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Harris, Magdalena National Centre in HIV Social Research Faculty of Arts & Social Sciences UNSW. "Negotiating the pull of the normal: embodied narratives of living with hepatitis C in New Zealand and Australia." Awarded By:University of New South Wales. National Centre in HIV Social Research, 2010. http://handle.unsw.edu.au/1959.4/44602.
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Hepatitis C is known as the ??silent epidemic??. Globally 170 million people live with chronic hepatitis C, yet it receives little policy, media or public attention. In developed countries the blood-borne virus is primarily transmitted through illicit drug injecting practices, aiding its silenced and stigmatised status. In this thesis I uncover some of these silences by exploring the narratives of forty people living with hepatitis C in New Zealand and Australia. My status as a person living with hepatitis C informed all aspects of this research project; I therefore also include my own experiences, foregrounding researcher reflexivity and the co-constructed nature of the interview process. My aims are both practical and theoretical. On a practical level I explore the experiences of people living with hepatitis C in order to inform recommendations for policy, research and practice, while also working to elucidate and employ an approach that allows for an analysis of the ill body as a lived experiencing agent, located in a substantive web of connections whereby discourse, corporeality and sociality, inform and mediate one another. To this end I employ a ??political phenomenology?? influenced by phenomenological and poststructuralist theoretical approaches. The central, previously under-researched, issues that arose in participants?? narratives structure the chapter outline, with results chapters focusing on participants?? experiences of diagnosis, living with hepatitis C, stigma, support group membership, alcohol use, and hepatitis C treatment. For many participants, it was found that living with hepatitis C was a liminal experience where distinctions between what it was to be healthy or ill were not clear-cut. Indeed, many of the participants?? narratives exposed the inadequacy of Western binary categorisations to speak to their experiences of living with hepatitis C. Throughout this thesis it can be seen that the meanings that participants ascribed to health, illness, and their hepatitis C were fluid and contextual, informed by the interplay of corporeality and discourse. From this interplay comes the ability to speak into the gaps of dominant discourses, creating the potential for the disruption, or subtle realignment, of normative ways of knowing.
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Adame, Alexandra L. "Negotiating Discourses: How Survivor-Therapists Construe Their Dialogical Identities." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1263579790.
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Schofield, Sally. "Group art therapy for people with Parkinson's : a qualitative study." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/group-art-therapy-for-people-with-parkinsons-a-qualitative-study(1e37dc4c-34cd-4636-b324-6f5d563e95f8).html.
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This thesis explores the effects of art-making in group art therapy sessions for people affected by Parkinson's Disease. It examines their experience of self through active engagement with art materials. It also draws on the experience of family caregivers and of professionals providing other therapeutic support for these patients. The research methodology is based on feminist, post-structuralist epistemological thought, situating the research as a political, reality-altering endeavour shaped by, and interpreted through, the researcher's particular ideological lens. The thesis emphasises the importance of developing a critical overview of the research context and considering how dominant discourses have shaped both the individual patient's experience of Parkinson's and the service approach to ways of improving their quality of life. A medical model is viewed as determining a narrow understanding and experience of the condition. Broadening the focus of the work to attend to how Parkinson's is culturally and socially embedded provides new understandings of its effects on patients and their wider needs. The research design has a strong participatory component drawing on the support of a consultancy group of six people affected by Parkinson's and three family caregivers, all seen as experts through their personal experience of the condition. The researcher defines her position as researcher-near using her background as artist, art therapist and her experience of working with people affected by Parkinson's at the research site. The research design is inspired by group art therapy practice, and takes research as praxis for theory building. Social science qualitative interviewing was used with four focus groups, and in ten semi-structured individual interviews which involved participant selected examples of their group therapy artwork. Nine audio-recordings of group art therapy sessions were collected. The researcher used art-making throughout the research process to create visual researcher diaries, and 'response' art as a way of exploring the material gathered for analysis. Besides providing an opportunity to consider the role of visual expression to complement verbal, this English language thesis uses data collected in Spanish and Catalan. Translation across languages (spoken, written and visual) and cultures became a method through which to consider interpretation, explore nuances and question assumptions. The dilemmas faced in translation enhanced researcher reflexivity and facilitated exploration of the space between art and language. This thesis offers an understanding of the potential contribution of group art therapy within six themes: 'Self-construction and discovery'; 'Material action'; 'Aesthetic group movement'; 'New perspectives'; 'Artwork as legacy'; and 'Physical transformation of issues'. These themes support the view that group art therapy acted as a catalyst for well-being and better functioning for participants, and that it can be modelled as a continuous process of embodied enquiry for those affected by Parkinson's. The triangular therapeutic relationship is explored and the terms 'creator' - 'artwork' - 'audience' are proposed to recognise the flexibility in the art-maker's position between creator and audience of their artwork. That artwork is conceptualised as an active meaning generator in the group art therapeutic encounter and the artistic intersubjective matrix is explored in relation to therapeutic factors specific to group art therapy. Implications for working with other related chronic, life changing conditions are elaborated.
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Adame, Alexandra L. "Negotiating discourses how survivor-therapists construe their dialogical identities /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1263579790.
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Neden, Jeanette. "Reflexivity dialogues : an inquiry into how reflexivity is constructed in family therapy education." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/8771/.
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Reflexivity has had a long standing presence in professional education and therapy practice. In family therapy our knowledge about reflexivity has largely been produced through its application in practice. This is reflected in its multiple forms, described in the literature as therapeutic reflexivity, self reflexivity, relational reflexivity, group reflexivity, reflexive loops, recursiveness, self- reflection, self-awareness, reflexive competence, personal development, organizational reflexivity and cultural reflexivity. The practice context for conceptualising reflexivity fixes taken for granted knowledge as theory. This research constructs a history of reflexivity which draws upon narratives from diverse contexts across time and relationships, and weaves these together to examine discourses of influence which have led educationalists, practitioners, researchers and authors to construct reflexivity in many different ways. The influence and implications of these reflexivity discourses for practice and education are explored using a social constructionist approach to knowledge creation. A reflexive research design and methodology generates relational and dialogical contexts for constructing new knowledge about reflexivity and at the same time makes the processes of constructing this reflexive mode transparent. The question: ‘How is reflexivity constructed in family therapy education?’ is examined within a collaborative community constituted between educators and students. As we coordinate our polyvocality, episodes of transcendent storytelling and transformative dialogical moments are distinguished in which new knowledge emerges between participants. Using CMM heuristics, these transformative episodes are laminated to make visible the dialogical process of knowledge production. Different ‘forms’ of reflexivity are reconstructed as artefacts of conversations in relational contexts over time, shifting the discourse from looking at multiple reflexivity ‘forms’ towards ‘reflexive looking’. ‘Reflexive Dialogues’ transform positioning and offer new horizons which scaffold resourcefulness, including transfering relational practices from therapy to research and education. ‘Reflexive Dialogues’ transform hierarchical power and colonizing knowledge creation in research, therapy and education and invite empowering and collaborative relationships in which we produce knowledge together. ‘Reflexive looking’ affords theoretical pluralism and local coordination of multiple reflexivity discourses. This produces new knowledge and transforms relationships through scaffolding connected learning, engaged pedagogy and coordination of horizons between research, practice and educational communities.
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Scott, William R. "Reflecting team supervision (RTS) : reflexivity in therapy, supervision and research /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10022007-145326/.
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Leibowitz, Brenda, Vivienne Bozalek, Jean Farmer, et al. "Collaborative research in contexts of inequality: the role of social reflexivity." Springer Netherlands, 2017. http://hdl.handle.net/10962/66634.
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publisher version<br>This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.
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McIntosh, Paul. "Metaphor and symbolism : an action research approach to reflexivity in nurse education." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430595.
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Marks, Nicola J. "Opening up spaces for reflexivity? : scientists' discourses about stem cell research and public engagement." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/2690.
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This thesis starts with what the House of Lords Third Report (2000) has identified as a “crisis of trust” between science and society. It explores ways of addressing this crisis by examining stem cell researchers’ discourses about their work and public engagement, and suggests ways of improving scientists’ engagement with publics. My journey from natural to social sciences started with an in-depth critical analysis of constructive (or critical) perspectives on public understanding of science (e.g. Irwin and Wynne). This highlighted the importance of investigating scientific institutions and scientists, and their embedded assumptions about publics, engagement and science. My research expands upon the limited empirical research on this topic and draws upon data from interviews and discussions with 54 stem cell researchers (of different levels of seniority and field of research, in Australia and the UK). Using informants’ discourse as a “topic” and a “resource” (Gilbert and Mulkay), the thesis explores in detail the strategic and socially contingent definitions and boundaries (Gieryn) in stem cell research (SCR). Analysis of the empirical material develops four main themes. Firstly, the language and conceptual fluidity of SCR is emphasised and shown to enable scientists to conduct “boundary-work” in a variety of ways. Secondly, discourses and performances of (un)certainty are examined to highlight a diversity of socially contingent identities SCR professionals can draw upon. This examination draws on MacKenzie’s “certainty trough” but also improves it by problematising the concept of “distance from knowledge production”. Thirdly, scientists’ expressions of trust and ambivalence are analysed as interactions with particular “expert systems” such as processes of informed consent, commercialisation or legislation in conditions of increased globalisation. By highlighting hermeneutic aspects of trust, this analysis is sharpened and shows that there are elements of “counter-modernity” as well as “reflexive modernisation” in SCR. It is argued that, to further explore the reflexive potential of stem cell professionals’ critiques of their work, these need to be further discussed in public. The forth and final theme focuses more specifically on engagement. Stem cell researchers’ accounts are shown to construct and perform publics, scientists and engagement – and thus “scientific citizenship” – in a variety of ways. This variety can be made sense of by reflecting on conceptions of expertise, democracy, and power. This enables the development of six “ideal-types” of engagement that can be used heuristically to study performances of citizenship. The thesis concludes by discussing its main contributions to knowledge. It highlights how social scientists can encourage greater “interpretative reflexivity” (Lynch) on the part of scientists; this can, in turn, lead to improved science-public relations.
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Horowitz, Ava Denise. "'A good old argument' : the discursive construction of family and research through argumentation." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/32526.
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This thesis utilises Discourse Analysis to explore argumentation as a discursive tool in the construction of social life. Focusing upon family argumentation, an indepth empirical analysis is performed upon the single case study of the researcher's own family. Discourse Analysis has traditionally assumed that argumentation is generally avoided by speakers. In this thesis, the enthusiastic, creative, and sociable pursuit of argument is highlighted. Disagreement and argument are seen to initiate topics and topic change and to impassion interaction. Furthermore, sociable argument is celebrated for its conflict-handling abilities.
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Lee, Yun Jeong. "Let them brew! : reflexivity, and division of labour in deliberation for science and technology governance." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/50054/.
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This thesis examines the theoretical premises of and ways that macro deliberative approaches to decision making function in application to specific instances of science and technology governance. Macro-level deliberations constitute complex, extended, distributed decision making processes, in contrast to individual micro deliberation exercises undertaken in particular settings. Macro deliberations employ the mechanism of ‘division of labour' in terms of actors, tasks and methods in order to secure the two essential qualities of ‘inclusiveness' and ‘deliberativeness' – thus resolving the inherent tension between number of participants and deep discussion. Accordingly, the thesis focuses on the ways in which this paradoxical mechanism of ‘inclusion by division' functions in macro deliberations. An interrogation of two UK nationwide public deliberation cases – GM Dialogue (on GM crops) and the CoRWM process (on radioactive waste) – sheds light on the significant role of reflexivity in such macro deliberative approaches to decision making. The thesis adopts a triangulated approach towards both documents and interviews employing contending representations to cross-check the one with the other. In considering the ways in which reflexivity constitutes a critical quality of the process and outcome of division of labour in macro deliberations, the thesis argues that the notion of reflexivity is central to explaining how macro deliberation functions: The reflective and self-contingent feature of reflexivity enables participants to explore diverse rationales on division of labour through continuous generation of new rationales; this recursive self-reconfiguration process of rationales on division of labour entails an evolutionary development of division of labour. As division of labour is played out not in a static, exogenous fashion, but through a dynamic, endogenous construction process, reflexivity in real-world macro deliberations illuminates some significant contrasts in the ways that ‘deliberation' and ‘inclusion' take place to those characterised in theory. Indeed, deliberation emerges in practice as more than just open rational dialogue. In order to understand this more fully, it must be seen in terms of diversity of material, social and political interactions, and relationships – referred to here as ‘discursive relations'. In reality, then, inclusion occurs in more emergent ways than intended by design, rather, unfolding as participants engage with each other. In this way, actors' divergent views are cross-reflected and mutually influence each other, not through theoretically-envisaged top-down aggregation but via a kind of endogenous ‘fermentation' process. In this way, reflexivity actually makes macro public deliberation a more effectively inclusive and deliberative decision making process. In short, recognition of this inherent reflexivity in macro deliberations offers practically to aid improved understanding of the complex process of engagement in science and technology governance. It suggests that we would benefit from shifting our attention somewhat away from the direct provision of strictly prescriptive design protocols towards the construction of better general environments for facilitating more reflexivity, which should enable actors to shape their own reflexive deliberation. Then let them brew!
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Johansson, Anders. "Biopolitics and Reflexivity : A Study of GMO Policymaking in the European Union." Doctoral thesis, Linköpings universitet, Tema teknik och social förändring, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-17478.
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The political discourse that has emerged as a consequence of establishing a European regulatory framework for GMOs has not been without problems. This dissertation addresses the political and regulatory challenges created by the development and use of genetically modified organisms (GMOs) in the EU. The underlying hypothesis in the dissertation is that the emergence of a European policy in the field of GMOs has appeared through new reflexive forms of governance. The aim of this research is to understand how these reflexive forms of regulation have emerged and operate within the EU, with a particular focus on the two GMO directives 90/220/EEC and 2001/18/EC. However, the study scrutinises the regulatory regimes from the 1970s onwards by investigating how the regulatory framework regarding GMOs has been developed and implemented in the EU. This is done through an analysis of the notion of ‘risk’ and the ‘precautionary principle’ since these concepts have been at the forefront of the GMO regulation debate. The empirical approach focuses on how the European Commission, the European Parliament and the European Council as well as other actors and institutions articulate ambivalence, interpretations and uncertainties in the decision-making processes regarding regulative measures for GMOs, with an accent on risk and the precautionary principle. The main empirical material has been documents concerning the inter-institutional process involved in the regulatory process of making the two directives. The analysis indicates that during the process of implementing GMO regulations, new steering strategies have appeared within the EU’s decision-making institutions when the objective of the regulation has taken centre stage in political and scientific controversies.<br>Den politiska diskursen som har uppstått som en följd av upprättandet av ett europeiskt regelverk för GMO har inte varit utan problem. Denna avhandling behandlar de politiska utmaningar som alstrats av skapandet och tillämpningen av genetiskt modifierade organismer (GMO) inom EU. Den underliggande hypotesen i avhandlingen är att framväxten av en europeisk politik på området för GMO har uppstått genom nya reflexiva regleringsformer. Syftet med denna forskning är att förstå hur reflexiva regleringsformer har uppkommit och opererar inom EU, med särskilt fokus på de två GMO direktiven 90/220/EEG och 2001/18/EG. Studien analyserar lagstiftning från 1970-talet och framåt genom att undersöka hur lagstiftningen om genetiskt modifierade organismer har utvecklats och implementerats i EU. Detta görs genom en analys av begreppen ‘risk’ och ‘försiktighetsprincipen’ eftersom dessa begrepp har varit centrala för debatten om GMO lagstiftningen. Den empiriska metoden fokuserar på hur Europeiska kommissionen, Europaparlamentet och Europeiska rådet samt andra aktörer och institutioner har uttryckt ambivalens, tolkningar och osäkerhet i beslutsfattandet gällande reglerings åtgärder för genetiskt modifierade organismer, med tonvikt på risk och försiktighetsprincipen. Det huvudsakliga empiriska materialet är dokument gällande den interinstitutionella processen som ägde rum när de två direktiven skapades. Analysen visar att implementeringen av GMO lagstiftningen har skapat nya styrningsstrategier i synnerhet i de fall där ändamålet med lagstiftningen har varit föremål för politiska och vetenskapliga kontroverser.
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Storch, Jacob. "Systemic thinking, lived redescription, and ironic leadership : creating and sustaining a company of innovative organisational consulting practices." Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/235171.
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This thesis is about the growth and sustainability of a systemic consultancy that for more than ten years has experienced continuous growth and development. It sets out to describe the kind of distinctive dialogical relational practices (Shotter, 2006, 2008) that enables the conditions for a continuous creation of novel and innovative practices which has been expressed into an ever growing and mutating practice both within the community but also in relation to clients. It is argued that it is the distinctive systemic way of being irreverent towards one's own practice; that is privileging curiosity over certainty (Cecchin, 1987), imagination over inference (Rorty, 1989, 1991a), that is perhaps the most specific difference between systemic theory-practitioners and other ways of consulting. Through cases these ideas are described from within the experiences of those participating offering unique expressions of how this difference is lived in a day-to-day conduct. The treatment of these episodes leads to the hypothesis that innovative practices become a 'way of being' in the world rather than a special feature applied on practice which means that it is not only something we do it is also how we see ourselves grow and develop as individuals as well as a community. How this is expressed into client relationships is explored through two cases of innovative consultancy. The thesis is also a self-reflexive portrait described through neo-pragmatic ideas as found in Rorty's (1980, 1989, 1991a, 1991b, 1999) writing. This project is providing a tension within the project of developing the thesis re-viewing my previous systemic vocabulary through the use of new words and metaphors, through which the reader is invited into an extension of the idea of 'irreverence' with Rorty's writing on irony and redescription. During the course of this project a portrait of the kind of leadership practice that facilitates a relationally dialogical way of being in an organisation is described, which serves as a kind of self portrait. The research methods applied is best captured by the notion of participant research (Lindlof, 1995. Wadel, 1991), which entails using a series of data such as interviews, on the spot observations, written material, post episode reflections and participant dialogues in relation to the different meanings an episode can have. All the data used is discussed and related to the theoretical project within the thesis.
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Iniesta-Arandia, Irene, Federica Ravera, Stephanie Buechler, et al. "A synthesis of convergent reflections, tensions and silences in linking gender and global environmental change research." SPRINGER, 2016. http://hdl.handle.net/10150/622830.
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This synthesis article joins the authors of the special issue "Gender perspectives in resilience, vulnerability and adaptation to global environmental change" in a common reflective dialogue about the main contributions of their papers. In sum, here we reflect on links between gender and feminist approaches to research in adaptation and resilience in global environmental change (GEC). The main theoretical contributions of this special issue are threefold: emphasizing the relevance of power relations in feminist political ecology, bringing the livelihood and intersectionality approaches into GEC, and linking resilience theories and critical feminist research. Empirical insights on key debates in GEC studies are also highlighted from the nine cases analysed, from Europe, the Americas, Asia, Africa and the Pacific. Further, the special issue also contributes to broaden the gender approach in adaptation to GEC by incorporating research sites in the Global North alongside sites from the Global South. This paper examines and compares the main approaches adopted (e.g. qualitative or mixed methods) and the methodological challenges that derive from intersectional perspectives. Finally, key messages for policy agendas and further research are drawn from the common reflection.
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Raven, Glenda C. "Enabling reflexivity and the development of reflexive competence within course processes: a case study of an environmental education professional development course." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003389.
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This research was undertaken in the context of socio-economic transformation in South Africa, and more specifically, in the context of change in education policy. To support socio-economic transformation in South Africa after the first democratic elections in 1994, a competence-based National Qualifications Framework (NQF) was introduced in 1995. In responding to the particular socio-historical context of South Africa, the South African NQF is underpinned by the notion of applied competence, integrating practical, foundational and reflexive competence, which is the key and distinguishing feature of this competence-based framework. In this context of transformation, the research was aimed at an in-depth exploration of the notion of reflexivity and reflexive competence, and course processes that enable its development, with a view to providing curriculum development insights for learning programme development in the competence-based NQF, more broadly, and environmental education professional development programmes, more specifically. To enable these aims, the research was undertaken in the context of the Rhodes University / Gold Fields Participatory Course in Environmental Education (RU/GF course), as a case example of a professional development course that aims to develop critically reflexive practitioners. Within an interpretivist orientation, a multiple-embedded case study approach was used to gain insight into the relationship between course processes, reflexivity and the development of reflexive competence to clarify and provide a critical perspective on how competence develops in the context of the course. Data was collected over a period of one year using observation, interviewing and document analysis as the primary data collection techniques. Data was analysed through various phases and layers to inform data generation and the synthesising of data for further interpretation. Through the literature review undertaken within the study, various significant insights emerged around the notion of reflexivity and reflexive competence. Firstly, there appears to be a need to distinguish between reflexivity as social processes of change (social actions and interactions within social systems, structures and processes) and reflexive competence (a range of integrative elements of competence) that provides the evidence of an engagement within social processes of change. The second key insight emerging is the significance of social structure in shaping participation in reflexive processes, thus emphasising the duality of structure as both the medium for, and outcome of reflexive social actions and interactions and so challenges the deterministic conception of social structure. Further, the significance of an epistemologically framed notion of reflexivity and reflexive competence emerged, in the context of responding to the complex and uncertain quality of socio-ecological risks and in supporting change in context. Reflexivity, distinguished from processes of critical reflection, foregrounds a critical exploration of both knowledge and unawareness. As such a reinterpretation of reflexive competence is offered as a process of potential challenge to dominant and reigning forms of reasoning (knowledge frameworks) and consequent principles of ordering. Through this reframing of reflexive competence, the potential exists to destabilise dominant forms of reasoning and principles of ordering to create a broader scope of possibilities for action and change in context. This reframing of reflexive competence in the context of transformation in South Africa has critical implications for engaging within processes of learning programme design in the NQF to support an engagement within reflexive processes of change and the development of a range of integrative elements of reflexive competence. In this light, the study attempts to make the following contribution to curriculum deliberations within the context of environmental education and the NQF in relation to reflexivity, reflexive competence and change: ♦ Reflexivity is conceptualised as social processes of change with reflexive competence providing evidence of engagement within these social processes of change; ♦ An epistemologically framed conception of reflexivity and reflexive competence recognises how rules of reason and the ordering of the ‘reasonable’ person come to shape social life; and so ♦ Change is conceptualised as ruptures and breaks in dominant knowledge frames and the power relations embedded in these; ♦ Unawareness emerges as a key dimension within reflexive environmental education processes in responding to the unpredictable and uncertain nature of risks; ♦ An epistemological framing of reflexivity and reflexive competence highlights the need to develop open processes of learning to support the critical exploration of knowledge and unawareness; and ♦ Within this framing of reflexivity and reflexive competence, the difficulty emerges in specifically predefining reflexive competence to inform standard setting processes within a context of intended change. In framing data within this emerging conception of reflexivity and reflexive competence, a review of course processes highlighted potential areas for reorienting the RU/GF course to support change in context, for which I make specific recommendations. Drawing on the review of course processes in the RU/GF course, and in light of the reframing of reflexivity and reflexive competence, I further offer summative discussions as ‘possible implications’ for learning programme design in the South African competence-based NQF, broadly and environmental education professional development programmes in this framework, more specifically.
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Palmer, James Caldwell. "Qualities of personal interaction : the promotion of research utilisation for quality improvement in the US health care sector." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2323.
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Nature of the inquiry: My research inquiry investigated how qualities of personal interaction shape and affect the promotion of research utilisation for quality improvement in the US healthcare sector. The research investigated my own professional practice of consulting, teaching, and research regarding the improvement of healthcare practices and outcomes. Efforts to improve the quality of healthcare services are often difficult to realise and sustain. The quality improvement movement in the USA and elsewhere has not conducted much self-examination of its own processes for sources of these perennially problematic results. Relevance: The quality of healthcare services can be readily understood as having consequences of life or death, wellness or suffering. Healthcare expenditures in the USA are estimated at 16% of GDP and over 9% in the UK. Improving healthcare quality improvement efforts is a matter of profound human and social significance. Approach: The DMan research methodology is a reflexively aware process conducted as a cohort and as small learning groups of researchers during the three-year programme. The research inquiry used the complex responsive process of relating theory of learning as emergent changes of meaning or, equivalently, knowledge. As a social science of qualities, it uses the qualities of human interaction as the unit of analysis. The research utilised an interdisciplinary approach drawing upon: healthcare quality improvement literature; organizational discourse studies; research on strategy as practice; performance management; communications theories; the theory of mindful learning; interpersonal neurobiology; figurational sociology; and American pragmatist philosophy. The methodology employs a mindful reflexivity research strategy related to concepts from mindful learning and social neuroscience literature. Central methods included iterative peer and supervisor debriefing and iterative reflexive narrative practice. Findings: A contribution is made to the healthcare literature by describing how ordinary qualities of social coordination dynamics affect the promoters of healthcare research, not just potential users of research. A contribution is made to professional practice by providing a new perspective from which to analyse the sources of performance challenges prevalent in healthcare quality improvement efforts. The research findings indicate how applications of substantial organisational and social resources to promote research utilisation in the US health sector can be co-opted and dissipated away from ostensive substantive objectives. This occurs by research promoters‟ organizational discourse efforts to favourably shape power relating and other qualities of interaction of improvement initiatives. These efforts restrict the emergence of learning about the promoted changes.
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Holmlöv, Sarri Anna. "Närvaro och frånvaro : en studie om elevers tankar runt skolk." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1218.
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<p>Truancy is a problem in the Swedish schools today, just as well as in other European and other developed countries where educataion is gratuitous. Teachers all over Sweden go to classes with a clear and well-planned schedule for the day. But some are unable to do their work because of asent students. In this study I have chosen to focus on the perspective of the youths and the main question is: how do students discuss and think about truancy. During the study I have chosen a qualitative approach and have therefore done observation in various classes in a Swedish senior high school in a suburb outside Stockholm during twelve weeks. I have also done twelve interviews with the same number of students, six girls and six boys. The age ranges from 16 to 19 with two students from each grade. The result of the study is that some of the students are indiffirent when it comes to school. They just do not care about attending school all the lessons and all the days. Some of the students are absent when they feel they have lack of time in the prospect of a big examination. But the most astonishing statement from all the twelve students is that they state that their parents mean that the education is the student own responsibility.</p>
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Almgren, Mason Suzanne. "Life in the labyrinth : a reflexive exploration of research and politics." Doctoral thesis, Umeå universitet, Kultur och medier, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-59790.
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This thesis is about exploring the politics within and around research. The starting point is a European project which ran from late 1997 to the end of 2000. It was called "Self-employment activities concerning women and minorities: their success or failure in relation to social citizenship policies" and had as its objective to provide the EU-Commission with recommendations for improved self-employment policies. Background material was complemented by interviews with "experts", but the main source of information was in the form of biographical interviews with the self-employed, or formerly self-employed, themselves. The qualitative method was used as a way of researching how individuals' background and experiences influenced their decision to become self-employed as well as their tendency to use labour market policies available for starting businesses. It was also a way to find out how those policies impacted on the individuals' lives. The consequent recommendations included a suggestion for broadening existing policies to comprise social aspects as well as financial allowances, and also the caution that self-employment was perhaps not the best solution to labour market and social exclusion. This latter doubt arose during project work, as did questions about methodology, the role of the researcher, and eventually about the politics that inform research. Only briefly touched upon in the project reports, these issues instead became the basis for the thesis. A reflexive rereading of the Final Report led to a critical examination of the political uses of concepts and categories, of how stereotypes affect research, and of the embeddedness in ethnocentric discourses of both research and researcher. The use of postcolonial and feminist theory, discourse analysis and a social constructionist perspective broadened the analytical possibilities and furthered understanding of the connections between politics and research. A conclusion is that a comprehensive change in the social order as well as in people's conscience is required to stem ethnic discrimination in society and the perpetuation of stereotypes and preconstructed categories in research.<br>digitalisering@umu
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Cui, Fengqiao (Vanessa). "The 'wicked' problem of employability development in HE degree programmes : experiences, understandings and peceptions of lecturers and students." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4423/.
Full textAbstract:
For more than a decade, universities around the world have been placed with great responsibility to develop their students’ employability for political, economic and social reasons. Though many policies, research and practices have tried to address the issues and challenges employability development in HE faces, to date it remains a ‘wicked’ problem for higher education. Through a close up research framework, this study explored and examined the experiences, understandings and perceptions of lecturers, and students from two English Post 92 degree programmes, in an educational discipline, regarding employability and employability development. In order to illuminate some of the critical issues, in an attempt to understand ‘why employability development is so problematic to higher education’, this study took a reflexive phenomenological approach to look at how lecturers and students make sense of employability and employability development, through their own experiences. As well as looking at the two groups separately, it also compared their perceptions and understandings to highlight any dissonances they have, which are crucial to the complex and ‘wicked’ problem of employability development in their programmes. As lecturers and students hold diverse perspectives on employability in HE that is often in conflict, it was expected that there would be no “one size fits all” solution. In addition, this study found that employability has certainly added complexities to higher education. Certainly, it has led the students and lecturers to have complex issues within their roles and identities, in relation to employability development in their programmes and in HE in general. As such, this study reflexively examined those issues, and concludes that although employability development in HE will remain complex and ‘wicked’, through reflexive research and practices, vital issues relating to lecturers’ and students’ roles and responsibilities can be illuminated and solved.
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Huertas, Miguelanez Maria De Las Mercedes. "A reflexive analysis of participants' engagement in the co-design of digital resources." Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/243452.
Full textAbstract:
Appealing participants' engagement drives collaborative systems to enhance it through system's use or through system's design. However, engaging participants in collaborative systems to create digital resources is not trivial to achieve as the majority of contributions are provided by a very small percentage of engaged participants. In the literature, different approaches, such as human-in-the-loop and co-design, investigate engagement in these lines. This thesis aims to study how reflexivity can help designers to investigate participants' engagement in co-design of collaborative systems. Based on a qualitative approach, the thesis is positioned in the field of Human Computer Interaction and grounded on two studies. The retrospective analysis of the two studies was guided through a framework composed of three phases. In the first phase, supported by the literature review, several qualitative methods were investigated to identify the communities to be involved in the research; in the second phase, different co-design sessions were conducted with participants; and in the third phase, participants evaluated the solutions co-designed. The two studies followed different but intertwined approaches. Study 1 followed a user-centric approach and supported the identification and consolidation of a set of factors that hindered or facilitated engagement. The factors were articulated as barriers, drivers, and workarounds, and were validated in Study 2, which followed a participative approach. These factors constitute the first contribution of this thesis. Moreover, the literature review and the empirical data supported the identification of three dimensions to facilitate the adoption of a reflexive approach in co-design. These dimensions correspond to the second contribution of this thesis. Finally, the set of barriers, drivers, and workarounds was merged with the dimensions to propose a framework to investigate engagement in co-design of collaborative systems, constituting the third contribution of this thesis.
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Krauss, Kirstin Ellard Max. "Ethical ICT research practice for community engagement in rural South Africa." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/39923.
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The research reported here evolved from the researcher’s ethnographic immersion in an ICT for
Development (ICT4D) project in a deep rural part of South Africa. During ethnographic immersion,
three key issues emerged from fieldwork. Firstly, the researcher realised his limited understanding of
the worldview of research participants. Secondly, he realised his inability to appropriately and
ethically do community entry and implement the ICT4D artefact (e.g. ICT4D training and policy),
especially because of his limited understanding of the cultural context, underlying values,
emancipatory concepts and interests, as well as incomplete insight into the oppressive
circumstances that the people in the research setting find themselves in. The third issue relates to an
inability to interpret and explain the collisions and conflicts that emerged from introducing, aligning,
and implementing the ICT4D artefact. Through critical ethnographic methods and a critical
orientation to knowledge, the researcher shows how these inabilities, collisions, and false
consciousnesses emerged to be the result of cultural entrapment and ethnocentricity that he and
the research participants suffered from.
A key argument throughout this thesis is that the emancipation of the researcher is a precursor for
the emancipation of the researched. The researcher thus asks: In what ways should ICT4D
researchers and practitioners achieve self-emancipation, in order to ensure the ongoing
emancipation and empowerment of the deep rural developing community in South Africa? The
study subsequently argues the link between the topic of this thesis, namely the issue of ethical
research practice, and the primary research question. A unique perspective on these problems is presented as the study looks at emancipatory ICT4D research and practice in context of a deep rural
Zulu community in South Africa, and specifically the journey of social transformation that the
researcher himself embarked on.
The study retrospectively applies Bourdieu’s critical lineage to reflect on the research contribution
and how the researcher was eventually able to construct adequate knowledge of the ICT4D social
situation. Building onto the idea of critical reflexivity, the researcher argues that critical
introspection should also be part of critical ICT4D research in South African contexts. Through
confessional writing, the researcher describes experiential knowledge of the worldview collisions
that emerged from ICT4D research and practice. In particular, manifestations of the collisions
between the typical task-orientated or performance-orientated value system of Western-minded
societies and the traditional loyalty-based value system or people-orientated culture of the Zulu
people are described.
The research contributes by challenging dominant ICT4D discourses and by arguing for an end to a
line of ICT4D research and practice where outsiders with a Western task-orientated worldview, like
the researcher himself, make unqualified and inadequate assumptions about their own position in
ICT4D practice, and about their own understanding of how to “develop” traditional communities in
South Africa through ICTs. Following Bourdieu, the researcher argues that one can only build an
adequate understanding of the social situation through critical reflexivity, by making the necessary
knowledge breaks, and by allowing oneself to be carried away by the game of ICT4D practice.<br>Thesis (PhD)--University of Pretoria, 2013.<br>gm2014<br>Informatics<br>Unrestricted
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Vedeler, Anne Hedvig Helmer. "Dialogical practices : diving into the poetic movement exploring 'supervision' and 'therapy'." Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/223011.
Full textAbstract:
This thesis explores a dialogical approach – in relation to supervision, therapy and research. I have as supervisor inquired into my relationship with groups of supervisees who were training to become family therapists or systemic practitioners. Through my doctoral portfolio, I speak from within my practice and I show in some detail the micro processes in relational encounters which help dialogue to evolve. I also address grand narratives about what it means to be a human being, and show how perceiving a human being as dialogical has extensive and governing consequences for how we think about a person’s movements in the world, how we think about them as person, in relation to other people, and how we understand problems, and approach problem solving. My research has been a doing, an experiencing and a creation of knowing in a reflexive flow. My research philosophy, mode of approaching my practice as therapist and supervisor (and as a person in the world) has reflexively been created through my being in practice. I show how an embodied belief in fluidity and complexity, enables me as supervisor to contribute to a space in the context of supervision which welcomes the freedom of a kind of orientation which is open towards situated, emerging, novel and provisional understanding. By attending to here-and-now interactions, becoming answerable in the moment and by embracing intuition, ambiguity and relational compassion, we have been able to welcome risk-taking and improvisation. This mode of dialogical supervision demonstrates a willingness to spontaneously dive into the uniqueness of every new encounter and every new movement. I see this as the poetics of the dialogical meeting. I have experienced how this space has opened up quite unexpected aspects of the supervisees’ experiences and has served as an incitement for them to question different aspects of their relationship to life. This has reflexively created a certain spirit and atmosphere that has invited us all to be bolder in our sharing and exploration of our lives, practice and our ideas. This thesis makes a contribution concerning: how we can be with people in ways that opens up more understanding and creates a sense of belonging and liberation; challenging and transgressively exploring discursive boundaries which attempt to define and fix what research is, what therapy is, what supervision is, and welcomes the infinity of opportunities and possibilities life may offer us. Thus I suggest that it may become significant for the profession to review the usefulness and legitimacy of distinct categorization between therapy and supervision. Through my choice of genre I offer the reader a possibility to respond emotionally as well as intellectually to my writing. I believe the way I have chosen to re-present my research through a mix of genre and evocative texts not ‘frozen’ findings, permits and anticipates novel ways of going on in relation to research in a manner that I don’t believe have been described in this way before within the community of family therapy and systemic practice.
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Simon, Gail. "Writing (as) systemic practice." Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/223012.
Full textAbstract:
This doctoral portfolio is a collection of papers and pieces of creative writing arising out of therapeutic, supervisory and training conversations and in relation to a wide range of texts. I have wanted to find ways of writing ethically so as to avoid objectifying people and appropriating their words, their life stories. I find ways of writing in which the values and practices of a collaborative, dialogical and reflexive ways of being with people are echoed in the texts. I show how writing and reading are relational practices in that I speak with the participants in the texts as well as with the reader and also with other writers. To do this, I experiment with a variety of written forms and employ literary devices so as to speak from within a range of practice relationships, from within inner dialogue, with real and fictitious characters. Technically and ethically, I try to write in a way which not only captures the sound of talk but which also speaks with the reader who would be reading, and perhaps hearing these accounts of conversation. By sharing a rich level of detail from my polyvocal inner dialogue, I invite the reader into a unique and privileged alongside position as a participant-observer in my work. Inspirational research methodologies include: writing as a method of inquiry, reflexivity, autoethnography, performance ethnography and transgression interpreted by many areas of systemic theory and practice. To support this innovative work, I offer several theoretical and practical papers offering novel developments on systemic practice theory. I situate systemic practice as a research method and demonstrate many family resemblances between systemic inquiry and qualitative inquiry. I offer a reflexive model for systemic practice and practice research which I call Praction Research which regards therapy and research as political acts requiring an activist agenda. Linked to this I politicise ideas of reflexivity by introducing local and global reflexivity and create a political connection with a concept of theorethical choices in theory and ethics in practice research. I propose a new form of ethnography suited to systemic practice, Relational Ethnography in which I draw attention to reflexive relationships between writer and readers, between the voices of inner and outer dialogue in research texts.
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Muir, Rachel. "Rethinking conflict resolution research in post-war Bosnia and Hercegovina : a genealogical and ontological exploration." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/15000.
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This thesis explores how research is implicated in the constitution of post-war environments, and gives an account of being and becoming a researcher in post-war Bosnia. My main contention is that when peace and conflict researchers conduct research in post-war contexts, their presence, practices, and the consequential production of knowledge and representations, have political effects. I argue that the implications of this have not been fully explained, acknowledged, or problematised within Conflict Resolution, which tends to rely on research approaches and assumptions taken from ‘normal’ science. This thesis suggests how reflexivity and alternatives methodologies, including visual research might be used to represent the emotional, sensory, and often intangible elements of post-war realities. It enacts an engagement in the politics of research and uses reflexive writing and visual methods to draw attention to the importance of the relational aspects of research in postwar environments. Visual journeys are also used to argue that visual methods can provide a way of revisiting the epistemological and ontological assumptions about lived experiences and realities in post-war settings. The thesis is based upon one year of ethnographic fieldwork undertaken in Bosnia, and is also informed by eighteen months of volunteer work with a Bosnian Community Centre in Dewsbury, West Yorkshire.
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Kebbe, Lisen. "Keep the conversation going : a study of conversational spaces during family business succession." Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/234472.
Full textAbstract:
This practice doctorate study addresses the question of succession in family business, and whether it is possible to facilitate the succession process and enhance family relations by working in a systemic, conversational and dialogical way. The high percentage of successions in family businesses which fail and result in closed down businesses has led to extensive research and caused public debate in Sweden. This study contains of four sections. The first section gives an introduction to my felt need of developing the facilitation of the succession process in business families. It also contains a philosophical background to the systemic way of working and a presents my ontology, epistemology and methods for my study and its ethical considerations. The second section puts my study in a wider perspective of this study with a short presentation of the field of family business research; there are interviews with mainstream consultants that are elaborated on and lastly there is a gender perspective on family business consultations. The eight essays in the third section portray my action research into my facilitation of the succession process in the Bjärges family. The succession process began at the end of 2006 and lasted almost five years. Facilitation was performed during the first two and a half years and the last follow-up conversation was held in the beginning of 2011. The Bjärges essays are written in a generative and reflexive way by means of radical, social poetics thus allowing personal involvement in the text. Some of the essays study the succession process from the perspective of dialogical moments; a couple of them reflect on the succession process in a longer perspective and finally there are follow-up conversations with the family members. The fourth section deals with knowledge gained from working with this study, knowledge I have taken into my practice where I facilitate family members to make their own decisions. It also includes my reflections on theory and on differences in consultancy to family business. Accountants and legal advisors focus on what is best for business, while facilitators working in the dialogical way have family relations at heart. This work proposes a 3rd Way, a new way of facilitating and supporting business families by collaboration of different competences in multi-professional teams. Thus both business and family relations would be addressed.
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Nawaz, Sajida. "Understanding the lives and labours of lone-mother students." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4533/.
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This study has explored the experiences of lone mothers and their labours as lone- mother students in Higher Education and en route to accessing Higher Education. The main aim of the study was to investigate barriers and constraints in provision of support for lone mothers wishing to study in Higher Education. The importance of education for lone parents has been well documented (Fryer, 1997; Scottish Office,1998; Powney et al., 2000), and there has been a plethora of research undertaken on Higher Education. However, the connection between the lone mother and education has not received much attention; little is known about the support that is offered to lone mothers whilst accessing Higher Education. Research by the National Union of Students (NUS) (2009) has shown that in many ways the responsibilities of mothering and mothers have not been considered by educational institutions as many courses operate in a climate of assumption that most students are free from family obligations of providing care. Due to lack of empirical research undertaken in this area, this study adopted a qualitative ethnographic approach to investigate the lives of lone-mother students. Furthermore, the study was conducted by an international student from Pakistan who is a lone mother herself and whose experiences also form a part of this research. An ethnographic approach was adopted and developed, to enable a holistic understanding of the lone mothers’ experience in Higher Education and specifically in relation to their cultural background. Hence, in-depth, semi-structured interviews were opted for to collect data. The research revealed in-depth knowledge about the relationships that the lone mothers share with their children, extended family, friends and with studies. The data suggested the need for socio - economic support for lone mothers in Higher Education. The qualitative inquiry method used in this study allowed for an examination of the phenomenon of ‘lone motherhood’. The depth, range and longitudinal nature of the data allowed to see contradictions or contrasts in the data (e.g. extrinsic/intrinsic motivations), as well as changes and developments over time (anxiety/self-esteem). The iterative approach also enabled emerging theories and concepts to develop and to be tested over time (e.g. ‘modelling’, ‘utopian’ narratives). Thus, the ethnographic approach enriched the possibilities of ‘grounded’ theorising, and also improved the possibilities of extending previous studies. Thus it indicates that lone-mother students’experiences of education are complex and therefore it is argued that the study of lone- mother students should be extended to conduct further research into different aspects of lone mother students in Higher Education.
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Attard, Sue. "Listening to voices of children and learning with them : action research in a primary school." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4231.
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This dissertation presents an action research project carried out in a primary school to address the issue of ‘pupil voice’. Consulting with stakeholders has risen in prominence in the political context of schools. A number of government directives to encourage schools to engage have been put forward, including the expectation of the establishment of a School Council. The formation of the School Council is the first cycle of action presented in this dissertation, which then continues to develop through three further action cycles: listening to the voices of teachers, ‘children as philosophers’ and action research partnerships in the classrooms. Preliminary work prior to the introduction of School Council sets the context. The conceptual framework has been developed through consideration of the work of Shier (2001), Fielding (2001) and Hart(1994) which has contributed to the establishment of a taxonomy of ‘pupil voice’ development. The methodological approach emerged from the works of Elliott (1991), Zuber Skerritt and Perry (2002) and Whitehead and McNiff (2006) through the development of ‘circles of influence’ which rose and diminished in importance throughout the action cycles. Three circles of influence are identified as ‘self’ including reflexivity, ‘methods’ including ways of engaging and analysing the data, and ‘literature’ pertinent to the area of action as well as the methodology itself. The contribution the subsequent thesis offers to practice is threefold. Firstly, there is the ‘methodological messiness’ (Dadds & Hart 2005) which occurs when conducting action research which necessitates listening to the voices of the participants in order to determine the next cycle. Secondly, there is the development of the ‘pupil voice’ taxonomy which embeds the pupils within the process and is groundbreaking in ‘pupil voice’ research in primary schools. Finally, there are the action cycles themselves which offer the lived experience of engaging in ‘pupil voice’ action research partnerships.
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Parsons, Julie. "'Ourfoodstories@e-mail.com' : an auto/biographical study of relationships with food." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/2920.
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Popular discourses and current government policy focus on the need for individuals and families to make healthy food choices, without acknowledging the social and cultural milieu in which these are embedded. A neo-liberal focus on responsible individualism is part of a middle class habitus that ensures foodwork and foodplay are located within distinct heteronormative cultural fields. In my thesis I explore narratives from seventy-five mainly middle class respondents who engaged in a series of asynchronous online interviews over nine months beginning in November 2010. The themes that emerged aligned with public policy debates on the family, healthy eating, eating disorders, ‘fat’ bodies and elite foodways. Hence, feeding the family ‘healthy’ meals ‘prepared from scratch’ was considered a means of acquiring social, symbolic and cultural capital. ‘Fat’ talk and ‘lipoliteracy’ or learning to read the body were ways of performing femininity, whilst elite foodways were utilised as forms of hegemonic masculinities. Hence, in a challenge to the individualisation thesis my research demonstrates the complexity of food relationships beyond individual consumer choice. Throughout I adopt an auto/biographical approach that stresses the interconnectedness of biography and autobiography, focuses on researcher reflexivity and is sensitive to respondent subjectivities. Respondents used a common vocabulary of individuality, whilst simultaneously embedding themselves in family and kinship relations. Indeed, family, gender, and class, were the means of anchorage in a sea of remembering that engendered a sense of ontological security. Foodways are, thus, part of a habitus that is gendered, classed, temporal and historical. Women in the study conformed to cultural scripts of heteronormative femininity, whilst men resorted to hegemonic masculinities to distance themselves from feminised foodways and care work. These identities were not part of a negotiated family model, but located in cultural fields that reinforced and naturalised gendered divisions, they were bound by gender and class.
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Brennan, Jean. "Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19908.
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This qualitative study sets out to explore the experiences of secondary school students while they are learning mathematics in school. By using student stories of learning mathematics as my main data collection method I began to understand the view of mathematics that my students were constructing as they negotiated the complicated terrain that I know as the mathematics classroom. This method of student stories to communicate student voice was selected by me to allow the students the freedom to express themselves in a variety of comfortable, differentiated formats. My methodological approach evolved as the action research phases progressed, allowing for methodological inventiveness (Dadds and Hart 2001). This was a deliberate decision by me so that my research progress could be best served by a suitable methodological approach. The end result was a qualitative study that embraced a living theory model of action research (McNiff 2013), where practitioners can develop their own personal theories of practice (Whitehead 1999). Within this action research structure I used a narrative approach, considering narratives both as a data collection method and as a transformative phenomenon. Using the ideas of narrative research for data collection, I facilitated storytelling workshops with my students, collecting stories to inform the research interest. In this research, using narratives was also considered as a phenomenon because of their influence in allowing authors to model and re-model their experiences through their stories. I found that considering narrative as phenomenon complemented and supported a portraiture methodological stance (Lawrence-Lightfoot 2005). Narrative as a phenomenon also became apparent by the influence the student stories had on my 9 ability to understand my classroom and my subsequent teaching practice. To analyse the story data I utilised the ideas of Anderson (2011) who developed a transpersonal research method that incorporates the researcher's intuition, emotional and personal capacities into the research process. By using a multi-method approach of thematic analysis, symbolic interactionist perspective, input from colleagues and my reflexive intuition, I formed an analysis of the data that could be used to look at similarities and trends in the student stories. In addition, working with the student stories encouraged levels of empathy between the reader and the student author that transformed classroom practice and understandings. There are several ways that this thesis can contribute to practice. Firstly this research develops a pedagogical tool that encourages student voice, celebrates individuality and helps create an approachable interface between mathematics teacher and student. Secondly, it models how this way of working could be used to inform the practice of the classroom teacher by developing a deeper understanding of their students. Thirdly, the identification of particular themes is invaluable to subject department development and planning, and these themes can feed into a department and whole school ethos. Finally, it models a form of action research that encourages critical reflexive practice and utilises the knowledge, experience and intuition of the researcher with the sole purpose of improving the experiences of their students.
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Weber, Brigitte. "Réflexivité et travail de l'intime en formation à la recherche : éclairages cliniques psychanalytiques de journaux de recherche de masterants." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H017.
Full textAbstract:
Les observateurs de l'hypermodernité y repèrent, en continuité de ses inquiétudes constitutives (politiques, écologiques...), une idéologie du contrôle et de la transparence, mettant en péril la notion même d'intimité, et un nouveau statut accordé à la réflexivité, qui devient la solution à tous les maux. En croisant ces observations, il apparait en effet que les pratiques visant le développement de la réflexivité, dans les champs professionnel ou de formation, ont pour attendu une certaine transparence (cognitive et affective) de soi face à un autrui généralement collectif. Une telle transparence, pouvant aller jusqu'à la surexposition de soi est ici questionnée à l'aune de travaux psychanalytique montrant, au contraire, que la réflexivité ne se développe chez l'enfant (ainsi que chez l'enfant dans l'adulte) qu'à condition que soit préservé un espace d'intimité, de secret. Nous pouvons ainsi différencier une réflexivité constituée, à quoi renvoie la plupart des travaux sur la réflexivité en sciences de l'éducation, et une réflexivité constituante qui, à partir de l'apport psychanalytique, souligne que l'adulte, pour se former voire se transformer, retrouve les processus archaïques ayant construit jadis son identité. Il en découle que, pour cet adulte, comme pour l'enfant qu'il était, un environnement lui garantissant un espace-temps d'intimité préservée, sans surexposition de soi, semble particulièrement favorable à sa formation et au développement de sa réflexivité.Notre terrain s'appuie sur l'un des dispositifs possible (le journal de recherche) garantissant un tel espace-temps d'initimité dans le cadre d'une formation d'étudiants inscrits à l'université en master 2. A travers l'analyse de ces journaux, nous cherchons à repérer les deux niveaux de réflexivité (constituée et constituante) à travers leurs étayages réciproques et leurs porosités l'un à l'autre. Nous considérons, après d'autres, que s'engager en formation à la recherche repose, certes, sur une enquête (réflexivité constituée) mais réactive en même temps les balbutiements de la quête de soi de l'enfant dans l'adulte (réflexivité constituante). Dit autrement, l'objet de recherche choisi par l'étudiant est l'héritier de l'ancien objet d'amour de son enfance ; l'enquête et la quête ne sont pas dissociées. A l'issue de nos analyses, plusieurs pistes de recherche sont proposées en sciences de l'éducation, notamment celle d'un rapprochement entre travail de l'intime d'un point de vue psychanalytique et conception plus sociologique des dynamiques identitaires en formation, ou encore celle<br>Observers of the hypermodernity track down there, in continuance of its essential anxieties (political, ecological), an ideology of control and transparency, putting in danger the notion of intimacy, and a new status granted to the reflexivity, which becomes the solution of all the troubles. By crossing these observations, it indeed seems that the practices aiming at the development of the reflexivity, in professional or educational fields, have for expectation a certain transparency (cognitive and emotional) from one in front of collective others. Such a transparency, being able to go to the overexposure of one, is questioned here in the psychoanalytical field showing, on the contrary, that the reflexivity develops only (for the child as well as for the child in the adult) if a protected space of intimacy and secret is provided. So we can differentiate a constituted reflexivity, to which send back most of the works on the reflexivity in educational sciences, and a constituent reflexivity which, from the psychoanalytical contribution, underlines that the adult, to form or transform himself or herself, retrieve the archaic processes having built formerly his or her identity. It ensues that, for this adult, as for the child that he or she was, an environment guaranteeing a space-time of protected intimacy, without overexposure of one, seems particularly supportive to his or her training and to the development of his or her reflexivity.Our fieldwork leans on one of the possible devices (the research log) guaranteeing such a space-time of initimacy for students' training at the university in master 2. Through the analysis of these logs, we want to track down both levels of reflexivity (constituted and constituent) through their mutual supports and their porosities one to another. We consider that involvment in training to the research rests, certainly, on an inquiry (constituted reflexivity) but revives at the same time the stammerings of the quest of oneself of the child in the adult (constituent reflexivity). Said otherwise, the research object chosen by the student is the heir of the ancient object of love of its childhood ; the inquiry and the quest are not separated. At the conclusion of our analyses, several research tracks are proposed in educational sciences, notably about sensorialites as supports of the reflexivity, or linking work about intimacy from a psychoanalytical point of view and more sociological conception of the identity dynamics in training
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Player, Glen J. "An investigation into a dramatic writing toolset for the creation of a new work of drama." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16394/.
Full textAbstract:
In this exegesis I have attempted to formulate a primary toolset for dramatic writing that I can apply to create dramatic structure in plays, the chief example being my play Albatross (included herein). This toolset is contingent upon Aristotle's basic tenet of drama, that "tragedy is an imitation of an action" (2002: 10). This exegesis theorises that the work of modern writers on drama such as Spencer, Packard, Catron, Lamott, See, Hicks and many others, fundamentally accords with Aristotle on this point, such that the tools they espouse can collectively be considered a standard set for dramatic writing. Beyond this, my research has led me to believe that there is a primary subset of tools specific to creating dramatic structure. These tools, formulated from dramatic theory, best capture my own way of thinking about my writing practice. I divide them into two types: the first, tools of creation, comprise Theme and Values; Character and their Values; Characters and Action; Character Orchestration and Obstacles; and Event and Significant Change. The second, tools of evaluation, are Passivity; Stakes; and Premise. Together these eight tools have been responsible for creating dramatic structure in the play, Albatross.
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Nel, William Nico. "Developing a model of education support for the Khomani San School community." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1812_1307511654.
Full textAbstract:
<p>The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community? </p>
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Gehrels, Sjoerd A. "The contextual characteristics of successful small upper segment culinary restaurant owners and their potential influence on hospitality management education." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/11011.
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The aim of this research is to explore the contextual characteristics of a particular group of Dutch restaurant owner’s (SSUSCROs) and practitioners, to examine how these contextual characteristics might be used in a professional hospitality education programme. This very small segment of the Dutch restaurant business (0,2-0,5% of the total restaurants) is known for its strong commitment to competitiveness, in delivering quality service and products. No previous research in The Netherlands had embarked on a search for connecting this specific category of practitioners to education. As owners of their restaurants, the SSUSCROs were aware of the potential contribution that participating in this research would make. The research was designed from a constructionist epistemological point of view. This means that the data supplied by the respondents, and the background and vision of the researcher provided an interplay. By using grounded theory methodology, theory is constructed from the empirical data. The main instrument for the primary research was in-depth, interviewing. Six retired and four practising restaurant owners, and a connoisseur of the business were interviewed in one to three hour depth interviews that were digitally recorded. The transcripts of the recorded interviews were analysed, applying the specific constructivist version of grounded theory methodology as described by Charmaz’s (2006). The research generated a grounded theory in the form of a narrative about the SSUSCRO social construct and its central theme ‘Living the business’. The narrative informs future practitioners i.e. students, about how they can prepare for possible future business ventures in the culinary restaurant business. Furthermore, it confronts future practitioners with the notion of particular contextual characteristics and value systems that need to be incorporated in order to successfully engage in and sustain a career in the culinary restaurant sector. Elements of the narrative, connected to Covey’s 7-Habits of Highly Effective People framework for personal leadership. The findings from this research confirmed the importance of providing students in hospitality management education with a approach towards professional development that is grounded in the social construct of a remarkable group of entrepreneurs such as the SSUSCROs. The conclusions suggested that faculty and academic management of hospitality management programmes need to become more knowledgeable about the particular nature of the discipline, and the specific category of practitioners researched here.
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Pettersson, Helena. "Boundaries, believers and bodies : a cultural analysis of a multidisciplinary research community." Doctoral thesis, Umeå : Institutionen för kultur och medier, Umeå universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1088.
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Hassim, Junaid. "Becoming and being a lay volunteer counsellor : an interpretative phenomenological analysis (IPA) study." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/26469.
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This study embarked on exploring the experience of becoming and being a lay volunteer counsellor from a psychological perspective. Six participants were interviewed using Interpretative Phenomenological Analysis (IPA) as the research method. Race and gender are divided equally amongst Black, Caucasian, male, and female participants. Numerous dimensions relating to the lived experience of lay volunteer counsellors are investigated in the present literature, suggesting that the experience of becoming and being a lay volunteer counsellor is multifaceted. The subjective experience of each of the participants was explored, with the optimism that this exploration would expound on the multilateralism of these facets. Although specific experiences remain exclusive to each participant, the intersecting and co-creation of meanings culminated in the cultivation of themes common to the participants. These themes are examined against the literature, critically appraising supportive and distinct suggestions. As is evident from the results, participants have a profound appreciation of the stimuli which influence their experiences of lay volunteer counselling, but also of the circumstances surrounding the origins of their sense of volunteerism. Even though some of the literature addressed themes relevant to the participants’ experiences, a small number of themes could not be juxtaposed against available literature. Based on the narratives of the participants, as well as data in the literature, volunteers constitute a reasonable component of the service sector and assist a sizeable population. Therefore, the value of the lay volunteer counselling population should be recognised in order to develop further training and support programmes for this subpopulation. As it appears, recognising the essence of this value begins with appreciating the experience of becoming and being a lay volunteer counsellor. Copyright<br>Dissertation (MA)--University of Pretoria, 2009.<br>Psychology<br>unrestricted
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Cabezas, Pino Angélica. "'This is my face' : audio-visual practice as collaborative sense-making among men living with HIV in Chile." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/this-is-my-face-audiovisual-practice-as-collaborative-sensemaking-among-men-living-with-hiv-in-chile(43b02bdb-70d9-466f-ab41-4cd0ce0d86d1).html.
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The research project 'This is my Face: Audio-visual practice as collaborative sense-making among men living with HIV in Chile' is an interdisciplinary project that explores 'collaborative mise en-scène' as a method to further understand the sense-making processes around the biographical disruption caused by HIV. It combines Anthropology and Arts methods as part of the PhD in Anthropology, Media and Performance, a practice-based program that fosters interdisciplinary approaches to the production of original knowledge, based on self-reflexive and critical research practices (The University of Manchester, 2018). Relying on the specific competences of photography and film and the co-creation of an ethnographic context based in hermeneutic reflexivity, the collaborators on the project created and explored representations of critical life events, in order to make sense of the disruption HIV brought to their lives. The collaborators were highly stigmatised individuals living with HIV, which hindered their possibilities for sharing narratives and for reflection, and as such, made it more difficult for them to come to terms with a diagnosis they described as a 'fracture' in their lives. This project analyses the creative process of 'collaborative mise-en-scène' as a way to provide further opportunities for reflexivity and sense making, a method that departs from their everyday face-to-face encounters as means of understanding what they are going through. Representations of life events emerged from our practice, as well as evocations, which provided a means by which to understand their experiences with HIV, and opened up ways to resignify their past experiences and projections of the future. Photography and film offered their specific expressive competences to the project, but also gave the possibility of making visible the collaborators' experiences in order to promote a dialogue with others, moving beyond our creative encounters. Therefore, their evocations became 'statements' of what it means to live with HIV in Chile, and at the same time, by taking part in its creation, it provided access to the particularities of the sense-making process in which those images were embedded. This collaborative creative process opened up ways to highlight the relevance for sense-making in face-to-face encounters, demonstrating that hermeneutic reflexivity as a practice-based form of mutual questioning can promote a critical engagement with life trajectories and with others beyond our practice.
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Pentz, Christelle Marie. "Alternative stories about a girl with autism spectrum disorder." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4311.
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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: In this research voyage of discovery, we story the voices of me (the research inquirer),
my family and a teacher about our experience with a young woman with Autism
Spectrum Disorder – my youngest sister Leyna.1 This is our attempt to give Leyna and
(dis)ability a voice. Their voices have been silenced from research for too long.
I try to explain a narrative research lens as a foundation for this document – one that
views autism not as a disorder, but as a difference that needs to be embraced. People
often live their lives according to the problem stories they tell themselves, and do not
see the alternative stories that surround them every day. On this voyage I therefore tell
our story to document the inspirational experiences that people with autism bring
about in the lives of those supporting them. Little research that focuses on alternative
stories about autism has been done on a global scale. Moreover, little research has
been done on autism specifically in the South African context.
This thesis relates the stories of the people involved in caring for my sister with
autism. It brings a message of hope and suggests possibilities for future research
voyages about autism.
1 Pseudonym<br>AFRIKAANSE OPSOMMING: In hierdie navorsingsontdekkingsreis vertel ons 'n storie deur verskeie stemme te laat
hoor: ek, die navorsingsondersoeker, my gesin en 'n onderwyseres vertel 'n storie oor
ons ervaringe met 'n jong vrou met Outisme Spektrum Versteuring – my jongste
suster Leyna.2 Hierdie is ons onderneming om vir Leyna en gestremdheid 'n stem te
gee. Te veel stemme is al te lank deur navorsing stilgemaak.
Ek probeer die narratiewe navorsingslens te verduidelik as 'n grondslag vir hierdie
dokument – een wat outisme nie as 'n versteuring sien nie, maar eerder as 'n verskil
wat aangegryp en gerespekteer moet word. Mense leef dikwels hul lewens uit op
grond van die probleemgesentreerde stories wat hulle aan hulself vertel, en sien nie
die alternatiewe stories raak wat hulle daagliks omsluit nie. In hierdie reis vertel ek
dus ons storie om die inspirerende ervarings wat mense met outisme in die mense wat
hulle ondersteun teweeg bring, te dokumenteer. Min navorsing wat op die
alternatiewe stories oor outisme fokus is tot op hede op 'n globale skaal gedoen.
Verder is daar nog min navorsing oor outisme spesifiek in die Suid-Afrikaanse
konteks gedoen.
Hierdie studie vertel die stories van die mense wat betrokke is in die versorging van
my suster met outisme. Hiermee word 'n boodskap van hoop gebring en moontlikhede
voorgestel vir toekomstige navorsingsreise oor outisme.
2 Skuilnaam is gebruik
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Swasey, Christel Lane. "Ethnographic Literary Journalism." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3087.pdf.
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Ligardo, Herrera Iván Elías. "Addressing Climate Change in Research and Innovation Projects. A Tool for Anticipatory Carbon Footprint Calculation." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/165867.
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[ES] El calentamiento global, y el cambio climático (CC) que produce, es una de las amenazas más globales y urgentes de las que es responsable la humanidad. El desafío de mitigar y adaptarse a la CC, entre otros, es una responsabilidad que ha alcanzado a todas las disciplinas, incluyendo el proceso de investigación e innovación. Durante más de 10 años, y como una forma de abordar estos grandes desafíos de nuestro tiempo, con la intención de fomentar la investigación responsable, la Comisión Europea ha estado promoviendo una temática transversal llamada: "Investigación e innovación responsable (RRI, en sus siglas en inglés)". El objetivo es sacar a la luz los problemas relacionados con la investigación y la innovación, anticipar sus consecuencias y hacer participar a la sociedad en el debate sobre la forma en que la ciencia y la tecnología pueden contribuir a crear el tipo de mundo y de sociedad que deseamos para las generaciones futuras.
Esta tesis surge como un puente entre el gran desafío que representa el CC y la demanda por parte de la sociedad de investigación e innovación responsable, abordada en el contexto de la RRI. Los financiadores e impulsores de la investigación y la sociedad en su conjunto esperan que los equipos de investigación e innovación proporcionen resultados socialmente deseables, éticamente aceptables y sostenibles. Por lo tanto, la pregunta general que se responde en esta tesis es: ¿cómo sabe un equipo de investigación, sin ser especialista en evaluación ambiental, si su investigación es responsable de emisiones contribuyentes al cambio climático, y cómo puede incluir medidas para reducir o compensar esas emisiones de gases de efecto invernadero (GEI)?
Para responder a esta pregunta, la presente tesis doctoral inicia con la descripción de los principales fundamentos que son centrales en ella: CC y RRI. En lo que respecta al primer concepto, explicamos la importancia y los medios para calcular la contribución al CC, principalmente el enfoque de la Huella de Carbono. En lo que respecta al segundo concepto, se explica la alineación de esta tesis el área clave de la sostenibilidad ambiental de la RRI, sus marcos sustantivos y sus dimensiones de anticipación y reflexividad. Una vez establecidos estos dos fundamentos, el cambio climático se aborda en el contexto de la RRI, revisando la literatura sobre los proyectos y propuestas de la RRI, incluyendo la sostenibilidad ambiental, y el CC en particular. Como resultado, surgieron dos avenidas de investigación, que se desarrollan en las siguientes secciones. Una avenida sobre cómo evaluar la influencia de las partes interesadas en un proyecto de investigación en el contexto de la RRI, desarrollada en el capítulo 3, y una avenida sobre la necesidad de nuevas herramientas basadas en bases de datos de acceso abierto para ayudar a los profesionales a integrar la prevención del CC en sus actividades de I + D.
El capítulo 4, presenta el diseño de una novedosa herramienta con un algoritmo didáctico para la medición anticipada de la huella de carbono en los proyectos de investigación e innovación. Esta herramienta permite a los investigadores que no tienen formación en evaluación del impacto ambiental estimar las emisiones de gases de efecto invernadero de sus proyectos de investigación e innovación en las primeras etapas, momento en el que la anticipación y la reflexividad son las dimensiones fundamentales de la RRI.<br>[CA] L'escalfament global, i el canvi climàtic (CC) que produeix, és una de les amenaces més globals i urgents de les que és responsable la humanitat. El desafiament de mitigar i adaptar-se a la CC, entre d'altres, és una responsabilitat que ha arribat a totes les disciplines, incloent el procés de recerca i innovació. Durant més de 10 anys, i com una forma d'abordar aquests grans desafiaments del nostre temps, amb la intenció de fomentar la investigació responsable, la Comissió Europea ha estat promovent una temàtica transversal anomenada: "Recerca i innovació responsable (RRI, en seves sigles en anglès)". L'objectiu és treure a la llum els problemes relacionats amb la investigació i la innovació, anticipar les seves conseqüències i fer participar la societat en el debat sobre la forma en què la ciència i la tecnologia poden contribuir a crear el tipus de món i de societat que desitgem per a les generacions futures.
Aquesta tesi sorgeix com un pont entre el gran desafiament que representa el CC i la demanda per part de la societat d'investigació i innovació responsable, abordada en el context de la RRI. Els finançadors i impulsors de la investigació i la societat en el seu conjunt esperen que els equips de recerca i innovació proporcionin resultats socialment desitjables, èticament acceptables i sostenibles. Per tant, la pregunta general que respon a aquesta tesi és: com sap un equip d'investigació, sense ser especialista en avaluació ambiental, si la seva investigació és responsable d'emissions contribuents a el canvi climàtic, i com pot incloure mesures per reduir o compensar aquestes emissions de gasos d'efecte hivernacle (GEH)?
Per respondre a aquesta pregunta, la present tesi doctoral s'inicia amb la descripció dels principals fonaments que són centrals en ella CC i RRI. Pel que fa a el primer concepte, expliquem la importància i els mitjans per calcular la contribució a l'CC, principalment l'enfocament de la Petjada de Carboni. Pel que fa a el segon concepte, s'explica l'alineació d'aquesta tesi l'àrea clau de la sostenibilitat ambiental de la RRI, els seus marcs substantius i les seves dimensions d'anticipació i reflexivitat. Un cop establerts aquests dos fonaments, el canvi climàtic s'aborda en el context de la RRI, revisant la literatura sobre els projectes i propostes de la RRI, incloent la sostenibilitat ambiental, i el CC en particular. Com a resultat, van sorgir dues avingudes de recerca, que es desenvolupen en les següents seccions. Una avinguda sobre com avaluar la influència de les parts interessades en un projecte d'investigació en el context de la RRI, desenvolupada en el capítol 3, i una avinguda sobre la necessitat de noves eines basades en bases de dades d'accés obert per ajudar els professionals a integrar la prevenció de CC en les seves activitats d'R + d.
El capítol 4, presenta el disseny d'una nova eina amb un algoritme didàctic per al mesurament anticipada de la petjada de carboni en els projectes de recerca i innovació. Aquesta eina permet als investigadors que no tenen formació en avaluació de l'impacte ambiental estimar les emissions de gasos d'efecte hivernacle dels seus projectes de recerca i innovació en les primeres etapes, moment en el qual l'anticipació i la reflexivitat són les dimensions fonamentals de la RRI.<br>[EN] Global Warming, and the climate change (CC) it produces, is one of the most global and urgent threats humankinds is responsible for. The challenge of mitigating and adapting to CC, among others, is a responsibility that has reached all disciplines, including the research and innovation (R&I) process. For more than 10 years, and as a way to tackle these great challenges of our time, with the intention of fostering responsible research, the European Commission has been promoting a cross-cutting issue named: "Responsible Research and Innovation (RRI)". The aim is to bring the problems (such as research integrity, non-inclusion of stakeholders, application of ethical or sustainability principles, etc.,.) related to R&I to light, to anticipate the possible consequences of R&I process and outcomes, and to engage society in the discussion of how science and technology can help create the kind of world and society we want for generations to come.
This thesis emerges as a bridge between the great challenge represented by CC and the demand for responsibility from R&I process and outcomes, addressed in the context of RRI. Research funders and society as a whole claim that R&I teams must provide socially desirable, ethically acceptable, and sustainable outcomes. Hence, the general question to be answered in this thesis is: how does a research team, while not being specialists, know if its research is responsible for relevant contributions to CC, and how can they include measures to reduce or compensate such contributions (Greenhouse Gas emissions, GHG)?
To respond to this question, the present dissertation begins with the main foundations that are central to it: CC and RRI. As regards the former concept, we explain the importance and means to calculate the contribution of GHG to CC, mainly the carbon footprint approach. In addition, regarding the latter, how this thesis aligns with the key RRIs' area of environmental sustainability, its substantive frameworks and its anticipation and reflexivity dimensions. Once these two foundations are established, CC is addressed in the context of RRI, reviewing the literature on RRI projects and proposals, which include environmental sustainability, and CC in particular. As a result, two avenues of research arise, which are developed in the following sections. An avenue about how to assess the stakeholders' influence in a research project within the context of RRI, which is developed in chapter 3, and an avenue about the need for new tools based on open-access databases to help practitioners to integrate CC prevention in their R&I activities.
Chapter 4 presents the design of a novel tool with a didactic algorithm for anticipatory carbon footprint measuring in R&I projects. This tool allows researchers who are untrained in environmental impact assessment to estimate the greenhouse gas emissions of their R&I projects at early stages, when anticipation and reflexivity are the core RRI dimensions.<br>Ligardo Herrera, IE. (2021). Addressing Climate Change in Research and Innovation Projects. A Tool for Anticipatory Carbon Footprint Calculation [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/165867<br>TESIS
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Horn, Chrys. "A complex systems perspective on communities and tourism : a comparison of two case studies in Kaikoura and Rotorua." Lincoln University, 2002. http://hdl.handle.net/10182/1606.
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This thesis analyses research into the evolution and adaptation of the communities in Rotorua and Kaikoura by using a complex systems perspective. This perspective requires that the analyst look beyond the obvious impacts of tourism such as employment, crowding, and congestion, to the processes that underlie the experiences of local people in relation to tourism. The configuration of the destination, the flows of people in the area, the visitor types and the ratio of hosts to guests all influence a community's interactions with tourists. In small destinations, the effect of host interactions with guests is potentially much greater than is the case in larger destinations. However, in using a complex systems perspective to analyse the effects of tourism on these two destinations, it becomes clear that the impacts of tourism are more than just the impacts of tourists. The impacts of tourism are intertwined with the processes of trust, leadership and decision making occurring both within the community and within the wider regional and national socio-economic systems. As such, local perceptions of tourism are associated with history, geography, local politics and local social processes. As concepts, the meanings of both 'tourism' and 'community' emerge from the experiences people have, and the associations that they make with the two terms. Thus, the meaning of both 'tourism' and 'community' are idiosyncratic and locally defined. Each term means different things to residents in Rotorua and Kaikoura, and each affects how residents perceive tourism in their respective towns. For example, the associations that people make between historical events and processes such as restructuring are quite different in each of the two communities. In Rotorua, tourism is seen as a source of stability, as a phenomenon that confers a higher level of perceived control on the community. In Kaikoura, tourism is seen as a source of change and it confers a lesser sense of perceived control on the community overall. Likewise, the relationship between the local council and the community underlies the sense of security people feel about local decision making processes. This relationship is mediated by a range of processes including the effort that the council put into communicating with community members, the leadership shown by the council, the way in which they facilitate community visioning processes, which then provide a basis for both leadership and decision making. Underlying these processes are community processes of rivalry, competition, cooperation, labelling and stereotyping that all affect the levels of trust that the community have in those around them. Community cohesion (which is not the same as community agreement) underlies a community's ability to work together to manage tourism. Thus using a complex systems approach to analyse the impacts of tourism in two destinations has shown that there is much more to tourism than the impacts of tourists and their activities. Instead, the way the community system interacts with the tourism system gives rise to the impacts of tourism. Tourism can be usefully conceptualised as a process that is inextricably interwoven with history, politics and community interaction processes at the destination level. Perceptions of tourism reflect these processes and the understanding that local people have of them, and the level of control that they feel they have over tourism development. With little trust in local decision making processes, people have a low sense of control over how tourism development affects them. In tourism planning, therefore, it may be more effective to focus primarily on the processes by which tourism development and management occurs in the local area and to look at mitigating the effects of tourists only after building community capacity to adaptively manage tourism in their area. Communities need a sense of control over their world, and this is only undermined when experts and institutions try to advise courses of action without involving a range of community players in the process of managing tourism. Thus, government and other organisations and institutions at local level must focus on working with communities to build local capacity to manage tourism, without imposing on those communities to convince them to 'treat tourists well' or to manage their environment better, so they become more attractive as a destination.
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Jesus, Deise Cristina Carvalho de. "Os caminhos reflexivos/formativos percorridos por uma professora alfabetizadora: um estudo autobiogr?fico." Pontif?cia Universidade Cat?lica de Campinas, 2017. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/986.
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Previous issue date: 2017-02-15<br>This research aims to understand my reflective process as a movement that enhances my personal and professional development, through the remembrances I made / do from my participation in an in-service training program for literacy teachers. I am a teacher of the 1st year of elementary school and have taken the continuing education courses proposed by the PNAIC (National Pact for Literacy in the Right Age). The methodology of this research is the autobiographical, based on the historical-cultural approach. For the production of the empirical material, I started from my memories during my participation in the ongoing training course of literacy teachers, proposed by the PNAIC of Portuguese-language, in 2013. The memories had resources that were memory triggers:The guidelines of the meetings held at the time,the reading books for enjoyment held at each meeting; The official training books of the course, the games boxes of PNAIC, the course videos that was available online and the activities developed with the students of the researcher during the course.These memory triggers enabled me (self)revisit the formative space of the course, favoring the writing of reports that have become the raw empirical material of this research. Faced with these reports, I reflect on what knowledge was appropriated by me during the training course and that is present until today in my pedagogical work.I identified in this process of search and reflection that the proposal to organize the activities by didactic sequences was quite significant in my teaching work. In this research, I recalled the didactic sequences that I developed with my students,both during and after the training course, materializing them in a narrative writing. Difficult task, of (self)exposure, of (self)evaluation, of reflection, of strangeness, of confronting myself, with my resistances, beliefs and (un)certainties. The research through autobiographical narratives proved to be a powerful resource for teacher reflexivity, promoting personal and professional development.Writing about lived experience made me understand in better way the difference between being a literacy teacher and becoming, with each experience, a literacy teacher.<br>Esta pesquisa tem como objetivo compreender o meu processo reflexivo como movimento potencializador do meu desenvolvimento pessoal e profissional docente, por meio das rememora??es que fiz/fa?o a partir da minha participa??o em um programa de forma??o em servi?o de professores alfabetizadores. Sou professorado 1? ano do ensino fundamental e fiz os cursos de forma??o continuada propostos pelo PNAIC (Pacto Nacional pela Alfabetiza??o na Idade Certa). A metodologia desta pesquisa ? a autobiogr?fica, fundamentada na abordagem hist?rico-cultural. Para a produ??o do material emp?rico, parti das minhas lembran?as durante a minha participa??o no curso de forma??o continuada de professores alfabetizadores, proposto pelo PNAIC de l?ngua portuguesa, no ano de 2013. As lembran?as contaram com recursos que foram disparadores de mem?ria: as pautas dos encontros realizados na ?poca, os livros de leitura para deleite realizada em cada encontro; os cadernos de forma??o oficiais do curso, as caixas de jogos do PNAIC, os v?deos do curso dispon?veis on-line e as atividades desenvolvidas com os alunos da pesquisadora durante o curso. Esses disparadores de mem?ria possibilitaram-me (auto)revisitar o espa?o formativo do curso, favorecendo a escrita de relatos que se tornaram o material emp?rico bruto desta pesquisa. Frente a esses relatos, coloco-me a refletir sobre qual conhecimento foi apropriado por mim durante o curso de forma??o e que se encontra presente at? hoje no meu fazer pedag?gico. Identifiquei nesse processo de busca e reflex?o que a proposta de organizar as atividades por sequ?ncias did?ticas foi bastante significativa em meu trabalho docente. Assim, nesta pesquisa, rememorei as sequ?ncias did?ticas que desenvolvi com meus estudantes, tanto durante como ap?s o curso de forma??o, materializando-as em uma escrita narrativa. Tarefa dif?cil, de (auto)exposi??o, de (auto)avalia??o, de reflex?o, de estranhamento, de enfrentamento de mim, com minhas resist?ncias, cren?as e (in)certezas. A pesquisa por meio de narrativas autobiogr?ficas mostrou-se um recurso potente para a reflexividade docente, promovendo o desenvolvimento pessoal e profissional. Escrever sobre o vivido fez-me compreender melhor a diferen?a entre ser professora alfabetizadora e torna-se, a cada experi?ncia, uma professora alfabetizadora.
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Doern, Rachel R. "Understanding barriers to small business growth from the perspective of owner-managers in Russia." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/546.
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Mattos, Rogeria Katia Arruda. "Entre a tradição e a re-significação de práticas de ensino de portugues como língua materna." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/13927.
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Previous issue date: 2005-05-12<br>This is the collaborative research account realized with a mother tongue teacher returning to classroom after ten years out. The research is proposed to a reflexive space to confront different curricula politics concerning teaching portuguese as mother tongue. The goal is describe how the other teacher s practices and professional identity are constituted. The languge and the teaching language are based on post-structuralist perspective to understand the discourse constitutive and constituted by individual actions in the social world. The focus on the constituve nature of discourse need an analytical intruments to reveal the agency. Thus, the metaphor (Lakoff & Johnson, 1980; Cameron, 1999) as discursive practices and the positioning theory (van Langenhove & Harré, 1998) show up very productive to describe desires, choices and actions of co-researchers. In a qualitative way, the research identify grammar, discourse genre and reading as teaching practices questioned in the reflexive-collaborative process. The grammar and the discourse genre are the theoretical constructs directly confronted. Although the opposite presented theoretical constructs, they are conciliated by portuguese mother tongue teacher<br>Este é o relato de uma pesquisa colaborativa realizada por mim e por uma professora de língua materna que, após dez anos de afastamento da prática docente, retorna à sala de aula. Trata-se de uma pesquisa que se propõe como um espaço reflexivo no qual são confrontadas diferentes políticas curriculares do ensino de português como língua materna. O objetivo é descrever como são constituídas outras práticas discursivas e outras identidades profissionais pela professora durante o processo reflexivo-colaborativo. A linguagem e o ensino de línguas são tomados com base na perspectiva pós-estruturalista que aborda o discurso como constituinte das/constituído pelas ações dos indivíduos no mundo social. O foco na natureza constitutiva dos discursos exige um instrumental analítico que ressalte a agentividade, dessa forma, a metáfora (Lakoff & Johnson, 1980; Cameron, 1999; entre outros) como prática discursiva e a teoria do posicionamento (van Langenhove & Harré, 1998) mostram-se bastante produtivas para descrever os desejos, as escolhas e as ações das co-pesquisadoras. De maneira qualitativa, a pesquisa identifica a gramática, a teoria dos gêneros discursivos e a leitura como as práticas de ensino problematizadas durante o processo reflexivo-colaborativo, sendo a gramática e a teoria dos gêneros discursivos os construtos teóricos confrontados diretamente. Apesar da forma excludente como são situados na pesquisa, esses construtos teóricos são, ao final, conciliados pela professora ao constituir para si uma outra prática e identidade como professora de português como língua materna
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Delderfield, Russell. "When the researcher is a ‘wounded storyteller’: exploring emotional labour and personal impact in research." 2018. http://hdl.handle.net/10454/17188.
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Wray, J., Uduak E. Archibong, and Sean Walton. "Why undertake a pilot in a qualitative PhD study? Lessons learned to promote success." 2016. http://hdl.handle.net/10454/13460.
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Yes<br>Background
Pilot studies can play an important role in qualitative studies. Methodological and practical issues can be shaped and refined by undertaking pilots. Personal development and researchers’ competence are enhanced and lessons learned can inform the development and quality of the main study. However, pilot studies are rarely published, despite their potential to improve knowledge and understanding of the research.
Aim
To present the main lessons learned from undertaking a pilot in a qualitative PhD study.
Discussion
This paper draws together lessons learned when undertaking a pilot as part of a qualitative research project. Important methodological and practical issues identified during the pilot study are discussed including access, recruitment, data collection and the personal development of the researcher. The resulting changes to the final study are also highlighted.
Conclusion
Sharing experiences of and lessons learned in a pilot study enhances personal development, improves researchers’ confidence and competence, and contributes to the understanding of research.
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Terre, Blanche Stephanie. "Liminal spaces : therapeutic encounters between horses and adolescents." Diss., 2014. http://hdl.handle.net/10500/18809.
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In this study, the intersections between Equine Assisted Psychotherapeutic interventions and adolescence are explored. Equine Assisted therapeutic work has recently gained much popularity in the field of psychology, due to many reported benefits, which include the value of the use of the horse as a tool in psychotherapy. Adolescence is acknowledged to be a difficult transitional phase, punctuated with many challenges, such as identity development. As this study is conducted by a trainee psychotherapist and researcher, the work also contains a reflexive exploration of these fields, with personal reflections regarding the researcher‟s own experience in the fields. This study is framed as a transtheoretical bricolage, which includes elements of reflexivity, heuristics, transpersonal, and phenomenological research approaches. Data was gathered from individual interviews with co-researchers, focus group interviews, personal reflections, and inclusion of non-verbal information from the horses who formed part of this study. Data analysis was done by means of a Thematic Data Analysis. The research findings reflect themes on different levels, which are: content themes, process themes, meta-reflections on the research process, and a meta-analysis of the research and individual developmental process which took place in the production of this work<br>Psychology<br>M. A. (Clinical Psychology)
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Terre, Blanche Stephanie. "Liminal spaces : therapeutic encounters between horses and adolecents." Diss., 2014. http://hdl.handle.net/10500/18809.
Full textAbstract:
In this study, the intersections between Equine Assisted Psychotherapeutic interventions and adolescence are explored. Equine Assisted therapeutic work has recently gained much popularity in the field of psychology, due to many reported benefits, which include the value of the use of the horse as a tool in psychotherapy. Adolescence is acknowledged to be a difficult transitional phase, punctuated with many challenges, such as identity development. As this study is conducted by a trainee psychotherapist and researcher, the work also contains a reflexive exploration of these fields, with personal reflections regarding the researcher‟s own experience in the fields. This study is framed as a transtheoretical bricolage, which includes elements of reflexivity, heuristics, transpersonal, and phenomenological research approaches. Data was gathered from individual interviews with co-researchers, focus group interviews, personal reflections, and inclusion of non-verbal information from the horses who formed part of this study. Data analysis was done by means of a Thematic Data Analysis. The research findings reflect themes on different levels, which are: content themes, process themes, meta-reflections on the research process, and a meta-analysis of the research and individual developmental process which took place in the production of this work<br>Psychology<br>M.A. (Clinical Psychology)
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Cunliffe, Ann L., and G. Scaratti. "Embedding impact in engaged research: Developing socially useful knowledge through dialogical sensemaking." 2016. http://hdl.handle.net/10454/11354.
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No<br>This paper explores how we can embed impact in research to generate socially useful knowledge. Our contribution lies in proposing a form of engaged research that draws upon situated knowledge and encompasses dialogical sensemaking as a way of making experience sensible in collaborative researcher−practitioner conversations. We draw attention to the intricacies of doing socially useful research and illustrate how five conversational resources can be used within dialogical sensemaking through an example of a research project in which impact and relevance were embedded and where researchers and practitioners worked together to resolve an important social and organizational issue.
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Wang, Wei-Hong, and 王偉鴻. "Infectious Diseases and International Relations Theory-Discourse and Reflexivity Based on Interdisciplinary Research." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/wf6wxr.
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博士<br>國立臺灣師範大學<br>政治學研究所<br>101<br>Assessing from the perspectives of traditional international health or emerging global health studies, infectious diseases have received considerable attention over these decades in international community. Infectious diseases are usually used to refer to a serious process of involving diseases outbreak, surveillance, notification, research and development of drugs, drugs commercialization, access to medicine and international health assistance. The research objects of this dissertation are those diseases regarding Emerging and Re-Emerging Infectious Diseases (EID) and Neglected Tropical Diseases (NTD) in particular. The author adopts four theories relating to liberalism, realism, institutionalism and cosmopolitanism in the fields of IR and IPE to analyze and examine current infectious diseases debates on diseases control, diseases cure and international health assistance. Given that previous studies had failed to consider theoretical discourses of infectious diseases, this study tries to offer a complete and cross-disciplinary theoretical discourse for infectious diseases.
In regard to surveillance and notification of diseases control, this study makes an attempt at adopting HIV/AIDS as a case study to analyze the core meaning of global health security which has been constructed by realism and security scholarship. The study argues that global health security should be interpreted as national securitization of diseases so as to make some specific EID become high politics issue, such as famous the big three diseases. More importantly, global health security doesn’t mean that diseases are health securitized, but rather that some EID which great powers had decided are health securitized on the basis of great power’s power and interests.
As far as the access to medicine of diseases cure is concerned, this study has argued that although liberalism can interpret the technology innovation on research and development of drugs as to provide curative effect drugs, it still failed to rationalize the debates over market failure of access to medicine on NTD caused by the gap of extremely international health resources in the world. In order to examine the access to medicine debates on NTD, this study is concerned with these perspectives on global health governance, global health public goods and global health partnerships. This study claims that even though global health partnership for NTD is regarded as a concrete business model in practice based on global health governance, it needs to avoid those democratic deficits that institutionalism fails to justify, such as accountability, transparency, and legitimacy.
In matters of great power's responsibilities on international health assistance, this study claims that this controversy is essentially contested on basis of global health justice and power allocation. Great powers place emphasis on infectious diseases and global health by means of drawing attention to increasing international health assistance funding. This study argues that mainstream arguments of realism regarding international health assistance still focused on great power’s security, political and economic interests. As far as Obama's global health declaration is concerned, it not only presents political commitments for UN Millennium Development Goals, but also shows emerging foreign aid thinking based on integration between self-interest and altruism.
Rested on the above depictions, this study offers some suggestions as follows:
First of all, from the perspectives of institutionalism and cosmopolitanism, this study offers a new discourse about global health politics by criticizing the extant arguments of international health politics that has been illuminated by the mainstream of international relation community. On the one hand, the global health politics is suffering from dual deficits, that is, it not only presents a critical gap between EID and NTD, but it demonstrates an unsymmetrical allocation of health power and resources. On the other hand, global health politics should be characterized as both horizontal and vertical health governance between states and non-state actors.
Secondly, this study finds that current diseases dilemma is caused by the double failures, that is, government failure and market failure, and these failures have generated some controversies on disease control and cure dimensions. Facing these controversies, the author is convinced that the arguments of institutionalism and cosmopolitanism will be more persuasive than other theories. For institutionalism, on the one hand, it is able to offer health institutional construction arguments beyond dichotomy between state-oriented realism and market-oriented liberalism. On the other hand, institutionalism tries to construct an emerging system of global health governance which is constituted of states, pharmaceutical industry and global civil society organizations so as to interpret and solve disease’s double failures dilemma. On the other hand, because institutionalism takes global civil society into consideration, an institutional network, in which states, pharmaceutical industry and global civil society organizations interact with each other, will be made for solving the disease’s double failures dilemma.
Finally, this study finds that if we attempt to govern the disease issues simply relying on the international health institutions such as global health partnerships, it may be in futility on the one hand, and probably generate some institutional risks, such as accountability, transparency, and legitimacy on the other hand. For this reason, this study makes up for institutional deficits by adopting the perspectives of cosmopolitanism. Given that the emerging global health studies have focused on the issues of global health inequalities, the cosmopolitanism, by emphasizing normative dimensions relating to global health ethics and health justice, will play a complementary role in the global health governance system. Consequently, this study suggests that the theoretical loophole of global health inequalities that institutionalism has made might be filled by the arguments of cosmopolitanism, such as world poverty, health distributional justice, and health equality demands.
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Bettany, Shona M. M., and H. Woodruffe-Burton. "Steps towards transformative consumer research practice: a taxonomy of possible reflexivities." 2006. http://hdl.handle.net/10454/4159.
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No<br>The aim of ACR 2005 has been articulated by the organisers as the promotion and dissemination of consumer research `for¿ consumers. This call asks for transformative consumer research raising the issue that `Historically, the organization¿s research has been impelled by the theoretical and substantive interests of academics¿. It is on this point that this paper acts to transform arguing that a transformative ethic should be enacted though consumer research praxis. To achieve this it presents worked examples of the practice of reflexivity in consumer research developing a taxonomy of `possible reflexivities¿, and discusses their possibilities for transformation of the consumer research process.