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1 – 10 of 12Mervi Kaukko and Jane Wilkinson
In this chapter, we present two examples of research projects aimed at amplifying voices that are often silenced in research: those of children and/or youth from refugee…
Abstract
In this chapter, we present two examples of research projects aimed at amplifying voices that are often silenced in research: those of children and/or youth from refugee backgrounds. Refugees are often excluded from research for both ethical and practical reasons: because of their assumed vulnerability as well as the challenges related to language or access. In the research projects presented, we aimed to employ methods that suited these groups of children and youth to understand their experiences in ways that they wanted to express them, and in situ. We argue that starting from, and finishing with, the point of view of the knowledge holders illustrates one means (although not exclusively so) by which to amplify their voices and knowledge to counter epistemic injustice in educational research.
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How can people with lived experiences of marginalisation actively participate in contesting their marginalisation? This article aims to review the literature on PAR as a research…
Abstract
Purpose
How can people with lived experiences of marginalisation actively participate in contesting their marginalisation? This article aims to review the literature on PAR as a research approach. It will first describe what PAR means and consider this approach's particular features. The paper will go on to explore the advantages, limitations and criticisms of this approach to research.
Design/methodology/approach
How can people with lived experiences of marginalisation actively participate in contesting their marginalisation? The approach of this paper is to provide needed viewpoint discussion on Participatory Action Research (PAR) advantages, limitations and criticisms. PAR is mostly a qualitative research approach that takes account of researchers and participants collaborating to investigate social issues and take actions to bring about social change.
Findings
The aim of (PAR) is to systematically collect and analyse data to take action and make a change by generating practical knowledge. However, PAR as an approach to research has advantages and disadvantages. Also, PAR as an approach can be a problematic tool for facilitators and communities to apply due to power relations within the research process. However, PAR can help the praxis of collective critical consciousness of the participation and democratisation of participants presented in studies where this approach is used. Although a PAR approach can be an unknown and challenging tool, it is a path through which communities can explore their society and ignite to change it.
Originality/value
This paper provides a discussion of the critical consciousness value of PAR that seeks to bring academics, researchers and practitioners to the approach to primarily qualitative research methodology that should be understood with advantages, limitations (ethical challenges) and criticisms.
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Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer
Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer
This is the concluding chapter of Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations. In this chapter, we recall the primary…
Abstract
This is the concluding chapter of Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations. In this chapter, we recall the primary purpose of the book as to examine what it is that we believe we do as a diverse group of researchers from Australia, Finland, Norway, and Canada in educational research, reflexively considering our researching practices and how projects ‘turn out’ as a consequence of these practices. Having met and worked together as a part of the pedagogy, education, and praxis (PEP) international network, our collaborations offer us an important intercultural and cross-cultural opportunity to consider our positionality and responsibilities as researchers to our participants and co-inquirers, and their communities. Sharing our projects reveals the affordances and challenges offered by various methodologies unique from and common across our projects but also reinforces the imperatives of relationality, respect, and reciprocity between researchers and the communities they serve. We leave the readers with a concept that builds upon the title of this book, that of axio-onto-epistemology, already in use in postcolonial and decolonial/Indigenous scholarship, but raised here as an open invitation for all educational researchers to consider in their researching praxis.
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Sarah Preedy and Peter McLuskie
Entrepreneurial identity is a complex concept. It has been recognised as a subjective and dynamic socio-cognitive factor which is not stable over time and is part of an iterative…
Abstract
Entrepreneurial identity is a complex concept. It has been recognised as a subjective and dynamic socio-cognitive factor which is not stable over time and is part of an iterative formation process. This chapter explores the journey of adopting, implementing and reviewing visual methods, in order to examine entrepreneurial identity, from the researchers’ perspectives. A critical standpoint is offered which explores both the benefits and challenges that presented themselves in the search for rich data.
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Shefaly Shorey, Daria Vyugina, Natalia Waechter and Niva Dolev
The rise of the digital era has greatly transformed communication, enabling it to transcend time and geographic boundaries. Generation Z grew up in this era and was exposed to a…
Abstract
The rise of the digital era has greatly transformed communication, enabling it to transcend time and geographic boundaries. Generation Z grew up in this era and was exposed to a wide range of communication options, including in-app messaging, video calls, and social media platforms. Increased connectivity made possible by technological advancements has resulted in changes in communication etiquette and opened up more room for miscommunication. Despite heavily engaging in digital communication like text or in-app messaging, this generation still prefers to communicate face-to-face.
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Anna Houmann and Lars Andersson
This chapter examines what teacher training has taught us through numerous studies and collaborations on how space can be used to develop a unique culture with students. The…
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This chapter examines what teacher training has taught us through numerous studies and collaborations on how space can be used to develop a unique culture with students. The principal concept here is that classroom and education design has evolved. The pandemic has spotlighted the physical and virtual spaces we use while learning desired qualities of collaboration, communication, critical thinking and designing for creativity and belonging.
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