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Relevant bibliographies by topics / Praxis inquiry

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Academic literature on the topic 'Praxis inquiry'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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Journal articles on the topic "Praxis inquiry"

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Arnold, Julie. "Artful praxis: experience, inquiry and consciousness." Qualitative Research Journal 19, no. 4 (November 11, 2019): 438–48. http://dx.doi.org/10.1108/qrj-05-2019-0041.

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Purpose The purpose of this paper is to illuminate the way in which pre-service teachers adopt ways of thinking critically about learning and practice. It highlights the unfolding of critical dialogue, knowledge and artful action as a way of “reading the scene” (Pahl and McKenna, 2015). The focus concerns mindshifts that occur while learning to be a teacher. The study sets out to seek factors that contribute towards development as professional practitioner. Design/methodology/approach As part of a much larger study involving ten pre-service teachers, this paper focusses on just one participant named Meredith, a pre-service teacher in her fourth year of her teacher education course. The design constructed draws on the data from Meredith’s interview and conversation, art making and gestural activity while painting and communicating her stories. These narratives from interviews exist in this paper as vignettes and privilege of the interplay of art making, interview and gestural responses. Implementing a framework by Denzin (2001) enables a way of reading to note learning and epiphanic moments that exist for Meredith. Findings Moment of learning and themes are indicated and suggest that from the original interview there are 11 important moments of epiphanic mindshifts for Meredith. Originality/value The method as practice intends to make cogent links to new levels of consciousness by presenting innovative ways in which qualitative research data can be gathered and analysed. Meredith engages in mindshifts that occur as learner and also embraces experiences of praxis as a means of understanding self and teacher identity.

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DeGennaro, Donna. "Toward Transformative Praxis." Journal of Transformative Education 16, no. 3 (November 1, 2017): 220–45. http://dx.doi.org/10.1177/1541344617736635.

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In Unlocking Silent Histories (USH), Indigenous youth participate in a pedagogical engagement with theoretical roots in critical pedagogy, media studies, and cultural sociology. These frameworks inform how youth participate in a self-directed, technology-enabled learning design to critically inquire about and creatively express their worlds from their perspectives in the form of documentary shorts. This intentional strategy discloses our belief that Indigenous youth viewpoints are absent from a digital landscape. Our philosophical engagement further divulges learning design deficiencies, asserting that (1) local voice and knowledge are foundational to authentic learning, (2) community-connected themes inspire critical inquiry and creative expression, and (3) youth have the capacity to direct their own learning and author their own stories. Our program design calls for a shift in focus when thinking about the definition and roles of youth knowledge, voice, and learning. To ignite this shift, framing and bringing to life what is termed transformative praxis, youth become teacher|leader|learner in our pedagogical engagement. We convey this by focusing this article on our program leaders’ experiences in this multifaceted role. In doing so, we highlight the development of these program leaders as they encounter, negotiate, and struggle between unconscious and conscious oppression and liberating educational practices.

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Diversi, Marcelo, and Dan Henhawk. "Indigenous Qualitative Inquiry." International Review of Qualitative Research 5, no. 1 (May 2012): 51–72. http://dx.doi.org/10.1525/irqr.2012.5.1.51.

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Five centuries after the first arrival of European settlers in what they called the Americas, indigenous peoples and ways of knowing continue to be largely represented and reified by Western scholars and epistemologies. We argue here that, even within Qualitative Inquiry and its critical paradigms and theories, indigenous bodies and narratives continue to be relatively scarce as our interpretive communities attempt to advance decolonizing knowledge production, pedagogy, and praxis. In this article, we argue that this persistent segregation is related to an academic structure that continues to privilege Western paradigms (e.g., theoretical sophistication over visceral knowledge of oppression) and ways of knowing (e.g., reductionist binary definitions of indigeneity still too obsessed with authenticity). The center-piece of our article and critique is an email exchange between the authors about ontological, epistemological, and ethical issues of indigenous qualitative inquiry over the period of one year. We attempt to use our exchange as an instantiation—a textual, intellectual, and emotional performance—of ontological questions on indigenous qualitative inquiry: Who is indigenous? Are there common grounds among indigenous peoples of the earth? And if so, can we find more effective ways to gather in these common grounds in the 21st century? We conclude by offering our own suggestions toward decolonizing imaginations and praxis.

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Lea, YiShan. "The Praxis of Mentoring: Power, Organising and Emancipation." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 39–51. http://dx.doi.org/10.2478/v10099-012-0005-9.

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The Praxis of Mentoring: Power, Organising and EmancipationThe purpose of this article is twofold: first, to juxtapose the praxis of mentoring with its domination and, second, to examine the praxis of mentoring. The rationale of the inquiry is based on social reconstructivist principles, recognising that relational structures and human experiences are both productive and reproductive in nature and in effect. The inquiry has pedagogical implications for institutional practices in education and political implications for individual voluntary versus institutional organising. It is potentially counter-hegemonic against the discourse of globalisation inevitability. Overall, the paper investigates the development and socialisation of human agency in institutional and social associations in which the praxis of mentoring intervenes.

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MacKenzie, Sarah K. "Poetic Imag(ination): Finding Praxis Through Haiku." LEARNing Landscapes 4, no. 1 (April 1, 2010): 273–90. http://dx.doi.org/10.36510/learnland.v4i1.377.

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I draw on poetic inquiry to explore my experience using and interpreting haiku within the context of a literacy methods course. From this project I learned that poetry, as a pedagogical tool as well as one of inquiry, opens up spaces for (un)imaginable possibilities to be exposed, moving both teacher and students toward a place of praxis and reflexive agency

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Denzin, Norman K. "Critical Qualitative Inquiry." Qualitative Inquiry 23, no. 1 (December 9, 2016): 8–16. http://dx.doi.org/10.1177/1077800416681864.

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What are the key issues confronting the call for a new critical inquiry? How to create a new family of terms for a new critical inquiry, terms slip and slide, fall over one another: critical embodied, transformative, dialogic, reflexive, participatory, emancipatory, narratives of resistance, plateaus, planes of composition, Deleuze, Guattari, assemblages, affect, nomadic inquiry, rhizomatic, love, loss, praxis writing as a way of being in the world. Writing framed around acts of activism and resistance. How do we move forward?

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Lather, Patti. "Research as Praxis." Harvard Educational Review 56, no. 3 (September 1, 1986): 257–78. http://dx.doi.org/10.17763/haer.56.3.bj2h231877069482.

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The author, who is concerned with the methodological implications of critical theory, explores issues in the developing area of emancipatory research. She defines the concept of "research as praxis," examines it in the context of social science research, and discusses examples of empirical research designed to advance emancipatory knowledge. The primary objective of this essay is to help researchers involve the researched in a democratized process of inquiry characterized by negotiation, reciprocity, empowerment — research as praxis.

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Borhani, Maya T. "New Vox in Poetic Inquiry." Art/Research International: A Transdisciplinary Journal 6, no. 2 (September 4, 2021): 316–46. http://dx.doi.org/10.18432/ari29511.

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As a doctoral candidate ever-deepening my understandings of arts-based research methods, in general, and performative and poetic methods of inquiry in particular, this paper advances several new theories of Vox in poetic inquiry (Prendergast, 2009, 2015, 2020), playing with the generative possibilities found with/in such poeticizing as writing method, performative gesture, and reflexive praxis, while addressing intersections between the personal/public and poetry as political currency. Woven as a métissage of poetic offerings within theoretical exposition, this essay links theory, research methods, and personal explorations with/in poetic inquiry. Found poems and original compositions punctuate the proposal of several new Vox to help elucidate our myriad voices within a growing chorus of poetic inquirers singing to a variety of purposes. A journey through methodological praxis unfolds, poses further questions, and encourages ongoing exploration and practice of poetic research methodologies in diverse, rhizomatically fruiting tendrils and directions.

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Echeverria, Eugenio, and Patricia Hannam. "Philosophical inquiry and the advancement of democratic praxis." Journal of Pedagogy / Pedagogický casopis 4, no. 1 (June 1, 2013): 111–25. http://dx.doi.org/10.2478/jped-2013-0007.

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Abstract In a time of advancing neoliberal educational practice globally (e.g. Roxborough, 1997, McCafferty, 2010), in the provision of public sector education as well as in assumptions regarding public educational purposes and curriculum development; this paper looks to a broader definition of education (e.g. Biesta, 2009). The authors argue that pedagogical proposal of the Community of Philosophical Inquiry as in the work of Matthew Lipman (e.g. 2002) and Ann Sharp, a model of educational praxis existent in over 60 countries world wide, can enable the advancement of a vision for deliberative democracy (Lipman, 1998) and social justice and contribute to educational theory and practice in ways which develop communicative rather than individualistic notions of autonomy (Code, 2006, p.170.). Philosophical inquiry, especially as discussed in this paper with adolescents, equips students with the tools to become more critical, to develop a more social and global awareness and consequently enable them to make more reflected moral judgments (Hannam & Echeverria, 2009, p.114). Drawing on practical examples from the direct experience of the authors in the UK and Mexico, as well as building on 40 years of research world wide, an argument is developed for embedding philosophical thinking into all educational environments as a means of forming transformative intellectuals (Giroux, 1988) and enabling a raising of awareness with regard to the consequences of the tacit acceptance of neoliberal educational policies. Furthermore, drawing on the writing of Hannah Arendt (1998) a view is advanced which suggests that deliberative and participatory democratic structures can be developed in our societies where the opportunity for careful thinking as well as conscious action taking can take place.

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Lutz, Kristin F., Kim Dupree Jones, and Judy Kendall. "Expanding the Praxis Debate: Contributions to Clinical Inquiry." Advances in Nursing Science 20, no. 2 (December 1997): 23–31. http://dx.doi.org/10.1097/00012272-199712000-00004.

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Dissertations / Theses on the topic "Praxis inquiry"

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Nordenbrock, William A. "Appreciative inquiry in the praxis of reconciliation." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0826.

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Croll, Joshua Eric. "CRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/203440.

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Urban Education
Ed.M.
This paper explores concepts and theories in the tradition of critical pedagogy as they relate to teaching practices in contemporary American urban public schooling. Objectives for critical pedagogies are discussed and applied to various aspects of teaching and education, including urban schools and school systems as problematical institutions; establishing a healthy classroom climate and learning community; creating a learning partnership with students; posing-problems for study; generating ideas through collaborative dialogue; guiding inquiry and critical thinking; providing ongoing and authentic assessment; and the imperatives of ethical values, ideology, and multiple perspectives in critical teaching praxis. Critical educational scholarship informs teaching and learning in schools to provide liberating opportunities to achieve critical and academic literacies. Theories of liberation, freedom, democracy, justice, power, oppression, transformation, community-building, humanization, authority, dialogue, agency, instructional ideology, social reproduction, standards, curriculum, culture, learning, thinking, questioning, literacy, assessment, and pedagogy are explored from critical perspectives and discussed as they are brought to bear on classroom teaching and learning in urban K-12 schools.
Temple University--Theses

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Landis, Rebecca Danielle. "Community Food Work as Critical Practice: A Faith-based Perspective." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56581.

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Historically, many faith-based hunger relief efforts address food insecurity through the emergency food system, but they often do not challenge the systemic causes of the need, which according to some, are poverty and inequality. As a promising alternative, community food work is a radical approach to food system change that imbues values of justice, sustainability, and equity into the food system to reduce the pervasiveness of poverty and inequality in society. I used narrative inquiry as methodology in a faith-based context to explore the role of criticality in community food work. Additionally, I explored the treatment of hegemony in these practitioners' critically reflective practice. I engaged six practitioners in narrative-based interviews and subsequently asked them to read and analyze their own interview. I then gathered all participants for a collective reflection session where we reflected on excerpts from the interviews and used them as a foundation for further dialogue and reflection. Each practitioner used their faith to varying degrees in the performance of their work. I found significant notions of feeling called to serve, and bringing God's kingdom to earth, but an avoidance to use this work to evangelize. The narratives reflected community food work as a community development effort and extended beyond the context of food. Affirming, trusting relationships serve as a foundation to how this group of practitioners approach their work, and provide the space to interact with their work in radical ways and raise critical consciousness.
Master of Science in Life Sciences

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McGonagle, Maureen Quinn. "The Role of the Farmacy Garden as a Site for Transformative Learning for Sustainability." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98734.

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The neoliberal political economy guiding our present food system has contributed to our present unsustainable situation, characterized by wicked problems such as environmental degradation, food insecurity and diet-related illness. Our current condition demands a new conception of sustainability to guide creative and counter-hegemonic interventions that can supplant the dominant oppressive structures and processes presently characterizing development efforts. While community gardens have been recognized as common grounds for food systems transformation, research has largely missed this opportunity for exploration. Drawing from the planetary and emancipatory frameworks of transformative learning, and a conception of sustainability rooted in life values, counter-hegemony, and social justice, this case study explores how a collective community garden is a critical pedagogy space for stakeholders to change their own reality within their food system. Using narrative inquiry as a methodology, I conducted semi-structured interviews with garden stakeholders (n=12). The lived experiences of study participants revealed the transformative potential of the Farmacy Garden rooted in the community food security movement. As a space that inspires critical consciousness for humanization, study participants deepened their awareness of new choices and possibilities in their food system rooted in life values. As a space that inspires social action for community economies, the Farmacy Garden promoted transactions rooted in reciprocity and gift-based exchange. Through critical hope and creative imagination for integral development, study participants are envisioning and exploring alternatives that can guide us in the challenging and contradictory work of "making new worlds" (Gibson-Graham, 2008, p. 628).
Master of Science in Life Sciences
The Farmacy Garden (FG) is a collective community garden built on public land in a small town in rural, southwest Virginia, with a mission to promote health, increase food security, and build community capacity among low-income residents in the region. As an educational garden funded within a public health context, the FG programs and evaluation parameters have prioritized health outcomes over other potential benefits of the site. This study embraces a whole-systems perspective, providing an opportunity to cultivate a richer understanding of the role the FG plays as a critical pedagogy space for sustainability and food systems transformation. Drawing on the planetary and emancipatory conceptions of transformative learning, and narrative inquiry as a methodology, this case study explores the perceptions and experiences of FG participants and practitioners (n=12) through story and critical reflection using semi-structured, narrative interviews. The lived experiences of these stakeholders reveals the FG's role as an educational site that enables participants and practitioners to cultivate new understandings of themselves, invigorate new forms of social action, and nurture new imaginaries that provoke possibilities beyond the current condition.

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Nolan, Veronica M. "Creating different futures: How using arts and design-based inquiry supports business leaders in developing creative and innovative organisational culture, to thrive in a complex and rapidly changing business context." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228882/1/Veronica_Nolan_Thesis.pdf.

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This practice-led study assumed a teaching artist perspective to conceptualise how Arts and Design-Based Inquiry (ADBI) supports leaders to design strategy, as a participatory process of intentional organisational change, suited to complex and rapidly changing business contexts. Aesthetic Literacy was introduced as a core competency and was found to be critical to innovative culture and how to design experiences. Senge’s learning organisation model was applied to understand how to develop innovative organisational culture through mechanisms of change such as individual and collective mindset, Why, conversation, and learning. An ADBI Framework for designing strategy is presented.

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Jennings, Janet. "A composer-teacher in context: Music for the performing arts faculty in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2605.

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This thesis examines the processes and outcomes of a composer-teacher's practice in the context of a New Zealand secondary school. The research was undertaken by the composer-teacher/researcher as a case study that integrates an investigation of the context with four action research music composition projects developed as a creative response to that context. Chapters One to Three comprise the background theory. Chapter One provides an introduction and overview of the research; Chapter Two explains and justifies the research methods. Chapter Three peels away and examines five layers of the secondary school context identified as significant in shaping the perceptions of the participants: approaching the context in a multi-layered way enabled coherent synthesis and appraisal of the relevant literature. Chapters Four to Seven comprise the four action research music composition projects. Each action research project focuses on a music score composed by the composer-teacher/researcher for a specific group of students at Macleans College, Auckland. The composition, production, and performance processes are investigated from the perspectives of all the participants. Each music project comprises a four part progression - plan (composition process), data (music score), data analysis (recordings of performances, surveys, and interviews with all participants) and reflection (feedback, and feedforward into the next project). Each phase of the research generated significant outcomes, such as the four original music scores. Chapter Eight summarizes the themes, issues, and patterns that emerged, and makes recommendations for further research. A model of co-constructive practice emerges from this research: teacher and students co-construct artistic worlds through performance. The model is not new (it is common practice, adopted by generations of musician-teachers) but is rarely acknowledged and currently un-researched. This research demonstrates the validity of the practice from both musical, and teaching and learning perspectives, and examines the strengths and limitations of the model. At its best, the creative processes co-constructed by a teacher with her students are shown to provide a crucible within which intense and creative learning experiences occur. Students of all levels of ability are shown to gain confidence in this context, and subsequently develop skills with apparent ease. The co-constructive model is limited in that it cannot meet the musical needs of all students: co-construction should be considered as one model of practice, appropriate for use in association with many others. This research provides 'virtual access' to a particular world of performance practice, revealing the secondary school context as a realm of authentic and valid musical practice.

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Hedenqvist, Robin. "Exploring Ecological Masculinities Praxes : A Qualitative Study of Global Northern Men Who Have Participated in Pro-Feminist and Pro-Environmental Reflective Groups." Thesis, Stockholms universitet, Institutionen för ekonomisk historia och internationella relationer, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183319.

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Ecofeminism has long demonstrated how patriarchal structures and masculine norms constitute major obstacles for a transition to an ecologically and socially just society. In recent years, this has been illustrated by the hegemonic masculine performances of world leaders such as Donald Trump and Jair Bolsonaro. There is a vital need to engage men in changing these structures and norms in favour of environmental and social care. Therefore, pro-feminist and pro-environmental reflective groups for men have been initiated in Sweden. This study explores how men who have participated in these groups narrate the global ecological crisis and their role in it. The political power of these personal narratives must be understood as part of a discursive struggle in the international arena. The narratives construct these men in a way that positions social and environmental justice as normative. This, in turn, challenges the prevailing norms and enables different international environmental politics.

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Lin, Chia-Chi, and 林嘉琪. "A Narrative Inquiry into Gender Consciousness Raising and Praxis." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/51743522409845872988.

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碩士
東海大學
教育研究所
94
This is a story about a woman’s gender consciousness raising and praxis. This study applies the perspective of feminism and narrative inquiry approach in order to represent women’s life experience. The purpose of this study is to expose patriarchy and empower women. This study is based on Paulo Freire’s pedagogy which is built on a platform constituted by a dynamic dialectical approach toward the world, a praxical view of knowledge and human beings, and a deep commitment to the liberation of the oppressed. For Freire, pedagogy can be humanizing only when it is critical, dialogical, and praxical. And, pedagogy is an actual praxis of democracy. It also means that liberation is not a gift, not a self-achievement, but a mutual process. This study is the reflection of a woman’s gender role stereotype. The researcher not only reviews personal life experience, but also transforms the meaning perspectives to become a more fully human.

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Starr, Lisa J. "We lead who we are: A collaborative inquiry to inform educational leadership praxis." Thesis, 2014. http://hdl.handle.net/1828/5677.

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Educational leaders are immersed in and arguably responsible for the construction of the delicate yet complex world of education. As such, Van der Mescht (2004) poignantly observes, “to develop a clearer picture of what it is that some leaders possess (or do, or are) that makes their leadership effective has perhaps never been more urgent” (p. 3). This research is a response to Van der Mescht’s observation. The purpose of this study is to engage prospective educational leaders in a deep interrogation of their personal, philosophical and pedagogical beliefs around leadership and its application in contexts representative of Canadian diversity and the complexity of the learning environments using collaborative inquiry (Bray, Lee, Smith & Yorks, 2000) as a methodology. The study is based on leadership as a practice where educational leaders enable, empower and support the diverse and complex learning community and where the application of leader extends beyond title and position to qualities and actions understood through collaborative reflection and dialogue.
Graduate
0515
0514
0727
lisa.starr2@mcgill.ca

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Lin, Kang Yu, and 康玉琳. "The crossing of the gaps-Narrative inquiry of teaching praxis of five beginning teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/64351645288091604294.

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碩士
國立臺灣師範大學
教育學系
95
The purpose of this study was to explore the gap between teaching theory and practice of five beginning teachers taught at different junior high schools. Through narrative inquiry, this study re-comprehended the challenges the teachers faced in their fields, and understood the efforts they made to overcome the difficulties. I invited four beginning teachers to undertake interactive narrative inquiry for almost one year. Then I analyzed our teaching stories and found that the beginning teachers encountered five aspects of challenges: personnel interaction, competitive atmosphere, authority culture, gender differences, and different teacher career developments. Under these challenges, there were gaps the beginning teachers tried to cross over. The teachers tried to re-construct teachers knowledge and to develop the personal practical knowledge in order to cross over the distance between theories and practices. The teachers tried to re-establish the relation of teachers and pupils in order to cross over the cultural differences between teachers and students. The teachers tried to re-understand the learning essence in order to cross over the pressure of competitive atmosphere. Additionally, the teachers tried to expand the diverse roles of teachers to cross over the stereotyped teacher image. Underneath the deepest of the challenges, beginning teachers tried to struggle with educational structure and to search for teacher identities. Based on the findings, this study provides the following suggestions. First, beginning teachers should be encouraged to support each other through a collaborative community. Second, the authority should establish a system to help beginning teachers to develop professionally. Third, beginning teachers should be encouraged to develop the ability to challenge the inequality in the field.

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Books on the topic "Praxis inquiry"

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Pirker, Peter, and Florian Wenninger. Wehrmachtsjustiz: Kontext, Praxis, Nachwirkungen. Wien: Braumüller, 2011.

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Literary praxis: A conversational inquiry into the teaching of literature. Rotterdam: Sense Publishers, 2011.

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The realizations of the future: An inquiry into the authority of praxis. Albany, N.Y: State University of New York Press, 1990.

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Denunziation als soziale Praxis: Fälle aus der NS-Militärjustiz. Wien: Böhlau, 2010.

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Strafverfolgung nach dem NATO-Truppenstatut: Grundlagen und Praxis eines "international-arbeitsteiligen" Strafverfahrens. Baden-Baden: Nomos, 2004.

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Public action and religious praxis: A socio-religious inquiry into two cases of public action in the Garhwal region and their implications for the self-understanding and praxis of the church. New Delhi: Intercultural Publications, 2002.

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Collen, Arne. Systemic Change Through Praxis and Inquiry. Taylor & Francis Group, 2018.

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Collen, Arne. Systemic Change Through Praxis and Inquiry. Taylor & Francis Group, 2018.

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Collen, Arne. Systemic Change Through Praxis and Inquiry. Taylor & Francis Group, 2018.

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Collen, Arne. Systemic Change Through Praxis and Inquiry. Taylor & Francis Group, 2018.

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Book chapters on the topic "Praxis inquiry"

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Ven, Piet-Hein van de, and Brenton Doecke. "A Conversational Inquiry." In Literary Praxis, 9–20. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-586-4_2.

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Sun, Zhenbin. "Methodological and Historical Inquiry." In Language, Discourse, and Praxis in Ancient China, 1–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54865-9_1.

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Wamba, Nathalis. "The ‘Action’ Turn: People Praxis." In The SAGE Handbook of Participatory Research and Inquiry, 621–32. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n44.

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Mullis, Eric. "Pragmatist Methods: Experimental Inquiry, Somaesthetics, and Performance Praxis." In Pragmatist Philosophy and Dance, 33–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29314-7_2.

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Wallerstein, Nina, Lorenda Belone, Ellen Burgess, Elizabeth Dickson, Lisa Gibbs, Laura Chanchien Parajón, Margareta Ramgard, Payam Sheikhattari, and Gillian Beth Silver. "Community Based Participatory Research: Embracing Praxis for Transformation." In The SAGE Handbook of Participatory Research and Inquiry, 663–79. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n47.

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Ponte, Petra, and Jan Ax. "Inquiry-Based Professional Learning in Educational Praxis: Knowing Why, What and How." In Rethinking Educational Practice Through Reflexive Inquiry, 49–60. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0805-1_4.

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McCaw, Christopher T., and John Quay. "Meditative Inquiry in Dialogue With Heideggerian, Deweyan, and Buddhist Praxis." In Engaging With Meditative Inquiry in Teaching, Learning, and Research, 138–53. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003128441-11.

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Galletta, Anne. "Critical Layering in Participatory Inquiry and Action: Praxis and Pedagogy in Seeking Educational Change." In The SAGE Handbook of Applied Social Psychology, 467–88. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526417091.n23.

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Baker, Beverly, and Joyce Germain. "Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-Based Indigenous Language Classroom." In Educational Linguistics, 107–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35081-9_6.

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Wallerstedt, Cecilia, and Malin Nilsen. "Enabling Knowledge Development Relevant for ECEC." In Methodology for Research with Early Childhood Education and Care Professionals, 3–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_1.

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AbstractIn this first chapter of the volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume), we will introduce the themes and chapters included. Eight examples of research projects will be given, and even if many denotations are used in the different chapters to describe the methods used, they are all aimed at improving preschool practice and take on social problems in a broader sense. We will discuss how development projects or studies, research projects and innovation, inquiry-based research and professional development programmes, and action research approach relate to praxis-related methodology and its key references. A central aspect is that the focus is on problems that are experienced in preschool, even if the process of formulating these problems differs. Sometimes it is the preschool that initiates contact with academia, while other times it is the researchers who consider it important to collaborate with preschools. Regardless, they are all collaboration projects in which participants from preschools and participants from academia (i.e. researchers) work together, but often in a more explorative way, compared to other studies within the development and praxis-related research tradition.

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Conference papers on the topic "Praxis inquiry"

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Dell, Debra, Martha Cleveland-Innes, and Norm Vaughan. "Community of Inquiry: Designing for Lifelong Learning Regulation." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6044.

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The Community of Inquiry framework is used extensively to design and evaluate open and distance learning courses, including MOOCs. In the CoI model, at the intersection of the way we think and make sense of content (cognitive presence) and how we demonstrate, assess, and make our learning and unlearning visible (teaching presence) is the construct overlap called regulating learning. The regulating learning overlap is deeply connected to core CoI concepts of community building, purposeful inquiry, discourse, metacognition, and self and co-regulation (Akyol & Garrison, 2011; Garrison, 2013). // In 2021 a team of research practitioners began the development of a learner self-assessment tool designed for early course use. The CoI learner tool is a 32-item self-reflection advance organizing tool intended as a praxis and scaffolding resource for the Community of Inquiry-based learning design. The tool itself weaves self-reflection and CoI definitions and diagrams to make CoI philosophy explicit by decomposing the complexity and promoting the core concepts of lifelong learning tendencies, including motivation, perseverance, and learning regulation (Coşkun & Demirel, 2010)

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DeMeulenaere, Eric. "Exploring Uncertainty in a Community of Praxis: Practitioner Inquiry Into a New Interdisciplinary Major." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580453.

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R Lotrecchiano, Gaetano, and Shalini Misra. "Observational and Analytic Features for the Study of Transdisciplinary Teams [Abstract]." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3729.

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Aim/Purpose: This paper proposes to bridge transdisciplinary team characteristics with the study of communication in teams. It proposes the question “”what does the systematic study of transdisciplinary teams tell us about communication?” This paper addresses (1) a typology of transdisciplinary teams for observation and analysis; (2) features of communication within transdisciplinary teams; and (3) the role of complexity science in bridging the study of transdisciplinary teams with communication studies. Background: Working within transdisciplinary teams is a challenge as researchers and scholars strive to solve complex problems amidst rapid change and the complexities of coping with competing and shifting priorities. Inquiry into these sorts of complex teams requires a commitment to gathering and analyzing data that are dynamical representing emergent change within teams. Methodology: The paper draws on literature on transdisciplinary teams as well as highlights trends that can inform research and techniques for observing transdisciplinary teams. Contribution: By reviewing the definitions and impact these features have on the task of researching communication processes in transdisciplinary teams, scholars can inform the major challenges that transdisciplinary teams face on a regular basis: integration, praxis, and engagement.

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Sidgwick, P., Simi Thankaraj, Dal Hothi, and Clare Rees. "E2.4 Praise – promoting appreciative inquiry, supporting excellence." In Great Ormond Street Hospital Conference. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-084620.40.

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Valentim, Juliana. "Participatory Futures Imaginations." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.111.

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The contemporary conjuncture of widespread ecological and social crises summons critical thinking about significant cultural changes in digital media design. The selection and classification practices that marked the history of slavery and colonization now rely on all types of nanotechnologies. On behalf of the future, bodies became expanded territory to sovereign intervention, where the role of contemporary powers enable extraction and mining of material, plumbed from the most intimate sphere of the self. This logic requires the state of exception to become the norm, so that the crisis is the digital media’s critical difference: they cut through the constant stream of information, differentiating the temporally valuable from the mundane, offering users a taste of real-time responsibility and empowerment. Thereby, this research aims to explore the dynamic transformations of the mediatic environment and their impacts on the fundamental relationships of human beings with the world, the self, and objects. It unfolds concerns around neocolonial assaults on human agency and autonomy that resonate from structuring patterns emerging from the digital infrastructure of neoliberalism and the relationships of human beings with the world. It disputes the imaginaries, representational regimes, and the possibilities of reality perceptions with universal, patriarchal, and extractive representations. This research also seeks alternative forms of media education and political resistance through its collaborative practice, pursuing an attentive and open-ended inquiry into the possibilities latent for designing new communication and information tools within lived material contexts: How might we represent invisible media infrastructures? How to produce knowledge about this space and present it publicly? How can these representations be politically mobilized as ecological and social arguments to establish a public debate? How can artistic sensibilities, aesthetics and the visual field influence what is thought of this frontier space? Finally, how can art, play and research intervene and participate? For this, the project involves participatory methods to create spaces for dialogue between different epistemologies, questioning the forms of ethical and creative reasoning in the planetary media and communication systems; for fostering the techno-politics imagination through playful, participatory futures and transition design frameworks as an ethical praxis of world-making; and for a reconceptualization of autonomy as an expression of radical interdependence between body, spaces, and materiality. The research aims to provide a framework for designing media tools, which incorporates core design principles and guidelines of agency and collective autonomy. It also engages with the transnational conversation on design, a contribution that stems from recent Latin American epistemic and political experiences and struggles, and the wider debate around alternative forms of restoring communal bonds, conquering public discussion spaces, and techno-political resistances through collaborative research practices and participatory methods.

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