----- Bibliography: Pomares, Egoitz: Edited by Hans Christian Garmann Johnsen, Halvor Holtskog and Richard Ennals (2018). Coping with the future: rethinking assumptions for society, business and work. Routledge 2018, pp. 286, ISBN 978-1138559318, IJAR – International Journal of Action Research, 2+3-2018, pp. 219-222. https://doi.org/10.3224/ijar.v14i2-3.10
-----参考书目:Pomares, Egoitz:由Hans Christian Garmann Johnsen, Halvor Holtskog和Richard Ennals编辑(2018)。应对未来:重新思考对社会、商业和工作的假设。Routledge 2018, pp. 286, ISBN 978-1138559318, IJAR -国际行动研究杂志，2+3-2018,pp. 219-222。https://doi.org/10.3224/ijar.v14i2-3.10
{"title":"Edited by Hans Christian Garmann Johnsen, Halvor Holtskog and Richard Ennals (2018). Coping with the future: rethinking assumptions for society, business and work. Routledge 2018, pp. 286, ISBN 978-1138559318","authors":"Egoitz Pomares","doi":"10.3224/IJAR.V14I2-3.10","DOIUrl":"https://doi.org/10.3224/IJAR.V14I2-3.10","url":null,"abstract":"----- Bibliography: Pomares, Egoitz: Edited by Hans Christian Garmann Johnsen, Halvor Holtskog and Richard Ennals (2018). Coping with the future: rethinking assumptions for society, business and work. Routledge 2018, pp. 286, ISBN 978-1138559318, IJAR – International Journal of Action Research, 2+3-2018, pp. 219-222. https://doi.org/10.3224/ijar.v14i2-3.10","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45812540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Action research in its various forms highlights the interactional and relational ways in which research and knowledge become socially produced with people, with intentions of positively transforming realworld relations. In parallel, there is a growing interest in organisational research informed by the field of Science and Technology Studies, about the potential significance of matter to understanding how processes of researching interact with the world. By experimenting with connections to debates about sociomateriality, this paper explores what implications there might be for understanding and performing action research, especially given that action researchers are often values-oriented and attached, and acknowledge that they want to change material issues.
{"title":"What could happen when action research meets ideas of sociomateriality?","authors":"S. Allen, J. Marshall","doi":"10.3224/IJAR.V15I2.02","DOIUrl":"https://doi.org/10.3224/IJAR.V15I2.02","url":null,"abstract":"Action research in its various forms highlights the interactional and relational ways in which research and knowledge become socially produced with people, with intentions of positively transforming realworld relations. In parallel, there is a growing interest in organisational research informed by the field of Science and Technology Studies, about the potential significance of matter to understanding how processes of researching interact with the world. By experimenting with connections to debates about sociomateriality, this paper explores what implications there might be for understanding and performing action research, especially given that action researchers are often values-oriented and attached, and acknowledge that they want to change material issues.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45178153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bibliography: Schenatto da Rosa, Carolina: Systematisation of experience: theory and practice Cordero, D. B., & Torres Carrillo, A. (2017). La Sistematizacion como investigacion interpretativa critica. Bogota: Editorial El Buho., IJAR – International Journal of Action Research, 2-2019, pp. 171-174.
{"title":"Systematisation of experience: theory and practice Cordero, D. B., & Torres Carrillo, A. (2017). La Sistematización como investigación interpretativa crítica. Bogotá: Editorial El Búho.","authors":"C. D. S. Rosa","doi":"10.3224/IJAR.V15I2.06","DOIUrl":"https://doi.org/10.3224/IJAR.V15I2.06","url":null,"abstract":"Bibliography: Schenatto da Rosa, Carolina: Systematisation of experience: theory and practice Cordero, D. B., & Torres Carrillo, A. (2017). La Sistematizacion como investigacion interpretativa critica. Bogota: Editorial El Buho., IJAR – International Journal of Action Research, 2-2019, pp. 171-174.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3224/IJAR.V15I2.06","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43303849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.
{"title":"Language Education and primary school children: the story of using stories","authors":"C. Giannikas","doi":"10.3224/IJAR.V15I2.05","DOIUrl":"https://doi.org/10.3224/IJAR.V15I2.05","url":null,"abstract":"The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44169903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents methodological reflections on a participant research within the National Movement of Recyclable Materials Collectors (MNCR) in Brazil. It emphasises methodological aspects of the researchers’ long-term participation in the process of questioning and denaturalising of political, social, and economic inequalities by the collectors, understood as subjects of their selforganisation. It addresses quality criteria for long-term participant research, and the role of the scholar in the tension between engaging in social movement and being an integral part of academic life. The development of a master’s thesis and of a doctoral dissertation between 2010 and 2016 sets the background. This article is a systematisation of the hermeneutic practice focusing on the research relations and processes of sharing of meanings between actors and researcher, aiming at the improvement of the subjects’ political praxis.
{"title":"Participant and co-operative research within a social movement of recyclable materials collectors Methodological reflections on a long-term political praxis","authors":"Cristiano Benites Oliveira, E. Sobottka","doi":"10.3224/IJAR.V15I2.03","DOIUrl":"https://doi.org/10.3224/IJAR.V15I2.03","url":null,"abstract":"This article presents methodological reflections on a participant research within the National Movement of Recyclable Materials Collectors (MNCR) in Brazil. It emphasises methodological aspects of the researchers’ long-term participation in the process of questioning and denaturalising of political, social, and economic inequalities by the collectors, understood as subjects of their selforganisation. It addresses quality criteria for long-term participant research, and the role of the scholar in the tension between engaging in social movement and being an integral part of academic life. The development of a master’s thesis and of a doctoral dissertation between 2010 and 2016 sets the background. This article is a systematisation of the hermeneutic practice focusing on the research relations and processes of sharing of meanings between actors and researcher, aiming at the improvement of the subjects’ political praxis.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43641527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nilda Stecanela, Alessandra Chaves Zen, Fabiana B. Pauletti
This text aims to provide reflections on an education-investigation experience within a continuing education course for teachers of public schools in a municipality located in the region of the state of Rio Grande do Sul, Brazil. The object of this course involved the use of classroom research as a pedagogical tool, which was developed in an action research perspective. The participants of the course were challenged to develop investigative skills on daily school life, based on the construction and development of a research project focused on the concerns related to their contemporary teaching practices. The analysis of the modes of reception and appropriation of those involved in the research, and expressed in the materials produced, suggests how difficult it is to exercise the passage from naive to epistemological consciousness through criticality. This element reinforces the importance of the process of reflection-action-reflection in the teacher’s education and his/her performance.
{"title":"Action Research and Teacher Education: the use of research in a classroom for the transformation of reality","authors":"Nilda Stecanela, Alessandra Chaves Zen, Fabiana B. Pauletti","doi":"10.3224/IJAR.V15I2.04","DOIUrl":"https://doi.org/10.3224/IJAR.V15I2.04","url":null,"abstract":"This text aims to provide reflections on an education-investigation experience within a continuing education course for teachers of public schools in a municipality located in the region of the state of Rio Grande do Sul, Brazil. The object of this course involved the use of classroom research as a pedagogical tool, which was developed in an action research perspective. The participants of the course were challenged to develop investigative skills on daily school life, based on the construction and development of a research project focused on the concerns related to their contemporary teaching practices. The analysis of the modes of reception and appropriation of those involved in the research, and expressed in the materials produced, suggests how difficult it is to exercise the passage from naive to epistemological consciousness through criticality. This element reinforces the importance of the process of reflection-action-reflection in the teacher’s education and his/her performance.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43340765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial","authors":"Danilo R. Streck","doi":"10.3224/ijar.v15i1.01","DOIUrl":"https://doi.org/10.3224/ijar.v15i1.01","url":null,"abstract":"","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42856875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extract ----- Abstract Mainstream monitoring and evaluation (M&E) of peacebuilding tends to be mainly practitioneroriented, while under-reporting initiatives by ordinary people who develop an interest to learn from their own practice. This study aims to fill this gap, by reporting the evaluation of a self-initiated peace committee by ordinary people in the Seke district, Zimbabwe. The study revealed that local communities currently possess the propensity to work as a collective with shared experiences and perceptions, and the linkages between these attributes and participatory peacebuilding initiatives are natural. Furthermore, it emerged that action research can be a useful methodology, with the potential to create space for ordinary people to participate in the design, implementation, M&E of peace initiatives in their villages. Although this study examined the role of self-initiative monitoring and evaluation destined to become an alternative to technocratic M&E, it acknowledges the value of top-down M&E of peacebuilding and does not seek to replace them, rather, to bring bottom-up M&E practices into the mainstream M&E of peacebuilding using local initiatives as a vehicle to create a greater impact on peacebuilding interventions. Keywords: action research, evaluation, participatory peacebuilding, Zimbabwe ----- Un enfoque participativo para la evaluacion de la construccion de la paz en el distrito de Seke, Zimbabue Resumen El monitoreo y la evaluacion mainstream (M&E) de la construccion de la paz tienden a estar principalmente orientados a los profesionales, mientras que no se reportan las iniciativas de las personas comunes que presentan un interes por aprender de sus propias practicas. Este estudio tiene como objetivo llenar este vacio al informar la evaluacion de un comite de paz auto-iniciado porpersonas comunes en el distrito de Seke, Zimbabue. El estudio revelo que las comunidades locales poseen actualmente la propension a trabajar como un colectivo con experiencias y percepcionescompartidas, y los vinculos entre estos atributos y las iniciativas participativas de construccion de la paz son naturales. Ademas, surgio que la investigacion- accion puede ser una metodologia util con el potencial de crear un espacio para que la gente comun participe en el diseno, implementacion, monitoreo y evaluacion de iniciativas de paz en sus aldeas. Aunque este estudio examino el papel del monitoreo y la evaluacion por iniciativa propia destinados a convertirse en una alternativa al monitoreo y evaluacion tecnocraticos, reconoce el valor de M&E de arriba hacia abajo para la construccion de la paz y no busca reemplazarlos, mas bien, busca llevar las practicas de M&E de abajo hacia arriba dentro del M&E mainstream de la construccion de la paz utilizando iniciativas locales como vehiculo para crear un mayor impacto sobre intervenciones de construccion de la paz. Palabras clave: investigacion-accion, evaluacion, construccion de la paz participativa, Zinbabue
{"title":"A participatory approach to peacebuilding evaluation in Seke district, Zimbabwe","authors":"Norman Chivasa","doi":"10.3224/ijar.v15i3.03","DOIUrl":"https://doi.org/10.3224/ijar.v15i3.03","url":null,"abstract":"Extract ----- Abstract Mainstream monitoring and evaluation (M&E) of peacebuilding tends to be mainly practitioneroriented, while under-reporting initiatives by ordinary people who develop an interest to learn from their own practice. This study aims to fill this gap, by reporting the evaluation of a self-initiated peace committee by ordinary people in the Seke district, Zimbabwe. The study revealed that local communities currently possess the propensity to work as a collective with shared experiences and perceptions, and the linkages between these attributes and participatory peacebuilding initiatives are natural. Furthermore, it emerged that action research can be a useful methodology, with the potential to create space for ordinary people to participate in the design, implementation, M&E of peace initiatives in their villages. Although this study examined the role of self-initiative monitoring and evaluation destined to become an alternative to technocratic M&E, it acknowledges the value of top-down M&E of peacebuilding and does not seek to replace them, rather, to bring bottom-up M&E practices into the mainstream M&E of peacebuilding using local initiatives as a vehicle to create a greater impact on peacebuilding interventions. Keywords: action research, evaluation, participatory peacebuilding, Zimbabwe ----- Un enfoque participativo para la evaluacion de la construccion de la paz en el distrito de Seke, Zimbabue Resumen El monitoreo y la evaluacion mainstream (M&E) de la construccion de la paz tienden a estar principalmente orientados a los profesionales, mientras que no se reportan las iniciativas de las personas comunes que presentan un interes por aprender de sus propias practicas. Este estudio tiene como objetivo llenar este vacio al informar la evaluacion de un comite de paz auto-iniciado porpersonas comunes en el distrito de Seke, Zimbabue. El estudio revelo que las comunidades locales poseen actualmente la propension a trabajar como un colectivo con experiencias y percepcionescompartidas, y los vinculos entre estos atributos y las iniciativas participativas de construccion de la paz son naturales. Ademas, surgio que la investigacion- accion puede ser una metodologia util con el potencial de crear un espacio para que la gente comun participe en el diseno, implementacion, monitoreo y evaluacion de iniciativas de paz en sus aldeas. Aunque este estudio examino el papel del monitoreo y la evaluacion por iniciativa propia destinados a convertirse en una alternativa al monitoreo y evaluacion tecnocraticos, reconoce el valor de M&E de arriba hacia abajo para la construccion de la paz y no busca reemplazarlos, mas bien, busca llevar las practicas de M&E de abajo hacia arriba dentro del M&E mainstream de la construccion de la paz utilizando iniciativas locales como vehiculo para crear un mayor impacto sobre intervenciones de construccion de la paz. Palabras clave: investigacion-accion, evaluacion, construccion de la paz participativa, Zinbabue ","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"15 1","pages":"198-216"},"PeriodicalIF":0.0,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42925676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vahid Rahmani Doqaruni, B. Ghonsooly, R. Pishghadam
Abstract This study aims to explore the extent to which Iranian teachers do research, and their reasons for doing so in the English as a foreign language context, with a special emphasis on action research (AR). The present study used a mixed methods design, i.e. questionnaire and interview, to gain a richer understanding of the teachers’ reasons for doing AR. The participants were 65 English teachers from 5 private English language teaching institutions. Despite the fact that many teachers in the present study considered AR useful in solving their immediate teaching problems and improving their teaching practices, the analysis of the teachers’ reasons showed that there are serious barriers in the way of conducting AR which are in nature practical (lack of time), logistic (not having enough knowledge and support), and attitudinal (teachers believe that their job is only to teach). Keywords: teacher research engagement, teachers’ reasons, action research, mixed methods design, questionnaire, interview ----- Razones de los profesores de segundo idioma para hacer/no hacer investigacion-accion en sus aulas Resumen Este estudio tiene como objetivo explorar en que medida los maestros iranies realizan investigacion y sus razones para hacerlo en el contexto del ingles como idioma extranjero con un enfasis especial en la Investigacion-Accion (IA). El presente estudio utilizo un diseno de metodos mixtos, es decir, cuestionario y entrevista, para obtener una mejor comprension de las razones de los maestros para hacer IA. Los participantes fueron 65 profesores de ingles de 5 instituciones privadas de ensenanza de ingles. A pesar del hecho de que muchos maestros, en el presente estudio, consideraron que la IA es util para resolver sus problemas de ensenanza inmediatos y mejorar sus practicas de ensenanza, el analisis de las razones de los profesores mostro que existen serias barreras en la forma de conducir la IA que son de naturaleza practica (falta de tiempo), logisticas (no tienen suficiente conocimiento y apoyo) y actitudinales (los docentes creen que su trabajo es solo ensenar). Palabras clave: compromiso de investigacion docente, razones de los profesores, investigacionaccion, diseno de metodos mixtos, cuestionario, entrevista ----- Bibliography: Rahmani Doqaruni, Vahid/Ghonsooly, Behzad/Pishghadam, Reza: Second language teachers’ reasons for doing/not doing action research in their classrooms, IJAR – International Journal of Action Research, 3-2019, pp. 255-273. https://doi.org/10.3224/ijar.v15i3.06
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