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The art worlds of punk-inspired feminist networks : a social network analysis of the Ladyfest feminist music and cultural movement in the UKO'Shea, Susan Mary January 2014 (has links)
Riot Grrrl, Girls Rock camps and Ladyfest as social movements act as intermediaries in cultural production spaces, where music focused artefacts are made, collaborations forged, distribution networks established and reception practices enacted to create new conventions which can be understood as feminist art worlds. The growing literature on gender and cultural production, particularly in music communities such as Riot Grrrl, frequently speak of networks in qualitative narrative terms and very little is known about Ladyfest as a feminist movement and as a distribution network. This thesis offers an original contribution to cultural sociology by: employing a novel participatory action research approach to gathering social network data on translocal feminist music based cultural organisations; exploring how these networks can challenge a gendered political economy of cultural production in music worlds; understanding who participates and why; investigating how network structures impact the personal relationships, participation and collaboration opportunities for those involved. Engaging with Howard Becker’s Art Worlds theory as a framework, this thesis explores how music and art by women is produced, distributed and received by translocal networks. It takes into account contemporary issues for feminist music-based communities as well as the historical and international context of these overlapping and developing social movements. The literature suggests that one of the most pressing tasks for a sociology of the arts is to understand how organisational structures negotiate the domains of production, distribution and reception, with distribution modes being the most the most under-researched of the three. By focusing on UK Ladyfest festivals as case study sites, this research serves to address these gaps. Primary data sources include on-line social media, surveys, documents, focus groups and multi-mediainterviews. Findings indicate that those involved with Ladyfest tend to be motivated by a desire to challenge gender inequalities at a local level whilst drawing on local and international movements spanning different time periods and drawing on the works of feminist musicians. Homophily and heterophily both have important roles to play in the longitudinal development of Ladyfest networks. Participants show an awareness of intersecting inequalities such as ethnicity, class and disability with sexuality playing an important underlying role for the development of relationships within the networks. For some, Ladyfest involvement is a gateway into feminist activism and wider social and cultural participation, and for many it leads to lasting friendships and new collaborative artbased ties.
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Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In CanadaSabra, Houda 24 April 2020 (has links)
Multiliteracies theory extends the notion of literacy well beyond the traditional linear text-based definition of reading and writing (New London Group, 1996). It addresses the saliency of cultural and linguistic diversity and the multiplicity of communication channels and media available in our rapidly changing world. Multiliteracies involve engagement with multiple design modes, linguistic, visual, audio, gestural, spatial, and multimodal being a combination of the different modes. This research emerged from the need to open a space for students in an international languages school teaching Arabic language to engage in creative, aesthetic, alternative, and multimodal forms of literacy that involve the integration of the various semiotic resources in their meaning-making and design of texts. It is about a lived teaching-learning journey that draws on the concept of living pedagogy and dwelling in the in-between spaces of curriculum-as-plan and curriculum-as-live(d) (Aoki, 1991). In this research journey, I share the possibilities that opened up when students between the age of eleven and fourteen years old engaged with multiliteracies in an international languages classroom that teaches heritage language.
This research journey also presents how the participative type of inquiry and collaboration between the researcher and classroom teacher contributed to the enhancement of their knowledge and learning about multiliteracies practices. After listening to and discussing a literary text presented by the teacher, students responded by creating their own texts to show their understanding of the narrative genre. They produced multimodal arts-based (Barton, 2014; Sanders & Albers, 2010) and digital based texts (Knobel & Lankshear, 2013). Through a multiliteracies/multimodalities theoretical, epistemological, and methodological perspective (Albers, 2007; Jewitt & Kress, 2008; Morawski, 2012; Rowsell, 2013), and drawing from approaches such as participatory action research (Chevalier & Buckles, 2013), and bricolage (Kincheloe, 2004), I developed this research story through a process of braiding and interweaving of various modes of texts and genres to produce a métissage (Hasebe-Ludt, Chambers, & Leggo, 2009) of the live(d) narratives of my research praxis. This inquiry offers a glimpse as to how opening the space for creative approaches in the teaching of literacy engages students in the design of texts using both linguistic and non-linguistic semiotic resources and incorporating multiple modes of representation from which they produce arts, digital, and multimodal texts.
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Redefining South African Government School Typologies to Encourage Lifelong Learning PotentialNaidoo, Purll January 2020 (has links)
This document serves as a mini dissertation in the professional Master of Architecture degree in the Department of Architecture at the University of Pretoria. It focuses on the educational ecosystem within the context of South Africa, with emphasis placed on the economically distressed environment of Mamelodi East. Mamelodi is a township situated in the north east of the City of Tshwane, Gauteng. Due to the location of the University of Pretoria’s Mamelodi Campus, this area has been a study of investigation for many faculties over the years.
The spatial consequences of architecture on the educational ecosystem are questioned, with focus placed on the shift in the learning environment towards lifelong learning. The dissertation deals with this concept from the perspective of the holistic development of a person through the qualitative social activities of learning. Lifelong learning is explored throughout the dissertation from a spatial and non-spatial point of view. The spatial conversation deals with the intersection between architecture and education, whilst the non-spatial conversation advocates for a relationship between a community and its school, as integral in achieving lifelong learning.
The study is grounded in a typological understanding of the schooling environment that arises as a result of South African educational policy documents. A critical stance is taken where the resulting school typology is challenged in relation to context. The intention is to redefine the current teacher-centric classroom and corridor typology. It is proposed that the schooling environment should be publicly redefined and serve as a support structure within its context, instead of isolating the educational experience. This is explored through the concepts of building as a boundary and building for pedagogy with the resulting development of a spatial matrix to provide architectural definition to South African educational policy.
Tsako Thabo Secondary School was used as a case study school for the application of the matrix principles, however it is intended that these principles could be applied to other schools within similar contexts and typologies to achieve lifelong learning potential.
Both the research and design process of the dissertation has been directed through the lens of Participatory Action Research (PAR) involving co-design and spatial agency theories. Particular focus within the co-design process was given to the development of design games as a mediation tool. An intimate use of both analogue and digital design games has been applied throughout. / Mini Dissertation (MArch (Prof))--University of Pretoria, 2020. / Departmental National Research Foundation (NRF) project titled, Stitching the city: From micro-data to macro-views (STINT), aimed at establishing a “transdisciplinary collaboration” to develop a “methodological framework and digital platform for the collection, storage, and sharing of spatial, socio-economic data at a street and precinct level” (Roussou, Brandao, Adelfio & Thuvander 2019). The STINT project was a collaborative effort between the University of Pretoria (UP), South Africa (Departments of Architecture and GeoInformatics) and Chalmers University in Gothenburg, Sweden (Department of Architecture) from 2019 to 2020. In particular, the collaboration was between the Unit for Urban Citizenship (UUC) and the Social Inclusion Studio (SIS) from Chalmers University’s architecture department. / Architecture / MArch (Prof) / Unrestricted
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"If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High SchoolNoonan, Jesse Sage 01 July 2009 (has links)
The purpose of this youth participatory action research (YPAR) project was to challenge the pedagogy of traditional literacy instruction for low-income Latino/a students, particularly the overuse of scripted curricula and standardized tests mandated through the No Child Left Behind (NCLB) Act. Twelve student participants served as co-teachers and co-researchers as they created, implemented, and evaluated a critical literacy class based on the theoretical frameworks of critical pedagogy and critical literacy and the methodology of youth participatory action research (YPAR).
The YPAR Critical Literacy Group and research took place at one of a network of small, independent-study alternative schools called Future Horizons Charter High School (FHCHS, a pseudonym), located in southern California. Critical pedagogy and critical literacy formed a theoretical foundation upon which the students and teacher built a class based on the tenets of dialogue, problem-posing, and generative themes based on the interests of the student co-researchers. This alternative practice of co-creating knowledge with students was paramount in facilitating young peoples’ learning to think critically about their positionality within their political and social spheres. Critical literacy does not focus simply on the development of decoding and comprehension skills for reading, but students of critical literacy must “read the word and the world” (Freire & Macedo, 1997), grounding their acquisition of literacy skills through their own experiences and social contexts. This research examined the capacity of critical literacy and YPAR methodology to transform both learner and teacher.
The YPAR Critical Literacy Group at FHCHS positively impacted the student coresearchers. Elements of qualitative research, including interviews and transcription positively impacted the students co-researchers’ traditional literacy skills. Student coresearchers evaluated the course as a positive experience throughout, and engaged in and comprehended texts far above their traditionally-defined decoding and reading comprehension reading levels. Attendance and engagement in the class for the 4-month period was consistently higher in the critical literacy class than in other reading classes offered at the school. The students experienced preliminary transformation and early stages of critical consciousness from the beginning to the end of the course, evidenced by the evolution of their reflective writings and progressively sophisticated analyses of social injustice at the school and within the broader community.
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Interdisciplinary Evaluation of Youth Participatory Action ResearchBaker, Jack David 08 October 2018 (has links)
No description available.
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Demystifying Youth Advisory Structures: A Three-Paper Dissertation with the Youth Council for Suicide PreventionHaddad, Kristen Lauren January 2020 (has links)
No description available.
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Context matters: An exploration of identity at the intersection of education and relationshipsBoards, Alicia 06 June 2023 (has links)
No description available.
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Designing Hope and Resilience : The Architecture Students ́ Role in Improving Living Conditions for Displaced Communities in TurkeyMoiso, Ellen, Roobol, Benjamin January 2023 (has links)
This thesis aims to depict Syrian refugees' detrimental livelihoods in the area of Izmir, Turkey and to through mapping, prototyping building and analysing two live projects - developed using a combination of Participatory Action Research and Design Thinking - provide examples on how architects and architecture students can work within the field of displacement. The projects are in two different contexts and have been carried out by students at Umeå School of Architecture, including the authors of this paper. The first is about creating a multi-use activity space at the rooftop of TIAFI community centre, located in Basmane - a refugee dense area in the city of Izmir. The second one is based in the nomadic labour camps in the farmlands of Torbali - a peripheral city to Izmir.
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UNITING DISABILITY BIOETHICS AND PARTICIPATORY RESEARCH TO ETHICALLY ELUCIDATE PSYCHIATRIC CONDITIONS IN PERSONS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIESMoors, Victoria, 0009-0003-1317-4843 January 2023 (has links)
BACKGROUND/RATIONALE: Persons with intellectual and developmental disabilities (pIDD) face barriers to quality health care, including psychiatric care, that result in worse health outcomes. While the mental healthcare community is increasing attention towards the psychiatric needs of pIDD, there continues to be a deficit of knowledge regarding psychiatric conditions, including suicidality. Engaging in community-based participatory research (PAR) with pIDD is the ethical way to address these deficits. An academic researcher (AR) must first educate herself on lessons from disability rights activism and disability bioethics. OBJECTIVE: Apply the intertwining history and principles of disability rights movements and disability bioethics to lessons learned from previous PAR with pIDD in order to propose a PAR project that aims to alleviate knowledge deficits regarding suicidality in pIDD. METHODS/APPROACH: Historical research will focus on landmark texts in disability rights movements and disability bioethics. Lessons learned from previous PAR is mostly obtained from reflexive accounts on behalf of the AR and outside of psychiatry. Analyzing these sources will result in a proposal of six principles that can guide the AR when ethically engaging in PAR with pIDD. RESULTS: The AR must understand the history of society valuing non-disabled lives over disabled lives, inclusive of pIDD, and the social model of disability as it relates to the human variation model. When engaging with pIDD, the AR can question the traditional definition of vulnerable populations, challenge the group to progress beyond informed consent, continually support a capacity-building approach to research and power-sharing skills, and embrace empowerment to enact political change. DISCUSSION: ARs, pIDD, and pIDD advocates must not accept the dearth of knowledge regarding psychiatric conditions, including life-threatening suicidality, in pIDD. The medical community should prioritize PAR with persons with pIDD to elucidate psychiatric conditions in pIDD that result in more efficacious and compassionate treatment. This proposal outlines major principles through which the AR can move forward ethically by engaging in PAR with pIDD. / Urban Bioethics
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“I’m not like the other girls” : The phenomenology of affect: How is female self-expression affected by internalized misogyny?Rische, Jessica January 2023 (has links)
This thesis aims to analyze the affect of internalized misogyny on female self-expression. Guided by the research question “How is female self-expression affected by internalized misogyny?” a phenomenological framework of affect based on work by Sara Ahmed is applied. Through an action-oriented focus group discussion, four female-identifying individuals share their embodied experiences of internalized misogyny. This research is positioned within a Western context and includes me as an additional involved participant. Results conclude that internalized misogyny may affect female self-expression through five common themes. These include an internalized female beauty standard resulting in self-objectification, a limited range of acceptable female expression resulting in a passive acceptance of gender roles, competition and comparison among women resulting in a devaluation of ourselves and other women, self-doubt and self-censorship resulting in a distrust of ourselves and other women as well as perfectionism and fear of failure resulting in valuing men over women. These results correlate both with the previous studies presented as well as my own previous first-year master thesis. This research adds to the academic conversation by including a reflection on the internalized attitudes towards ourselves beyond those directed towards other women.
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