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Journal articles on the topic 'Praxis inquiry'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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1

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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Dhaliwal, Kanwarpal, Jill Casey, Kimberly Aceves‐Iñiguez, and Jara Dean‐Coffey. "Radical Inquiry—Liberatory Praxis for Research and Evaluation." New Directions for Evaluation 2020, no. 166 (June 2020): 49–64. http://dx.doi.org/10.1002/ev.20415.

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Cowling, W. Richard. "Pattern, Participation! Praxis! and Power in Unitary Appreciative Inquiry." Advances in Nursing Science 27, no. 3 (July 2004): 202–14. http://dx.doi.org/10.1097/00012272-200407000-00005.

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Visse, Merel, Finn Thorbjørn Hansen, and Carlo J. W. Leget. "Apophatic Inquiry: Living the Questions Themselves." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095897. http://dx.doi.org/10.1177/1609406920958975.

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In qualitative research, the importance of knowledge production is illustrated by the confidence in logos, that still flags. Although there is significant attention for approaches that are inclusive to the body, affect and non-rational dimensions, these approaches still aim to generate understandings by the appropriation of knowledge. This paper critiques that view and proposes another view of inquiry that centers the praxis of living the questions instead. Here, research is seen as a gradual unfolding of a process. The quest that belongs with this view of research is concerned with how to make space for life phenomena to emerge. We frame this as apophatic inquiry, a non-methodology, as it is not a matter of applying activities in a set of steps. For apophatic inquiry, a process of unknowing and wonder is imperative. The paper discusses how to foster a triadic inter-beingness in a research praxis that fosters the calling forth of and reflection on phenomena. For that, the researcher nurtures awareness and reflection on a triadic sphere of three closely connected spaces: the Inner Space, the Aesthetic Space, and the Wondrous Space. By being receptive to the impressions that unfold within and between these spaces, the research becomes part of a process of living a question in real-time. Thus, living and life itself become the heart of the research.

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Burridge, Peter, Cathryn Carpenter, Brenda Cherednichenko, and Tony Kruger. "Investigating Praxis Inquiry within Teacher Education Using Giddens' Structuration Theory." Journal of Experiential Education 33, no. 1 (June 2010): 19–37. http://dx.doi.org/10.1177/105382591003300103.

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Burridge, Peter, Cathryn Carpenter, Brenda Cherednichenko, and Tony Kruger. "Investigating Praxis Inquiry Within Teacher Education Using Giddens' Structuration Theory." Journal of Experiential Education 33, no. 1 (January 1, 2010): 19–37. http://dx.doi.org/10.5193/jee.33.1.19.

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Dennis, Barbara. "Validity as Research Praxis: A Study of Self-Reflection and Engagement in Qualitative Inquiry." Qualitative Inquiry 24, no. 2 (January 23, 2017): 109–18. http://dx.doi.org/10.1177/1077800416686371.

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This article continues explorations into the concept of validity by looking closely at the notion of praxis as it might be involved in establishing validity through the doing of qualitative inquiry. Departing from thinking of the qualitative researcher as an instrument to thinking of the engagement of the researcher in the research process as praxis-oriented, new ways of thinking about how validity is established intra-actively are articulated. I report on an in-depth qualitative interview study of nine Christian women talking about their faiths. Instead of focusing on the substantive findings of the article, I analyzed the researcher–participant interactions using the concept of praxis to articulate five distinct ways validity was established through the researching process. These findings challenge correspondence theories of truth as the basis for validity and, instead, engage in a dialogic, complex notion of truth-telling as the point of resonance for validity.

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Finch, Linda P. "Research-As-Praxis: A Mode of Inquiry into Caring in Nursing." International Journal of Human Caring 10, no. 1 (February 2006): 28–31. http://dx.doi.org/10.20467/1091-5710.10.1.28.

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The nursing as caring theory asserts that knowing emerges from within the nursing situation and that knowledge can be transformed for nursing purposes into nursing science, which evolves from nurturing persons living caring and growing in caring. The purpose of this paper is to describe research-as-praxis methodology, as it was applied to the nursing as caring theory in a recent study, as an effective way to simultaneously engage in research, practice, and theory application. Because caring is a central exemplar of nursing, it is appropriate to consider the usefulness of this research-as-praxis methodology to examine questions that emerge from within any nursing situation, and it is cogent to suggest that this research methodology would be applicable and appropriate for generating nursing knowledge using the broad expanse of nursing theoretical perspectives.

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18

Stone, John. "Seeking Participatory Equity Through Ethnographic Inquiry." Practicing Anthropology 23, no. 3 (July 1, 2001): 17–22. http://dx.doi.org/10.17730/praa.23.3.2728j471x7363m28.

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This article describes my EPA/SfAA Fellowship experience with the Great Lakes Commission (GLC) in Ann Arbor, Michigan, conducted between August 1999 and October 2000. It generally follows the format of Robert Wulff's and Shirley Fiske's Anthropological Praxis: Translating Knowledge into Action (Boulder CO: Westview. 1987), with major sections devoted to "Client and Problem," "Process and Players," "Results and Evaluation," and "The Anthropological Difference." The article concludes by summarizing the lessons learned through the fellowship and its potential long-term consequences for public consultation in Great Lakes environmental management. I gratefully acknowledge support provided by my fellowship host, sponsors, and supervisors; however, the positions I take in this article are mine alone and do not necessarily reflect their opinions.

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Diptée, Audra A. "A Return to the Anticolonial." Small Axe: A Caribbean Journal of Criticism 26, no. 3 (November 1, 2022): 14–30. http://dx.doi.org/10.1215/07990537-10211822.

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This essay presents a strategy for putting anticolonial thought in praxis through the critical application of historical thought. It suggests a method of inquiry that is problem oriented and geared toward countering hegemonic discourses. The methodological approach proposed argues for an analytical framework that is transnational in its framing, lines of inquiry that are grounded in historically informed interdisciplinarity, and analyses of the ways power interacts with memory and historicity in hegemonic discourses.

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Morvan, Jhonel, and Déirdre Smith. "Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices." Exceptionality Education International 30, no. 2 (September 1, 2020): 80–95. http://dx.doi.org/10.5206/eei.v30i2.11083.

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This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan, Specht, & Smith, 2018). Mobilizing the knowledge and practices within this resource and supporting exploration of this knowledge and associated practices through a lens of critical praxis has been one of the key knowledge mobilization components of the June 1, 2019 conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia. This knowledge mobilization event, along with other initiatives, such as the case resource, helped to foster critical dialogue and interrogation related to leadership practices that can support or hinder a vision and enactment of inclusive education within school communities.

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Byhring, Anne Kristine. "Characteristics and functions of sixteen-year-old students’ collaborative deliberation when working with socioscientific inquiry assignments." Journal of Argumentation in Context 4, no. 2 (October 19, 2015): 200–231. http://dx.doi.org/10.1075/jaic.4.2.03byh.

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In these student dialogues, deliberative aspects of argumentation in SSI inquiry are documented as different from strictly scientific argumentation. I suggest that deliberative argumentation is a complex alternation between reasoning patterns that relate to different activity layers. This understanding of deliberative argumentation emerged when analyzing students’ dialogues, developing the categories theme (theoria), inquiry (praxis) and inscribing (poeisis). Analyses are presented to account for this emerging understanding. The analyses utilize social functional linguistics (SFL), pragmatic conversation analysis, and rhetorical approaches to argumentation. What characterizes the students’ oral deliberation is an alternation between certain foci. Roberts’s (2011) use the terms theoria, praxis, and techne to characterize similar reasoning patterns in his Vision 1 and 2 of scientific literacy. I suggest that in civic deliberation all patterns of reasoning are necessary to handle SSI, whereas in strictly scientific argumentation, theoria is dominant. Such distinctions should also be considered when analyzing and developing instructional strategies.

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Bishop, Ann Peterson. "Inquiry Praxis from Classroom to Community: The Contribution of Chip Bruce." E-Learning and Digital Media 11, no. 5 (January 2014): 431–36. http://dx.doi.org/10.2304/elea.2014.11.5.431.

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Roberts, Sherron Killingsworth, Nancy A. Brasel, and Patricia A. Crawford. "Poetry as praxis: An exploration of poetry discourse as qualitative inquiry." Journal of Poetry Therapy 27, no. 4 (August 19, 2014): 167–81. http://dx.doi.org/10.1080/08893675.2014.948262.

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Buchanan, NiCole T., Desdamona Rios, and Kim A. Case. "Intersectional Cultural Humility: Aligning Critical Inquiry with Critical Praxis in Psychology." Women & Therapy 43, no. 3-4 (May 13, 2020): 235–43. http://dx.doi.org/10.1080/02703149.2020.1729469.

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Berkmanas, Tomas. "Natural Law and Political Ontology: a Historico-Philosophical Outline of a Major Human Transformation." Baltic Journal of Law & Politics 7, no. 2 (December 1, 2014): 119–51. http://dx.doi.org/10.1515/bjlp-2015-0005.

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ABSTRACT The article explores the possibility of comprehending natural law, together with an alternative to the Schmittean political, through an inquiry into the layers of professional philosophy with a special focus on epistemology and analytic philosophy. The starting point of the research is the controversy surrounding the ideas of Carl Schmitt, in which it is unclear what lies at the origin of law and the political - sovereign decision or the situation (Part I)? The latter possibility directs the inquiry to the conceptual field related to natural law and epistemology. Proceeding via both diachronic and synchronic perspectives, the inquiry further analyses what has happened to natural law in modernity, and what its current status is, theorizing both streams of inquiry under the concept of political exile (Part II). The Schmittean political happens to be very much at home in this context, opening up the coherent ideological framework that may be called modern political ontology, which at first appears to camouflage Schmittean antagonistic political praxis (Part III). However, through inquiry into ideas mostly attributable to analytic philosophy (or philosophy of language), this ontology is also shown to function as an ‘anti-onto’-logy - that is, as a direct (i.e. open, not hidden) ideological basis for modern political praxis. The analysis here also discloses the rivalry inside professional philosophy in relation to ‘anti-onto’-logy, the latter finding its disciplinary origin(s) in language itself. It shows that at the level of professional philosophy there is a general trend that could be helpful in the attempt to revive natural law (Part IV).

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Gillis, Eleanor, and Jennifer Mitton-Kukner. "Exploring Teachers’ Experiences of Participating in Teacher Inquiry as Professional Learning." in education 25, no. 1 (June 13, 2019): 19–33. http://dx.doi.org/10.37119/ojs2019.v25i1.412.

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Teacher inquiry is the intentional and methodical reflection on one’s praxis that leads to action, and the resulting adjustments to one’s teaching practice. While scholars identify the importance of supports to be in place to sustain engagement in teacher inquiry, the specifics of the supports have remained somewhat unidentified, and there is little documentation about what teachers experience as they engage in teacher inquiry as part of a school-wide professional learning initiative. This paper explores the experiences of three middle school teachers participating in a year-long, guided teacher inquiry as part of a school’s professional learning plans. It is approached from an ethnographic, emic perspective. The challenges and supports teachers experienced when engaging in the inquiry process, as well as what they felt allowed honest dialogue, emerged as important aspects informing the results of this study. Participants identified that feeling safe influenced their ability to engage in teacher inquiry, and their willingness to address challenges associated with conducting research. Keywords: teacher inquiry; teachers as researchers; school-based professional learning

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Sayers, William. "Oddments: A miscellany of English etymologies (Part 1)." Studia Linguistica Universitatis Iagellonicae Cracoviensis 136, no. 1 (2019): 9–23. http://dx.doi.org/10.4467/20834624sl.19.002.10245.

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This three-part study continues an inquiry earlier initiated in these pages into words listed in Oxford English dictionary as still without satisfactory etymologies. Loans from a variety of source languages are reviewed, accompanied by commentary on earlier lexicographical praxis as it relates to various popular registers of English.

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Sayers, William. "Oddments: A miscellany of English etymologies (part 2)." Studia Linguistica Universitatis Iagellonicae Cracoviensis 136, no. 2 (2019): 83–97. http://dx.doi.org/10.4467/20834624sl.19.008.10603.

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This multi-part study continues an inquiry earlier initiated in these pages into words listed in Oxford English dictionary as still without satisfactory etymologies. Loans from a variety of source languages are reviewed, accompanied by commentary on earlier lexicographical praxis as it relates to various popular registers of English.

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Schaal, Michèle A. "Polyphony as intersectional inquiry and praxis: Wendy Delorme’s Le Corps est une chimère." CFC Intersections: Volume 1, Issue 1 1, no. 1 (September 1, 2022): 85–99. http://dx.doi.org/10.3828/cfci.2022.7.

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This article posits Wendy Delorme’s 2018 novel Le Corps est une chimère as an illustration of how intersectionality, as a theory and praxis, (re)centers those in the margins to better understand human societies, just as it simultaneously challenges any hegemonic system. Building on Patricia Hill Collins and Sirma Bilge’s definition of intersectionality, I first examine Delorme’s portrayal of heteropatriarchal violence as a form of intersectional critical inquiry. Le Corps est une chimère provides readers with an acute understanding, through a variety of situated standpoints, of how, under that system, gender-based, homophobic, classist, or racist violence are all interconnected. Next, I consider Delorme’s writing as an intersectional critical praxis. Deploying polyphonic literature as a Wittigian Trojan Horse, Delorme decenters heteropatriarchy. She forces all readers to empathize and identify with marginalized folx and communities, therefore fostering solidarity, a necessary step, for theorists and activists of intersectionality, to effectively carry out social justice.

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Dossa, Shama. "Arts-Informed Inquiry: Possibilities and Potential for Decolonising Methodology." Kohl: A Journal for Body and Gender Research 5, Spring (April 1, 2019): 45–56. http://dx.doi.org/10.36583/kohl//5-1-6.

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This paper explores the potential and contextual difficulties of experimenting with arts-informed research as a methodology through a decolonizing transnational feminist lens in the context of Pakistan. The approach was applied as part of a study with community development workers to explore the theory and practice or praxis of empowerment in development discourse. Although challenging, I believe that the approach has the potential to make research more relevant, accessible, and community-centered, honouring diverse ways of knowing. It can facilitate critical collaborative meaning-making in every day contexts, which is important for community development, women’s movements, and feminist theorizing.

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Klerk, Jeremias J. "Combining ethics and compliance: A systems psychodynamic inquiry into praxis and outcomes." Business Ethics, the Environment & Responsibility 30, no. 3 (March 21, 2021): 432–46. http://dx.doi.org/10.1111/beer.12336.

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Latta, Margaret Macintyre, and Jeong-Hee Kim. "Narrative Inquiry Invites Professional Development: Educators Claim the Creative Space of Praxis." Journal of Educational Research 103, no. 2 (November 30, 2009): 137–48. http://dx.doi.org/10.1080/00220670903333114.

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Gardiner, Mary E., Marilyn Pritchett Howard, Penny L. Tenuto, and Alexandre Ilungu-Ibongya Muzaliwa. "Authentic leadership praxis for democracy: a narrative inquiry of one state superintendency." International Journal of Leadership in Education 17, no. 2 (September 3, 2013): 217–36. http://dx.doi.org/10.1080/13603124.2013.835448.

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Grange, Joseph. "The Realizations of the Future: An Inquiry into the Authority of Praxis." Process Studies 23, no. 1 (April 1, 1994): 54–56. http://dx.doi.org/10.2307/44798782.

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Hill, Dominique C., and Durell M. Callier. "Surviving (Black) Together." Departures in Critical Qualitative Research 9, no. 2 (2020): 53–61. http://dx.doi.org/10.1525/dcqr.2020.9.2.53.

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How do Black feminism and womanism foster interconnectedness to one another and the sacred? What knowledges manifest through collective practices of wondering and wandering together? This essay provides reflections on our own engagements with creative-relational inquiry, manifested through our collective practice, Hill L. Waters, a scholar–artist collective rooted in love, Black queer resistance, and art as activism. Organized around and through three corresponding moments, this poetic essay embodies creative-relational inquiry and narrates our process of collectivity. Ultimately, this essay demonstrates how collectivity as a writing practice, political commitment, and identity translates Black feminist and womanist theory into praxis.

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Desai, Shiv R. "Humanizing Trayvon Martin: Racial Profiling, Implicit Biases, and Teacher Education." Urban Education 54, no. 8 (April 29, 2016): 1031–57. http://dx.doi.org/10.1177/0042085916646609.

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The purpose of this article is to describe a pedagogical inquiry the author conducted to engage preservice teachers in social justice praxis and teacher activism to address the impact of racial profiling on classroom interactions by utilizing the Trayvon Martin case. The Martin case provided the opportunity to have rich, meaningful discussions regarding race, equality, and justice with preservice teachers so that they would be better equipped to tackle such issues in the classroom. Most important, this inquiry reinforces the notion that children of color will never be treated equally until we change how they are perceived.

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Morales, Daniel Morales, Carie Ruggiano, Cee Carter, Kimberly J. Pfeifer, and Keisha L. Green. "Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 1–20. http://dx.doi.org/10.46303/jcve.03.01.1.

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The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective.

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Raimondo, Estelle, and Kathryn E. Newcomer. "Mixed-Methods Inquiry in Public Administration: The Interaction of Theory, Methodology, and Praxis." Review of Public Personnel Administration 37, no. 2 (March 21, 2017): 183–201. http://dx.doi.org/10.1177/0734371x17697247.

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Although the methods wars that were entrenched in most of the social science disciplines well into the 1990s have purportedly ceased, methodological diversity remains rare in public administration. We suggest that the productive interaction between methods, theory, and praxis in the field of public administration requires further methodological integration. Through a review of articles published in Review of Public Personnel Administration ( ROPPA) since 2011, we show that the promise of mixed-methods design has not fully materialized. We explore avenues for implementing mixed-methods research designs that are particularly appropriate for examining the behavior and motivations of public service personnel by identifying examples of articles in ROPPA that used a single-method approach but could have usefully leveraged a diversity of methods to answer their primary research question. We then support our case for the use of integrated mixed-methods with a study of the institutionalization of a performance assessment system in an international organization.

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Thomas, Thomas P., and William H. Schubert. "RECENT CURRICULUM THEORY: PROPOSALS FOR UNDERSTANDING, CRITICAL PRAXIS, INQUIRY, AND EXPANSION OF CONVERSATION." Educational Theory 47, no. 2 (June 1997): 261–85. http://dx.doi.org/10.1111/j.1741-5446.1997.00261.x.

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Kazembe, Lasana. "Reading the World: Toward a Praxis of Inquiry, Critical Literacy, and Cultural Knowledge." Journal of Adolescent & Adult Literacy 61, no. 2 (August 29, 2017): 209–12. http://dx.doi.org/10.1002/jaal.688.

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Bjørkvold, Tuva. "Arbeidstekster i utforskende arbeidsmetoder." Nordic Studies in Science Education 16, no. 1 (February 17, 2020): 67–83. http://dx.doi.org/10.5617/nordina.6703.

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Inquiry learning depends on a variety of writing in order to plan, collect data and keep track of the information. In school science, however, writing to document teacher initiated experiments, following a setup, is widespread. This article follows a class of students during inquiry learning. Most of the student texts are so called working texts, texts used to gather and process their data. Thus the students writing practice is closer to that of scientists, as opposed to the praxis characterizing scientific literacy in school, as reproducing and concerning the schooled text culture, such as text books. This article argues that the term working texts can pose a useful contribution to the view of writing in school science.

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Lyle, Ellyn, and Chantelle Caissie. "Rehumanizing Education: Teaching and Learning as Co-Constructed Reflexive Praxis." LEARNing Landscapes 14, no. 1 (June 24, 2021): 219–30. http://dx.doi.org/10.36510/learnland.v14i1.1034.

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Teaching and learning are profoundly personal experiences, yet systems of education often prioritize ubiquitous agendas that alienate rather than engage. Creating space for individuals and their lived experiences has the capacity to transform the classroom from a place of containment to one of expansiveness. Resisting the tendency of education to think dichotomously about teaching/learning, theory/practice, and self/other, we engage here as two learners who happen to have shared a graduate program, one as teacher and one as student. Influenced by post-qualitative inquiry (St. Pierre, 2017a; St. Pierre, 2017b) and post academic writing (Badley, 2019), we engage reflexively to consider the experience of this shared learning journey.

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Ingalls Vanada, Delane. "Teaching for the Ambiguous, Creative, and Practical: Daring to be A/R/Tography." Art/Research International: A Transdisciplinary Journal 2, no. 1 (March 22, 2017): 110. http://dx.doi.org/10.18432/r27h09.

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This purpose of this inquiry is to explore how an a/r/tographic model of shared inquiry led to deeper insights about learner-centered pedagogy. Invited to teach and redesign a very large ‘Art & Society: Visual Arts’ course at a large university with a 21st century issues-based focus, together with my commitment as a constructivist, learner-centered teacher, the current phenomenological study was born. The phenomena studied was whether a large, lecture-style class taught from a more non-traditional, non-lecture, art-as-experience, learner-centered epistemology might affect students’ balanced thinking and perceptions about their learning. Students’ perceptions, along with the regulatory role of emotions, are critical factors in motivation and behavior; students’ self-beliefs about learning and their capabilities affect their behavior, resilience, and persistence in the face of challenge.Arts-based methods of inquiry with multiple forms of data, regarding both students’ and researcher’s lived experiences resulted in new artforms and informed praxis. After a student survey was determined the best way to poll perceptions about their learning in a more constructivist environment, the author’s Mixed Parallaxic Praxis method emerged from this study. Key findings indicated students’ increased openness to other perspectives and to cultural and creative experiences, increased engagement and a personal desire/thirst to create art, and a personal confidence to analyze art—despite their lack of former experience with artmaking or art instruction in high school. Qualitative and survey data informed how learner-centered practices enhance students’ self-beliefs about their abilities as creative learners, so important to overall motivation and capacity to learn overall.

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Newman, Joshua I. "Arousing a [Post-] Enlightenment Active Body Praxis." Sociology of Sport Journal 30, no. 3 (September 2013): 380–407. http://dx.doi.org/10.1123/ssj.30.3.380.

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In this coda, I consider the oncoming and already-present “crises” (see Giardina & Laurendeau, this issue) which threaten to unsettle the Enlightenment (and its hermeneutic legacies) substrata scholars of sport and the active body rest their work upon. In so doing, I aim to take up a number of the questions posited by the guest editors in their call for papers for this edition. I look back on the research and research acts that have come to hold sway in our field to reflect upon what the contents of this special issue might tell us about the politics of evidence, knowledge, and research action within such a state of metaphysical disorientation. I do so with this question in mind: what if these epistemological and ontological bases—the very axioms of intellectual reason and the pursuit of knowledge—no longer carried (much) value? What if the institutions which house our work no longer privileged the very foundational metaphysics—Enlightenment axioms of inquiry and reason—upon which our endeavors are hoisted? In short, what would sociocultural inquiries of the sporting and active body beyond Enlightenment look like?

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Kazmi, Nabila. "Feminist Resistance Through the Lens of Everyday Lived Experiences of Young Women in India." in education 28, no. 1a (December 9, 2022): 60–76. http://dx.doi.org/10.37119/ojs2022.v28i1a.614.

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In this article, I examine the lived experiences of two young women from urban slums in India who participated in an after-school program focusing on issues of gender inequality within their homes, communities, and schools. Through unstructured and semi-structured interviews and observations, this paper argues that young women from marginalized spaces resist patriarchal structures of society through everyday acts of resistance. Using narrative inquiry, the data reveal that young women use different yet interconnected means to resist oppression in their daily lives. The article makes a case for expanding feminist resistance scholarship to be inclusive of young women at the periphery and their everyday resistance for finding a voice. Keywords: youth activism, narrative inquiry, lived experiences, pedagogical praxis, feminist resistance

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Jenkins, Emrys R., Gaynor M. Mabbett, Andrea G. Surridge, Joanna Warring, and Elizabeth D. Gwynn. "A Cooperative Inquiry Into Action Learning and Praxis Development in a Community Nursing Module." Qualitative Health Research 19, no. 9 (August 18, 2009): 1303–20. http://dx.doi.org/10.1177/1049732309344110.

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McGarry, Karen. "Reflexivity as a Process for Coming Into Knowing." LEARNing Landscapes 12, no. 1 (May 31, 2019): 155–70. http://dx.doi.org/10.36510/learnland.v12i1.985.

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Acting reflexively implies a “self-critical and self-conscious stance” (Glass, 2015, p. 555) of recognizing myself within a research process as an intentional participant-practitioner of generating knowledge. This article attempts to reveal visual evidence across a landscape of textual references and material implementations as a process of the what and how of knowing. My aim is to affirm the intentionality of my reflexive praxis as a way of knowing and becoming through committed intertextual inquiry and discovery.

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Hodgson, Peter C. "Ecclesia of Freedom." Theology Today 44, no. 2 (July 1987): 222–34. http://dx.doi.org/10.1177/004057368704400209.

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“The shape of the new paradigm is not yet clear … but we have intimations of what it will be like. The stress will fall more upon the public than the private, the social rather than the individual, liberation rather than liberty, equality rather than hierarchy, inquiry rather than authority, praxis rather then theory, the ecumenical rather than the provincial, the plural rather than the monolithic, the global rather than the national, the ecological rather than the anthropological.”

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Lyngseth, Øyvind. "Instrumentalundervisningens problem – en kritik af fraværet af instrumentalpædagogisk grundlagsforskning." Studier i Pædagogisk Filosofi 6, no. 2 (April 12, 2018): 15. http://dx.doi.org/10.7146/spf.v6i2.96631.

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AbstractThe article argues that there is a need for a thorough philosophical inquiry into the epistemological basis of instrumental teaching. This kind of inquiry has not previously been undertaken. The way in which practitioners within the instrumental-pedagogical field are often making subjective and individual references to taste (taste-argument) and tradition (tradition-argument) in order to legitimize the self-understanding of the instrumental-pedagogical field, is critiqued. Hans-Georg Gadamer’s Philosophical Hermeneutics and his opus magnum, Truth and Method, are primarily informing the hermeneutical and epistemological analysis and critique of the instrumental-pedagogical praxis. The aim of the article is not only to point to the absence of epistemological research, but also to sketch the foundation for a future constructive discussion about the cultivation of critical self-understanding of the instrumental-pedagogical field.

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Thelin, Katina. "Creating a reflective space in higher education." Learning and Teaching 13, no. 3 (December 1, 2020): 1–17. http://dx.doi.org/10.3167/latiss.2020.130302.

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This article considers the conditions, possibilities, and challenges of creating what is referred to here as a ‘reflective space’ within a higher education course for principals. It is informed by the findings of a qualitative research inquiry conducted in the interests of enhancing the principals’ learning and professional praxis and the university educators’ pedagogical praxis, within a Swedish course for school and preschool principals. Analysis of the findings highlighted two significant patterns. The first relates to the transformative benefits of creating a ‘reflective space’ for the principals attending the course. The second is more ambiguous and reflects their relation to and engagement with scientifically constructed knowledge. Based on these findings, the article offers considerations relevant for creating ‘reflective spaces’ as a means to enhance the quality of learning in higher education. Additionally, some guiding pedagogical implications are included in the final remarks.

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