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Artykuły w czasopismach na temat „Social inquiry”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

McCall, Michal M. ":Postmodernism and Social Inquiry." Symbolic Interaction 19, no. 4 (1996): 363–65. http://dx.doi.org/10.1525/si.1996.19.4.363.

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Martin, Jerry L., David R. Dickens, Andrea Fontana, Mas'ud Zavarzadeh, and Donald Morton. "Postmodernism and Social Inquiry." Political Psychology 17, no. 4 (1996): 831. http://dx.doi.org/10.2307/3792151.

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Freese, Jeremy, and Sara Shostak. "Genetics and Social Inquiry." Annual Review of Sociology 35, no. 1 (2009): 107–28. http://dx.doi.org/10.1146/annurev-soc-070308-120040.

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Weblin, Mark. "Anderson and Social Inquiry." Australian Journal of Anthropology 3, no. 1-2 (1992): 80–99. http://dx.doi.org/10.1111/j.1835-9310.1992.tb00154.x.

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St. Pierre, Elizabeth Adams. "Writing Post Qualitative Inquiry." Qualitative Inquiry 24, no. 9 (2017): 603–8. http://dx.doi.org/10.1177/1077800417734567.

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This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida’s deconstruction, Foucault’s historical approaches, and Deleuze and Guattari’s experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preexisting research methodologies and, instead, to follow the provocations that come from everywhere in the inquiry that is living and writing.

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Shannon, Margaret A. "Participation as social inquiry and social learning (reviewed paper)." Schweizerische Zeitschrift fur Forstwesen 157, no. 10 (2006): 430–37. http://dx.doi.org/10.3188/szf.2006.0430.

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The extent to which participatory processes are deliberative social inquiry by animated citizens organized in communities of inquiry and engaged in civic science is a measure of the degree to which social institutions reveal a public philosophy of democracy. This paper examines the argument that public participation creates the conditions for social inquiry when a polity defines itself, organizes itself,creates the necessary information for social choices, and exercises its responsibility to make public judgments and exercise public accountability.

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7

Gillieatt, Sue, Christina Fernandes, Angela Fielding, Antonia Hendrick, Robyn Martin, and Susi Matthews. "Social Network Analysis and Social Work Inquiry." Australian Social Work 68, no. 3 (2015): 338–51. http://dx.doi.org/10.1080/0312407x.2015.1035660.

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St.Pierre, Elizabeth Adams. "Haecceity: Laying Out a Plane for Post Qualitative Inquiry." Qualitative Inquiry 23, no. 9 (2017): 686–98. http://dx.doi.org/10.1177/1077800417727764.

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This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire.

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9

Holmes, Brian, and D. C. Phillips. "Philosophy, Science and Social Inquiry." European Journal of Education 23, no. 4 (1988): 356. http://dx.doi.org/10.2307/1503120.

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Cunliffe, Ann L. "Social Poetics as Management Inquiry." Journal of Management Inquiry 11, no. 2 (2002): 128–46. http://dx.doi.org/10.1177/10592602011002006.

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RICHARDSON, FRANK C., and BLAINE J. FOWERS. "Social Inquiry: A Hermeneutic Reconceptualization." American Behavioral Scientist 41, no. 4 (1998): 461–64. http://dx.doi.org/10.1177/0002764298041004002.

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Blok, Anders. "Another Social Inquiry is Possible!" Science as Culture 27, no. 2 (2017): 276–81. http://dx.doi.org/10.1080/09505431.2017.1398226.

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Ilmiyah, Najimatul. "PEMBENTUKAN KARAKTER DAN KETERAMPILAN SOSIAL PESERTA DIDIK DI SMA MELALUI MODEL PEMBELAJARAN BERBASIS INQUIRY DAN GROUP INVESTIGASI DENGAN SETTING LINGKUNGAN." Jurnal Terapung : Ilmu - Ilmu Sosial 4, no. 2 (2022): 46. http://dx.doi.org/10.31602/jt.v4i2.8622.

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ABSTRACTBasically, the use of inquiry learning models and investigative group type cooperative learning models with environmental settings in the learning process can not only improve learning outcomes but also improve student character behavior and social skills. This study aims to (1) describe the character behavior of students through inquiry learning models and investigative groups with environmental settings (2) describe students' social skills through inquiry learning models and investigative groups with environmental settings. This study uses a qualitative approach with a descriptive me

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14

della Santa, Roberto. "Para inquirir o trabalho: metodologia crítica, investigação-ação e uma nova «enquête operária»(*)." Revista Direito e Práxis 14, no. 1 (2023): 330–78. http://dx.doi.org/10.1590/2179-8966/2021/61512.

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Resumo O ensaio reconstitui a crítica metodológica, a co-pesquisa-ação e a tradição da “enquête operária” tais quais tiveram lugar, como um “Modelo de Pesquisa Colectiva”, no interior do Observatório para as Condições de Trabalho e Vida (OCVT) / NOVA4TheGlobe / Universidade Nova de Lisboa, durante os últimos anos, dando a conhecer uma perspectiva de duplo carácter: o trabalho de pesquisa e a pesquisa do trabalho, em uma concepção dialéctica de trabalho teórico crítico e investigação social empírica, a partir do horizonte de possíveis da centralidade do “trabalho vivo”. Neste sentido, reconstit

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15

Bangura, Mohamed. "Socio-Legal Appraisal of Intellectual Property Rights and Innovativeness at University of Sierra Leone, Freetown, Western Urban, Sierra Leone." European Journal of Applied Science, Engineering and Technology 2, no. 5 (2024): 20–30. http://dx.doi.org/10.59324/ejaset.2024.2(5).03.

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The socio-legal inquiry presents a broad reasoning to the awareness of Intellectual Property Rights and Innovativeness outlook at University of Sierra Leone constituent colleges. It pursues to inquire the odd difficulties encountered by these establishments or institutions of Tertiary education in overseeing Intellectual Property on the framework of socio-legal foundation, financing drifts of social innovativeness and inquiry notions including marketing of inquiry notions and innovativeness. The socio-legal inquiry also evaluates the social question of marketing or freely available once it app

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16

Bangura, Mohamed. "Socio-Legal Appraisal of Intellectual Property Rights and Innovativeness at University of Sierra Leone, Freetown, Western Urban, Sierra Leone." European Journal of Applied Science, Engineering and Technology 2, no. 5 (2024): 20–30. https://doi.org/10.59324/ejaset.2024.2(5).03.

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The socio-legal inquiry presents a broad reasoning to the awareness of Intellectual Property Rights and Innovativeness outlook at University of Sierra Leone constituent colleges. It pursues to inquire the odd difficulties encountered by these establishments or institutions of Tertiary education in overseeing Intellectual Property on the framework of socio-legal foundation, financing drifts of social innovativeness and inquiry notions including marketing of inquiry notions and innovativeness. The socio-legal inquiry also evaluates the social question of marketing or freely available once it app

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17

Manankil-Rankin, Louela. "Moving From Field Text to Research Text in Narrative Inquiry." Canadian Journal of Nursing Research 48, no. 3-4 (2016): 62–69. http://dx.doi.org/10.1177/0844562116684728.

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Narrative Inquiry is a research methodology that enables a researcher to explore experience through a metaphorical analytic three-dimensional space where time, interaction of personal and social conditions, and place make up the dimensions for working with co-participant stories. This inquiry process, analysis, and interpretation involve a series of reflective cognitive movements that make possible the reformulations that take place in the research journey. In this article, I retell the process of my inquiry in moving from field texts (data sources) to research text (interpretation of experien

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18

Persico, Christine, and W. Thomas Heaney. ""Group Interviews: A Social Methodology for Social Inquiry."." Adult Education Quarterly 38, no. 2 (1988): 122–23. http://dx.doi.org/10.1177/0001848188038002015.

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19

Godden, Naomi Joy. "A co-operative inquiry about love using narrative, performative and visual methods." Qualitative Research 17, no. 1 (2016): 75–94. http://dx.doi.org/10.1177/1468794116668000.

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Participatory researchers advocate using presentational arts-based methods to collectively inquire into a social phenomenon. In a co-operative inquiry in an Australian rural community, ten community workers inquired into the ‘love ethic’ in their community work practice using narrative, performative and visual methods to gather, analyse and interpret data within cycles of reflection and action. Group members collectively and democratically chose to use presentational inquiry tools such as storytelling, dialogical performance, gift-giving, drawing and other non-traditional approaches to explore

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20

Cacciattolo, Marcelle, Mark Vicars, and Tarquam McKenna. "Behind closed doors: negotiating the Ethical Borgs in qualitative inquiry." Qualitative Research Journal 15, no. 1 (2015): 98–108. http://dx.doi.org/10.1108/qrj-11-2014-0058.

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Purpose – The Ethical Borgs are a fictional panel of a set of people who have the task of attending to the manner in which research “should” occur. The scenario is a series of “fictionalised encounters” between two researchers presenting their research proposals to the panel for approval. The purpose of this paper is to revisit and play out two researchers’ individual and collective experiences of gaining ethical clearance as emergent researchers. The tension of their place and status in academia drives their identity. Design/methodology/approach – This paper is presented in the form of a shor

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21

TAYLOR, ELANOR. "Social Categories in Context." Journal of the American Philosophical Association 6, no. 2 (2020): 171–87. http://dx.doi.org/10.1017/apa.2019.43.

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AbstractSocial categories play a central role in inquiry. Some authors have argued that social categories can only play this role because they have a particular metaphysical status, such as a connection to natural kinds or to comparatively joint-carving properties. This reflects the broadly realist idea that categories that play important roles in inquiry do so for metaphysical reasons. In this paper I argue that such metaphysical views of social categories cannot accommodate ‘empty’ social categories, cases in which social categories that cannot have the metaphysical features attributed to th

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22

Rigney, James, Amanda Pate, and Tara Ferland. "“Those Who Do Not Learn from History…”: Contemporary Implications from the History of Teacher Inquiry." Florida Journal of Educational Research 57, no. 2 (2019): 122–32. https://doi.org/10.62798/qbvd5003.

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Over the preceding century, interest in teacher inquiry has ebbed and flowed, yet the teacher inquiry movement presents consistent themes that remain relevant to contemporary teachers, teacher educators, and scholars. This historical overview of teacher inquiry surfaces implications for practitioners today. It is presented in three eras: the recognition of the teacher as inquirer in the 1930s–1950s, the implications of the Civil Rights movement and the quest for excellence in the 1960s–1980s, and the resurgence of teacher inquiry in the “messy” 1990s and 2000s. The very earliest era of teacher

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23

López, Juan J. "Theory Choice in Comparative Social Inquiry." Polity 25, no. 2 (1992): 267–82. http://dx.doi.org/10.2307/3235111.

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Russi, Luigi. "Eavesdropping: The craft of social inquiry." Journal for the Theory of Social Behaviour 51, no. 3 (2021): 412–29. http://dx.doi.org/10.1111/jtsb.12266.

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Kreijns, Karel, Frederik Van Acker, Marjan Vermeulen, and Hans Van Buuren. "Community of Inquiry: Social Presence Revisited." E-Learning and Digital Media 11, no. 1 (2014): 5–18. http://dx.doi.org/10.2304/elea.2014.11.1.5.

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Holmwood, John. "The Challenge of Global Social Inquiry." Sociological Research Online 14, no. 4 (2009): 100–104. http://dx.doi.org/10.5153/sro.1993.

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Calls to provincialise sociology have been criticised as relativistic and self-contradictory. Utilising the arguments of Boaventura de Sousa Santos and Peter Winch, the present paper defends a provincialised sociology against these criticisms and argues that only a provincialised sociology can meet the challenge of global social inquiry.

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Colter, Robert, and Joseph Ulatowski. "Social Dexterity in Inquiry and Argumentation." American Association of Philosophy Teachers Studies in Pedagogy 2 (2016): 6–27. http://dx.doi.org/10.5840/aaptstudies201713117.

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Schatzki, Theodore. "Book Review: On Interpretive Social Inquiry." Philosophy of the Social Sciences 35, no. 2 (2005): 231–49. http://dx.doi.org/10.1177/0048393105275281.

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Monk-Turner, Elizabeth. "Epistemology, social inquiry and quantum theory." Qualitative Research Journal 20, no. 2 (2020): 228–42. http://dx.doi.org/10.1108/qrj-10-2019-0085.

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PurposeThis work examines assumptions of positivism and the traditional scientific method.Design/methodology/approachInsights from quantum mechanics are explored especially as they relate to method, measurement and what is knowable. An argument is made that how social scientists, particularly sociologists, understand the nature of “reality out there” and describe the social world may be challenged by quantum ideas. The benefits of utilized mixed methods, considering quantum insights, cannot be overstated.FindingsIt is the proposition of this work that insights from modern physics alter the und

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30

Shelton, Allen. "Storytelling Sociology: Narrative as Social Inquiry." Contemporary Sociology: A Journal of Reviews 36, no. 3 (2007): 243–45. http://dx.doi.org/10.1177/009430610703600321.

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Hemingway, John L. "Leisure studies and interpretive social inquiry." Leisure Studies 14, no. 1 (1995): 32–47. http://dx.doi.org/10.1080/02614369500390031.

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Butler, Richard. "Stories and Experiments in Social Inquiry." Organization Studies 18, no. 6 (1997): 927–48. http://dx.doi.org/10.1177/017084069701800602.

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Mason-Grant, Joan. "Longino's Social Knowledge." Dialogue 32, no. 2 (1993): 375–82. http://dx.doi.org/10.1017/s0012217300014505.

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The apparently limitless philosophical terrain marked out by the debate over the relation between science and values is constructively revisited in Helen Longino's Science as Social Knowledge. This project is motivated by the view that the ideal of value neutrality places unrealistic constraints on science. Longino seeks to demonstrate that even “good science” embodies social and political interests and values because it is, irreducibly, a social activity. Her strategy is to weave a position which can make sense of both ideology and evidence in the practice of science; her underlying philosoph

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34

MacLure, Maggie. "Qualitative Inquiry." Qualitative Inquiry 17, no. 10 (2011): 997–1005. http://dx.doi.org/10.1177/1077800411423198.

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Rice, Nancy. "Encouraging Inquiry." Journal of Disability Policy Studies 12, no. 1 (2001): 28–39. http://dx.doi.org/10.1177/104420730101200104.

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Gartini, Nuryuni Gartini. "PENGARUH PENERAPAN PEMBELAJARAN INKUIRI SOSIAL TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SD (Studi Eksperimen Kuasi pada Pembelajaran Ilmu Pengetahuan Sosial)." JURNAL PENDIDIKAN ILMU SOSIAL 25, no. 2 (2017): 164. http://dx.doi.org/10.17509/jpis.v25i2.6192.

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The aim of this study is to comprehend the influnces of social inquiry learning implementation against student critical thinking skill. The population of this study is all of the fourth grade students at Bojongherang Cluster in Cianjur. The process of taking sample is done by purposive sampling and the result is two classes of sample. The fourth grade of Bojongherang 2 as an experiment class that applies social inquiry learning, while the fourth grade of Bojongherang 4 as a control class that applies a conventional learning strategies. The study’s datais inquired through the pretes ang posttes

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Smith, Lance C., and Richard Q. Shin. "Social Privilege, Social Justice, and Group Counseling: An Inquiry." Journal for Specialists in Group Work 33, no. 4 (2008): 351–66. http://dx.doi.org/10.1080/01933920802424415.

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Imbrogno, Salvatore. "An Emerging Inquiry for Social Design in Social Development." International Social Work 28, no. 2 (1985): 35–43. http://dx.doi.org/10.1177/002087288502800206.

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Richardson, Frank C., and John Chambers Christopher. "Social theory as practice: Metatheoretical options for social inquiry." Journal of Theoretical and Philosophical Psychology 13, no. 2 (1993): 137–53. http://dx.doi.org/10.1037/h0091113.

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Taguchi, Hillevi Lenz, and Elizabeth Adams St.Pierre. "Using Concept as Method in Educational and Social Science Inquiry." Qualitative Inquiry 23, no. 9 (2017): 643–48. http://dx.doi.org/10.1177/1077800417732634.

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This article introduces this special issue of Qualitative Inquiry focused on using concepts as methods in educational and social science inquiry to account for an ontological arrangement in which humans are not seen as the only beginning of inquiry and in which transcendental and/or radical empiricism is in play. With the articles of this issue, we would like to offer a partly new or reconceptualized way of doing educational inquiry: a way where concepts—acts of thought—are practices that reorient thinking, undo the theory/practice binary, and open inquiry to new possibilities.

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Chambers, Katelyn. "Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model." Social Studies 113, no. 3 (2022): 153–54. http://dx.doi.org/10.1080/00377996.2021.1992746.

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Johnson, Casey Rebecca. "Précis of Epistemic Care: Vulnerability, Inquiry, and Social Epistemology." Journal of Philosophical Research 49 (2024): 173–79. https://doi.org/10.5840/jpr2024492.

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In this precis, I explain the basic commitments and the master argument from my book, Epistemic Care: Vulnerability, Inquiry, and Social Epistemology (2023), in which I explore the normative implications of a central observation from social epistemology: we are epistemically interdependent. We depend on other inquirers as we ask questions, assess evidence, and form beliefs—in short, in our inquiry. This means that our inquiry stands to go better or worse depending on the actions that other inquirers take or have taken. We are, therefore, vulnerable in our inquiry. Vulnerability, according to c

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Tanaka, Michele. "Finding Courage in the Unknown: Transformative Inquiry as Indigenist Inquiry." in education 21, no. 2 (2015): 65–88. http://dx.doi.org/10.37119/ojs2015.v21i2.276.

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Educators often wonder how to respond purposefully to vexing issues such as ecological sustainability, social justice and holistic health and wellness. The search for useful ways of proceeding can be addressed through engagement in the process of transformative inquiry, a mode of inquiry for educators that resonates with indigenous views and ways of being. At its heart, the approach seeks to support preservice teachers in their personal journeys towards decolonizing and indigenizing. Ultimately, these efforts ripple out to affect their future students and the institutions in which they learn,

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Mohamed Bangura. "Sociology of E-Health Initiatives in Sierra Leone’s Communal Health Zone." British Journal of Pharmacy and Pharmaceutical Sciences 1, no. 1 (2024): 38–46. http://dx.doi.org/10.32996/bjpps.2024.1.1.5.

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The Sierra Leonean government has promoted diverse programs and approaches as a segment of civic automation ambitions to hand associates of the communal with a reachable path to health social data and services. Accomplishments have been made to grasp Datalogies in Sierra Leone’s communal health zone. The conduct of social health establishments in Sierra Leone nonetheless persists in degenerating at a moment when the exploit of Datalogies in social health is attaining motivation in the Mano River Basin. This sociological inquiry, therefore, urges to evaluate the execution of the social E-health

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Telen, O. Yu. "THE ROLE AND PLACE OF THE INQUIRER IN THE GENERAL SOCIAL PREVENTION OF CRIMINAL OFFENSES." Scientific journal Criminal and Executive System: Yesterday. Today. Tomorrow 2024, no. 1 (2024): 63–75. http://dx.doi.org/10.32755/sjcriminal.2024.01.063.

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The article defines the role and place of the inquirer in the general social prevention of criminal offenses. It has been proven that the general social directions of preventing criminal offenses by the inquirer consist in the implementation by the official of the inquiry unit of the activity defined at the regulatory and legal level, which, with the use of procedural and non-procedural measures of influence, is aimed at increasing the level of effectiveness of the implementation of criminological security measures by identifying, neutralizing, blocking, eliminating causes and conditions of il

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Caine, Vera, Pam Steeves, D. Jean Clandinin, Andrew Estefan, Janice Huber, and M. Shaun Murphy. "Social justice practice: A narrative inquiry perspective." Education, Citizenship and Social Justice 13, no. 2 (2017): 133–43. http://dx.doi.org/10.1177/1746197917710235.

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Narrative inquiry is both phenomenon and methodology for understanding experience. In this article, we further develop our understandings of narrative inquiry as a practice of social justice. In particular, we explore ways in which social justice issues can be re-framed and re-imagined, with attention to consequent action. Drawing on work alongside Kevlar, a youth who left school early, we explore our understandings. Being grounded in pragmatism and emphasizing relational understanding of experience situate narrative inquiry and call us to think narratively with stories. This allows for moveme

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Bosk, Emily Adlin. "Kathleen Wells, Narrative Inquiry." Qualitative Social Work 10, no. 4 (2011): 537–45. http://dx.doi.org/10.1177/1473325011425481a.

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Ingram, Stephen. "Cooperative Intuitionism." Philosophical Quarterly 70, no. 281 (2020): 780–99. http://dx.doi.org/10.1093/pq/pqaa011.

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Abstract According to pluralistic intuitionist theories, some of our moral beliefs are non-inferentially justified, and these beliefs come in both an a priori and an a posteriori variety. In this paper, I present new support for this pluralistic form of intuitionism by examining the deeply social nature of moral inquiry. This is something that intuitionists have tended to neglect. It does play an important role in an intuitionist theory offered by Bengson, Cuneo, and Shafer-Landau, but whilst they invoke the social nature of moral inquiry in order to argue that ordinary moral intuitions are tr

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Dunk, Richard A. "Diffracting the “Quantum” and the “Social”: Meeting the Universe Halfway in Social Science." Cultural Studies ↔ Critical Methodologies 20, no. 3 (2019): 225–34. http://dx.doi.org/10.1177/1532708619880212.

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The “quantum” label has become a desirable brand in social studies, with notable prominence being given to Karen Barad’s agential realism, as presented in her book Meeting the Universe Halfway. This article provides an overview of the key ideas in the book, exemplifying the ways these ideas may help us “do inquiry” in the social sciences. By drawing from Barad’s writing and making comparisons with other social thinking with quantum elements, we can demonstrate the potential for productive and insightful avenues of investigation across interdisciplinary areas, particularly through a considerati

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Mikroyannidis, Alexander, Alexandra Okada, Peter Scott, et al. "weSPOT: A Personal and Social Approach to Inquiry-Based Learning." JUCS - Journal of Universal Computer Science 19, no. (14) (2013): 2093–111. https://doi.org/10.3217/jucs-019-14-2093.

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weweSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud-based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project

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