Space is different from place, as space becomes place when endowed with meaning and values. Space is therefore not a neutral backdrop for people’s lives, but intertwined with their daily lives. Before attempting to create place, the particular space first has to be understood. Place-making (transformation from space to place) refers to the empowering process during which inhabitants of a setting tend to represent, renovate and upgrade their physical surroundings. This process includes the views and opinions of direct site users in terms of decision-making. This participatory process relates to an open, accountable process during which individuals and groups can exchange views and influence decision-making processes. In previous bureaucratic, top-down planning practices (‘Blueprint’ planning theory) the involvement of participants within decision making was limited. Therefore, a communicative turn towards a ‘bottom-up’ process was needed, including affected role-players by communicating and negotiating any developmental decisions. Planning is an important change agent in addressing social and economic inequality by means of inclusive planning processes, especially in South Africa with its recent transition to democracy and post-apartheid reconstruction aims. There is currently an emphasis on the need to examine particular ways in which practices of participation in development play out in concrete situations. Participatory Action Research (PAR) is a research method that proactively aims to develop equal distribution of power in terms of decision making by embracing values such as empowerment, social justice and equity, collaborative relationships, mutual learning and respect towards diverse opinions. Constant reflection and self-reflection within a participatory informed study is used to benefit the decision making process to create change. Change implies the promotion of the physical and positive social transformation. This research describes how PAR is used as a method in the place-making process to create change in a community that had previously been subjected to forced removals. The research context includes an existing open space (previously utilised as a dumping site) in Ikageng, Potchefstroom, South Africa, and surrounding land owners who interact with the site daily. A qualitative research approach was appropriate in this case as the research was carried out in a natural context where no extraneous influences occur and the research focused on obtaining in-depth understanding of a process rather than focusing on presenting evidence in quantifiable terms. While the planning procedure followed included numerous phases - Focus group 1, Focus group 2, Collaborative Design Workshop and Focus group3 (see Annexure B for Focus group questions) - the primary aim of this dissertation is to explore the process of place-making in planning by using PAR. Secondary aims include: (i) the understanding of the concept of place-making, (ii) giving an overview of theoretical paradigms in planning, (iii) to develop guidelines for using PAR in a planning process, and (iv) to develop planning guidelines for the process of place-making. Findings reveal that experienced change can be described as threefold. Levels of change included: (i) the physical level (Transforming the space physically (beautification and upgrade)), (ii) the social level (Transforming the community socially), and (iii) the psychological level (Transforming the community psychologically). During the experiencing of change, PAR values were unlocked progressively by the place-making process, which included empowerment, collaborative relationships and mutual learning. In later stages of the research, the PAR values of respect towards diversity and social justice and equity were revealed. Based on the above, the study offers planning recommendations by means of the development of guidelines for a place-making process. These guidelines (as informed by PAR), refer to (i) Phase 1 - Gaining community entrance, (ii) Phase 2 - Conceptualising the space, (iii) Phase 3 - Establishing partnerships, (iv) Phase 4 - Transforming space to place, (v) Phase 5 - Implementation and, (vi) Phase 6 - Monitoring/Reflection. When following these recommended guidelines with regard to a place-making process, research challenges should be taken into consideration. These challenges relate to the time-consuming nature of place-making, as well as the necessary flexibility regarding the context of the research. Furthermore, financial resources should be seen as important when attempting to transform space into place. Therefore, these planning recommendations should be seen as a guideline and not a fixed master-plan. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015

Space is different from place, as space becomes place when endowed with meaning and values. Space is therefore not a neutral backdrop for people’s lives, but intertwined with their daily lives. Before attempting to create place, the particular space first has to be understood. Place-making (transformation from space to place) refers to the empowering process during which inhabitants of a setting tend to represent, renovate and upgrade their physical surroundings. This process includes the views and opinions of direct site users in terms of decision-making. This participatory process relates to an open, accountable process during which individuals and groups can exchange views and influence decision-making processes. In previous bureaucratic, top-down planning practices (‘Blueprint’ planning theory) the involvement of participants within decision making was limited. Therefore, a communicative turn towards a ‘bottom-up’ process was needed, including affected role-players by communicating and negotiating any developmental decisions. Planning is an important change agent in addressing social and economic inequality by means of inclusive planning processes, especially in South Africa with its recent transition to democracy and post-apartheid reconstruction aims. There is currently an emphasis on the need to examine particular ways in which practices of participation in development play out in concrete situations. Participatory Action Research (PAR) is a research method that proactively aims to develop equal distribution of power in terms of decision making by embracing values such as empowerment, social justice and equity, collaborative relationships, mutual learning and respect towards diverse opinions. Constant reflection and self-reflection within a participatory informed study is used to benefit the decision making process to create change. Change implies the promotion of the physical and positive social transformation. This research describes how PAR is used as a method in the place-making process to create change in a community that had previously been subjected to forced removals. The research context includes an existing open space (previously utilised as a dumping site) in Ikageng, Potchefstroom, South Africa, and surrounding land owners who interact with the site daily. A qualitative research approach was appropriate in this case as the research was carried out in a natural context where no extraneous influences occur and the research focused on obtaining in-depth understanding of a process rather than focusing on presenting evidence in quantifiable terms. While the planning procedure followed included numerous phases - Focus group 1, Focus group 2, Collaborative Design Workshop and Focus group3 (see Annexure B for Focus group questions) - the primary aim of this dissertation is to explore the process of place-making in planning by using PAR. Secondary aims include: (i) the understanding of the concept of place-making, (ii) giving an overview of theoretical paradigms in planning, (iii) to develop guidelines for using PAR in a planning process, and (iv) to develop planning guidelines for the process of place-making. Findings reveal that experienced change can be described as threefold. Levels of change included: (i) the physical level (Transforming the space physically (beautification and upgrade)), (ii) the social level (Transforming the community socially), and (iii) the psychological level (Transforming the community psychologically). During the experiencing of change, PAR values were unlocked progressively by the place-making process, which included empowerment, collaborative relationships and mutual learning. In later stages of the research, the PAR values of respect towards diversity and social justice and equity were revealed. Based on the above, the study offers planning recommendations by means of the development of guidelines for a place-making process. These guidelines (as informed by PAR), refer to (i) Phase 1 - Gaining community entrance, (ii) Phase 2 - Conceptualising the space, (iii) Phase 3 - Establishing partnerships, (iv) Phase 4 - Transforming space to place, (v) Phase 5 - Implementation and, (vi) Phase 6 - Monitoring/Reflection. When following these recommended guidelines with regard to a place-making process, research challenges should be taken into consideration. These challenges relate to the time-consuming nature of place-making, as well as the necessary flexibility regarding the context of the research. Furthermore, financial resources should be seen as important when attempting to transform space into place. Therefore, these planning recommendations should be seen as a guideline and not a fixed master-plan. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015

This research seeks to explore the origins and values of participatory action research, as well as its role in transforming possibilities to knowledge production and shaping equal relationships between research participants. Drawing from the theoretical frameworks of intersectionality and decoloniality and with a focus on the experience of the asylum interview, the research seeks to explore the ways that those epistemological paradigms intertwine with participatory research to deconstruct the dichotomy between researcher and research subject (expert/community) and re-balance the power differentials embedded within academia, canonical knowledge production and traditional research methodologies, to initiate change.On one hand, the research documents the tangible difficulties and practical obstacles that young researchers may come across when employing participatory and inclusive approaches to research, discussing with honesty and self-reflectivity the limitations and shortcomings of this effort. More importantly though, it provides the space and framework for a young woman who navigated the European asylum system, to voice, without mediation and within academia, her narrative and lived experience, and discuss ways towards fairer and more humane asylum systems. As such, it is also a testament to what PAR can offer when conducted with respect and reference to its ontological and epistemological origins, within universities that can sustain it.

The involvement of end users in the design process is gaining popularity, particularly through human-centred design (HCD). This case study addresses two practical issues: the lack of engagement of Swedish public sector office workers in designing their workspaces and the need to prioritize user needs in new meeting places. The research examines engagement at the leadership/ownership level using participatory speculative design (PSD), which goes beyond HCD. Through participatory action research (PAR), users are empowered to question their needs and lead the design process. The study employs PSD in two workshops to explore its contribution to the process and outcome. It focuses on identifying ownership-level engagement indicators and assessing how PSD influences reflecting user needs in the initial prototype of future meeting spaces. The central research question revolves around identifying indicators of ownership-level engagement in PSD and assessing how the PSD methodology influences the reflection of user needs in the initial prototype of future meeting spaces. Data collection involves secondary data, literature review, and design workshops, analysing workshop design and participant behaviour’s impact on engagement levels and organizations. The study aims to provide practical solutions and bridge knowledge gaps in participant engagement. Findings demonstrate the practical implications of involving end users at the highest level, including fresh insights, broader perspectives, and the democratization of the design process. PSD at the ownership level proves feasible, offering novel insights within the realm of PSD.

[ES] La presente tesis doctoral parte de la pregunta de investigación ¿es la Gamificación una metodología eficaz para el aprendizaje de historia de la educación española en la formación universitaria de futuros docentes? Cuatro ejes, explícitos en esta pregunta, son los que estructuran esta investigación educativa. El primero es la metodología de Gamificación, que fundamenta y conforma la investigación llevada a cabo. El segundo es la historia de la educación española, el contenido impartido a través de la experiencia gamificada. El tercero representa el contexto universitario en el que se desarrolla la investigación. Finalmente, el cuarto muestra la población con la que se hace el estudio de campo, alumnado de los grados de Magisterio de Infantil y Primaria. Este último eje tiene especial relevancia, ya que el desarrollo de investigación acción con futuros docentes se integra en la cartografía de la buena docencia universitaria (Paricio et al., 2019) y en la investigación desde el vínculo y la transferibilidad del conocimiento pedagógico durante el proceso. Los últimos estudios sobre Gamificación abogan por extraer resultados que evidencien el efecto de la Gamificación en variables más allá de la motivación. Además, enfatizan la necesidad de abordar la investigación desde un enfoque cualitativo y cuantitativo. La presente tesis atiende a estas premisas, por ello, con la finalidad de dar respuesta a la pregunta de investigación y comprobar las diferentes hipótesis, se acota un conjunto de variables cualitativas y cuantitativas. Las más significativas son metodología de Gamificación, competencias específicas, competencias transversales, motivación, rendimiento académico, rol docente y juego como recurso didáctico. Además, se utiliza un método mixto de investigación que combina un análisis cualitativo, ratificado con diferentes análisis cuantitativos para aportar validez ecológica a la investigación y mayor rigor a las conclusiones. Entre las conclusiones más relevantes destacan la satisfacción de los sujetos participantes hacia la experiencia gamificada, la mejora de las competencias específicas y el desarrollo de diferentes competencias transversales. Se logra también un incremento en la motivación y un buen rendimiento académico. Respecto al rol docente, la valoración es positiva, al igual que el juego como recurso didáctico. Los diferentes análisis también aportan conclusiones destacables relacionadas con el carácter ecléctico de la metodología, el éxito en la asistencia, la capacidad de atención, el grado de participación, la evaluación, la atención a la diversidad de alumnado o la percepción del propio proceso de aprendizaje. Además, esta investigación acción considera los últimos estudios en Gamificación e investigación educativa y responde a las demandas y retos que estos plantean. De este modo, trata de lograr la proyección internacional a la que se aspira con esta tesis doctoral y colabora en la creación de conocimiento empírico en el campo de la Gamificación. / [CA] La present tesi doctoral part de la pregunta d'investigació ¿és la Gamificació una metodologia eficaç per a l'aprenentatge d'història de l'educació espanyola en la formació universitària de futurs docents? Quatre eixos, explícits en aquesta pregunta, són els que estructuren aquesta investigació educativa. El primer és la metodologia de Gamificació, que fonamenta i conforma la investigació duta a terme. El segon és la història de l'educació espanyola, el contingut impartit a través de l'experiència gamificada. El tercer representa el context universitari en el qual es desenvolupa la investigació. Finalment, el quart mostra la població amb la qual es fa l'estudi de camp, alumnat dels graus de Magisteri d'Infantil i Primària. Aquest últim eix té especial rellevància, ja que el desenvolupament d'investigació acció amb futurs docents s'integra en la cartografia de la bona docència universitària (Paricio et al., 2019) i en la investigació des del vincle i la transferibilitat del coneixement pedagògic durant el procés. Els últims estudis sobre Gamificació advoquen per extraure resultats que evidencien l'efecte de la Gamificació en variables més enllà de la motivació. A més, emfatitzen la necessitat d'abordar la investigació des d'un enfocament qualitatiu i quantitatiu. La present tesi atén aquestes premisses, per això, amb la finalitat de donar resposta a la pregunta d'investigació i comprovar les diferents hipòtesis, es delimita un conjunt de variables qualitatives i quantitatives. Les més significatives són metodologia de Gamificació, competències específiques, competències transversals, motivació, rendiment acadèmic, rol docent i joc com a recurs didàctic. A més, s'utilitza un mètode mixt d'investigació que combina una anàlisi qualitativa, ratificat amb diferents anàlisis quantitatives per a aportar validesa ecològica a la investigació i major rigor a les conclusions. Entre les conclusions més rellevants destaquen la satisfacció dels subjectes participants cap a l'experiència gamificada, la millora de les competències específiques i el desenvolupament de diferents competències transversals. S'aconsegueix també un increment en la motivació i un bon rendiment acadèmic. Respecte al rol docent, la valoració és positiva, igual que el joc com a recurs didàctic. Les diferents anàlisis també aporten conclusions destacables relacionades amb el caràcter eclèctic de la metodologia, l'èxit en l'assistència, la capacitat d'atenció, el grau de participació, l'avaluació, l'atenció a la diversitat d'alumnat o la percepció del propi procés d'aprenentatge. A més, aquesta investigació acció considera els últims estudis en Gamificació i investigació educativa i respon a les demandes i reptes que aquests plantegen. D'aquesta manera, tracta d'aconseguir la projecció internacional a la qual s'aspira amb aquesta tesi doctoral i col·labora en la creació de coneixement empíric en el camp de la Gamificació. / [EN] The forthcoming doctoral thesis stems from the research question, is gamification an efficient method for learning the history of Spanish education in university training for future teachers? Four themes, which are explicit in the question itself, will give structure to this educational research. The first is the methodology of Gamification, which constitutes the grounds on which this investigation is based. The second is the history of Spanish education, the content delivered via a gamified experience. The third represents the university context in which the research takes place. Lastly, the fourth shows the demographic of those involved in the field study, alumni from Primary and Nursery School Teaching university degrees. This last theme is particularly relevant, as developing action research with future teachers is an integral part of mapping out quality university teaching (Paricio et al., 2019) and of binding research and transferability of pedagogic knowledge during the process. The most recent studies on Gamification advocate for extracting results that underline the effects of Gamification in variables beyond motivation. Furthermore, they emphasize the need to approach the research from a qualitative and quantitative point of view. Thereupon, the present doctoral thesis handles these propositions with the aim to answer the research question and prove different hypotheses, narrowing down a group of qualitative and quantitative variables. The most significant are Gamification methodology, specific competences, transversal competences, motivation, academic performance, the role of the lecturer and games as a teaching resource. In addition, a mixed research method is used which combines qualitative analysis, reinforced by different quantitative analyses in order to provide ecological validity to the study and more rigour to the conclusions. Among the most relevant conclusions, the following stand out: the satisfaction of the participating subjects towards the gamified experience, progress in specific competences, and the development of different transversal competences. Regarding the lecturer's role, the assessment is positive, as well as games as a teaching resource. The different analyses also provide noteworthy conclusions related to the eclectic nature of the methodology, attendance success, attention capacity, degree of participation, assessment, attention to student diversity or the perception of the process of learning itself. In addition, this action research examines the latest Gamification and educational research and answers the demands and challenges that they posit. In so doing, it attempts to achieve the international outreach to which this doctoral thesis aspires, and it assists in the creation of empiric knowledge in the field of Gamification. / Edo Agustín, E. (2021). La metodología de Gamificación para el aprendizaje de historia de la educación española: investigación acción en la formación universitaria de docentes [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/178971 / TESIS

Children detained in juvenile detention centers in the United States are a unique population. They are neither incarcerated, nor are they free to live in society. Although some popular literature does exist on juvenile detention, such literature is minimal. Further, there are few research studies on this population in any field of inquiry. Indeed the entire subject of juvenile detention has been largely overlooked by research scientists, as well as theologians. The focus of this empirical study is the theology and spirituality of children in a single juvenile detention center in New Jersey, US. Currently, there are no studies on this topic. This study begins to address that void and represents the first theological research of its kind on this population. The methodological approach of the thesis is multi-disciplinary. While the study addresses theology and spirituality as separate categories, it also integrates theology with research in psychology and clinical mental health. The project itself consists of 200 individual, face-to-face interviews with male juvenile residents detained in the Ocean County Juvenile Detention Center, Toms River, New Jersey, US. An original questionnaire has been developed by the author as a research tool. This empirical research adds to the academic literature on children in juvenile detention centers in the United States and recommends ways that staff may communicate with children to begin a theological dialogue. Further, this thesis offers a specific methodology and research tool to be duplicated for use in other juvenile detention centers toward working with children in a concrete, evidence-based, spiritual context. v This study also includes a chapter on the evolution of the author’s spirituality and theology in the course of the project and attempts to locate the self of the researcher within the study. Finally, this thesis presents an outline for a new hermeneutic in working with children in a juvenile detention setting. This new approach represents a practical step toward bridging an existing gap between a stated need for a new hermeneutic for working with children in theological literature and its inception. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)

Denna studie tillhör deltagarorienterad forskning (PAR) i form av en forskningscirkel. Syftet var att beskriva och analysera en forskningscirkels kunskapsutveckling både gällande dess process och dess innehåll. Deltagarna i cirkeln var nio lärare som arbetar vid en komvuxskola och de undervisar vuxenelever i ämnena SFI, SVA och engelska. Forskningscirkelns fokus har varit frågor som gäller individanpassad undervisning inom komvuxutbildningar. I cirkeln har empiriska data kommit fram genom att låta deltagarna berätta sina livsberättelser om individanpassad undervisning och i gruppsamtal prata om individanpassad undervisning. I en växelverkan mellan deltagarnas erfarenheter om individanpassad undervisning och tidigare forskning inom detta område, arbetade vi i cirkeln fram metoder för individanpassad undervisning inom komvuxutbildningar. Deltagarna prövade dessa metoder i undervisningen. Metoderna som var utformade för individanpassad undervisning var både vitt och övergripande utformade, vilket var positivt på grund av att lärarna kunde anpassa metoderna och arbetssätten till varje elevgrupp och till enskilda vuxenelever. Resultatet visar att individanpassad undervisning bör utformas som individuell undervisning, en till en undervisning, mellan lärare och vuxenelev. Då kan vuxeneleven få individuell hjälp med studierna och eleven kan få arbetsuppgifter som är individuellt anpassad till hens förmåga att studera. Det har också framkommit att, det är viktigt att undervisningen är utformad utifrån relationell undervisning, vilket innebär att vuxeneleven både får möta lärare och andra elever under studiernas gång. Det innebär olika undervisningssätt som både är individanpassade, samtidigt som de utgår från en relationell undervisning. Det har framkommit i studien att relationell undervisning är särskilt viktigt i språkundervisningen. Det har också uppmärksammats individanpassade metoder som utgår från digital undervisning både inom individuell undervisning och relationell undervisning. I studien lyftes fram olika arbetssätt som utgår från digital undervisning. / This study belongs to the research tradition Participatory Action Research (PAR) in the form of a Research Circle. The task was to describe and analyse the process and content of knowledge development within a Research Circle. The participants in this circle were nine teacher who work at komvux, and teach adult students in subject such as SFI, SVA and English. In this circle with participating teachers, issues of individually adapted teaching in adult education have been in focus. In this circle, empirical data has been highlighted by having the participants tell life stories and in group interviews about the individualized teaching. In an interaction between the participants´ experiences of individually adapted teaching and previous research in this area, we in the circle developed methods for individually adapted teaching in adult education. The participants tried these methods in their teaching. The methods that were developed for individually adapted teaching were both broadly and comprehensive designed, which was positive because then the teacher can adapt the teaching methods to each student group and individual adult student. The result indicate that the individually adapted teaching needs to be designed based on individual teaching, one to one teaching between teacher and adult student. Then the adult student can receive individual support in their studies and receive tasks that are individually adapted to the student´s ability to study. It is also important that the teaching is designed based on relational teaching, were the adult student both meets the teacher and other students during the course of study. This means different working methods in teaching that are individually adapted based on relational teaching. Relational teaching is especially important in language teaching. It has also been highlighted methods for individually adapted teaching based on digital teaching which is both based on individual teaching and relational teaching. This digital teaching is based on different working methods that are highlighted in this study.

Children detained in juvenile detention centers in the United States are a unique population. They are neither incarcerated, nor are they free to live in society. Although some popular literature does exist on juvenile detention, such literature is minimal. Further, there are few research studies on this population in any field of inquiry. Indeed the entire subject of juvenile detention has been largely overlooked by research scientists, as well as theologians. The focus of this empirical study is the theology and spirituality of children in a single juvenile detention center in New Jersey, US. Currently, there are no studies on this topic. This study begins to address that void and represents the first theological research of its kind on this population. The methodological approach of the thesis is multi-disciplinary. While the study addresses theology and spirituality as separate categories, it also integrates theology with research in psychology and clinical mental health. The project itself consists of 200 individual, face-to-face interviews with male juvenile residents detained in the Ocean County Juvenile Detention Center, Toms River, New Jersey, US. An original questionnaire has been developed by the author as a research tool. This empirical research adds to the academic literature on children in juvenile detention centers in the United States and recommends ways that staff may communicate with children to begin a theological dialogue. Further, this thesis offers a specific methodology and research tool to be duplicated for use in other juvenile detention centers toward working with children in a concrete, evidence-based, spiritual context. v This study also includes a chapter on the evolution of the author’s spirituality and theology in the course of the project and attempts to locate the self of the researcher within the study. Finally, this thesis presents an outline for a new hermeneutic in working with children in a juvenile detention setting. This new approach represents a practical step toward bridging an existing gap between a stated need for a new hermeneutic for working with children in theological literature and its inception. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)