand constellations of participating fashion companies in social media.

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Abstract

Purpose

The purpose of this paper is to explore the effects of fashion weeks on brand constellations of participating fashion companies in social media.

Design/methodology/approach

The study analyses how brand constellations take form for seven Swedish fashion companies before, during and after Fashion Week Stockholm. In total, 3,449 user-generated contents referring to the sampled brands were collected and analysed.

Findings

On average, brand constellations of participating companies are increasingly incorporating other participating brands as a result of the fashion week. Based on the presented results, four brand constellation outcomes for participating fashion companies are identified: brand constellation amplification, concentration, division and dilution.

Research limitations/implications

As this paper is focussed on the Swedish market, additional results from fashion weeks taking place in other cities would be beneficial to verify the four brand constellation outcomes.

Practical implications

The results question the resilience of professionally curated brand constellations due to the emergence of user-driven constellations that also shape the position of fashion brands. Therefore, this development can potentially have a considerable impact on often carefully orchestrated brand positioning strategies executed by fashion companies.

Social implications

Digitally fuelled interdependences of brand constellations by professionals and consumers attest to the dilution of borders between consumers and producers.

Originality/value

This paper contributes to the field of fashion marketing and management by identifying four different brand constellation outcomes in social media for participating fashion companies as a result of fashion weeks and how to managerially handle these respective outcomes.

Details

Journal of Fashion Marketing and Management: An International Journal, vol. 22 no. 1
Type: Research Article
ISSN: 1361-2026

Keywords

Content available
Book part
Publication date: 8 February 2021

Abstract

Details

Combatting Marginalisation by Co-creating Education
Type: Book
ISBN: 978-1-80043-451-6

Abstract

Details

Establishing Child Centred Practice in a Changing World, Part B
Type: Book
ISBN: 978-1-80455-941-3

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