Дисертації з теми "Praxis inquiry"

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

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

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

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

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

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

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

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

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

博士
輔仁大學
心理學系
99
The purpose of the study was to explore the knowledge of recovery from the perspective of spinal cord injury survivor which was based on the life recovery experiences of 4 spinal cord injured and their workers’ helping experiences of the Potential Development Center for Spinal Cord Sufferers. Specific issues to explore includes: from paralysis to independent living after the injury, unspoken difficulties with the injury, the helping process of the workers and impacts of participating collaborative inquiry. Praxis-oriented action research was applied in the study. There were four spinal cord injured and two workers were invited to participate this reflective research. The action method was based on frame analysis and reflection-on-action research. The results of the inquiry included (1) five major phases were found in understanding the life recovery of the injured, (2) the injureds’ defecation process and the collective knowledge of them were followed through, (3) the differences in helping the injured between the medical systems and the Potential Development Center for Spinal Cord Sufferers were presented, (4) the public knowledge and mutual learning experiences of the injured with other people with different disabilities were shared. Finally, researchers made the following suggestions and reflections:(1) the social disadvantages of the spinal cord injured in the social systems were verified, (2) multiple social barriers with regard to the independent living after the injury should be eliminated, (3) the hidden problems of professional knowledge were identified, (4) the impacts and value of collaborative inquiry, (5) the value on spinal cord injury support groups that form their own development of knowledge should be recognized, and (6) develop a true partnership with the injured after "moving - exploration" should be promoted.

碩士
國立臺北教育大學
課程與教學研究所
95
My Curriculum Journey: Narrative Inquiry of an Elementary School Teacher in Search of Curriculum praxis Abstract The study presents the retrospection and introspection of an elementary school teacher’s own living experiences and is in narration of how my curriculum autonomous consciousness is inspired and moulded; it describes in my self journey narration with all of the observations and thoughts during the curriculum voyage and how one put in action in search of curriculum praxis where additionally during the process in narration of the confronted difficulties and ways to conquering them, as well of the resulted enlightenment and progression which in turn to mould a curriculum image belonging to one’s own. “My curriculum journey” is originated from several teachers who are having expectations towards curriculum reforms as well perceiving lifelessness for campus being the same as always, and trying to concentrate everyone’s understandings, as a result, they start the journey to look for curriculum praxis, to put their shoes in the positions of “Curriculum Development Committee” and “Teachers’ Associations”, and to fight for the curriculum planning rights on the numbers of periods; thereafter, “I”, the narrator, become “Deep-rooted Seed Teacher” of Ministry of Education through “Divisional Seminars” held by Guidance Group by ways of observations, interviews and etc to listen and share feelings with many other teachers, as well to try to understand the ideas of teachers in other schools towards curriculum praxis; at the same time, to look for the fountain of pedagogy, I go back to the sharings of instructional experiences in my own classroom and seminars, to illustrate the stories of my own curriculum praxis, finally I happen to be at the right time in the right place and to become “MOE Curriculum Instruction Consulting Team” where I learn to find the core of problems, to step out from current conditions and basis points, to establish a system of exchange on sharings, and to provide the improving directions towards the road of implementation. Through the adventures of searching curriculum praxis, “I”, the narrator find “curriculum deceleration” that is one of the driving forces for teachers in search of curriculum praxis; however, unfavorable conditions such as “school cultures being hard to change”, “lack of ethos for democratic conversation”, “lack of multiple channels for development of teachers’ professional growth”, “shortage of accommodating measures, low participations from teachers”, “lack of a discourse to be unable to form teachers’ professional communities”, and etc, that make the levels of curriculum praxis mostly be restricted in the classrooms and teachers’ individual levels for curriculum implementations. Teachers with both empowerment and competence are the important criterion for curriculum praxis, teachers can promote the action forces of their curriculum praxis through “professional discourse”, “promotions of expertise”, “the sharing and reflection on instructional experiences”, “cautiously use curriculum autonomous ” and etc. Through the tracking down of origin in the living experiences, it enables me to understand, to accept, and to respect myself more, to be brave in making obtrusive of one’s own subjectivity, and further to continue going on the journey in search of curriculum praxis. Through the multiple channels such as the conversations with educational on-site peers, the interactions between teachers and students, and self soul searching discourses and etc, to condense larger energy and will power, to motivate action force, and to hope in execution of instructive dreams together with educational partners. As for me (the narrator), searching is meant for implementing, searching curriculum praxis must be able to honestly making inquiries to oneself, to bravely liberate oneself, and to passionately put it into action; to be aware of the effects of environmental frameworks and conscious types on one’s own self, to be able to see through, to criticize and to dismantle wrongful power relationships. Searching curriculum praxis is an adventure of continuous cycles for arguments and as well of criticism for liberation, and of reverse thinking for implementation. During the adventure in search of curriculum praxis, I (the narrator) make moulding of several curriculum images: 1. Peer teachers are partners for jointly moulding curriculum images; 2. Teachers and students are conversationalists in the curriculum images; 3. All levels in education need to intersubject and understand and support one another; 4. To promote teachers’ professes, and to motivate teachers in taking over the power and responsibilities of curriculum praxis. The images of curriculum praxis are a group of partners who are willing to positively join into teachers’ specialization progressions from now on, with shoulder to shoulder, and insistently and confidently walking in big steps with bold advance towards the ideal landmark of education. Key words: Curriculum journey, Curriculum praxis, Narrative Inquiry

This study aimed to identify a pedagogy of writing that embodies high standards of writing and discerning educators in preservice teacher education. Using Flavell’s definition of metacognition, preservice teachers’ learning and writing, were explored in two first-year compulsory units of study in the Bachelor of Education course in one Australian university. Metacognition was studied to investigate how thinking skills could provide epistemological and pedagogical knowledge to fulfil the study aims. A qualitative methodology was employed, with semi-structured one-on-one interviews used to capture the lived experience of fifteen preservice teachers and nine lecturers/tutors in a praxis inquiry model of teaching and learning. Document study and thematic analysis of interview data were undertaken to ascertain how metacognition might impact on writing skills. The results highlight complexities surrounding an understanding of metacognition. First, ‘thinking about thinking’ was used to describe metacognition, without a conscious understanding of its cognitive complexity as a concept and skill. Second, in praxis inquiry learning metacognition and high standards of writing relate to the capacity to cognitively analyse theory and practice within reflection for writing in the genre referred to as ‘theorising’. Third, as learning constructs both metacognition and praxis inquiry lie within constructivism. However, the ability to reflect at a dialogic level to analyse theory and practice for writing in the theorising genre in praxis requires linguistic discourse knowledge with guided instruction. Vygotsky’s concept of scaffolded learning—including explicit teaching in the form of, demonstration, questioning and discussion—was required to reach cognitive transformations for the theorising genre. This thesis has identified that (a) a heightened consciousness of metacognition within praxis inquiry, and (b) visible pedagogy to develop analytical skills in the ‘theorising’ genre, have the potential to contribute to the development of discerning educators capable of high standards of writing. Insights gained from this study can inform pedagogy, course design and professional development.

碩士
國立暨南國際大學
課程教學與科技研究所
98
In the information technology boom era of information technology into teaching by national education as an important subject of education, where teachers are the key to the success of policy implementation. However, despite positive research the effectiveness of information technology, but found that the real implementation of the teachers in the teaching field still a minority, and therefore the use of field application in teaching situations, which suffered setbacks as well as the change is actually worth doing in-depth discussions to further to give the grass-roots teacher self-reflection and vocal opportunities. Therefore, this study explored the narrative approach to the use of researchers that is the way the narrator to explore the different stages of life experience can affect use of information technology into teacher beliefs and practice of teaching the course, and among them the transformation of teaching and finally develop individual teachers The practical knowledge and self-meaning, to rich experience in integrating information technology into teaching discussion. The study found that IT capability, the successful experience of teaching beliefs and motivation to become teachers of the relationship; secondly, the driving force of teachers and teaching environment, the run-in with each other depending on the development of information technology into the teaching of a practical knowledge of teachers; and finally, teachers integration of IT into teaching is a dynamic process of change and change. Therefore, the researchers of "choice", "change", "construction" as the core conclusion of teachers use of information technology into teaching practice, course of the narrative analysis and interpretation of its conclusions as follows: First, growth had contributed to the establishment of teaching beliefs, information technology capabilities and successful experiences, strengthen teacher's teaching beliefs, the formation of personal and professional identity of teachers to become teachers in the implementation of information technology into teaching possible. Second, Information to environmental constraints, curriculum co-language teaching policies, academic advancement, students and teachers into the teaching of science and technology for the hearing and time the attitude of teachers, and other factors affecting the use of information technology into teaching will of important factors. Third, Teaching reflection, teaching status and teaching beliefs that affect the main reason for changes in practical knowledge of teachers, so that integrating information technology into teaching practice to change and shape the course. Fourth, Teachers use of information technology into the teaching of practical knowledge of the faith as "everything there is to help students, teachers should have the courage to try" to enable students to love learning. Fifth, Teachers use of information technology into the teaching experience of faith required to establish, adjustments, and development of teaching styles, self-identify four stages.

碩士
國立台北師範學院
課程與教學研究所
92
In the present study, I, the researcher, tried to take an introspective cultivation in the process of curricular autonomy praxis by means of a narrative inquiry. In the metaphor of “butterfly metamorphosis”─Through the caterpillar ecdysis, shading of the skin, pupating, eclosion and finally soaring to great heights, a butterfly of a shining shape comes into being to illustrate life in another entirely different image. That represents a poetic mode of curricular autonomy praxis to transform the experiences of life and to recount the significant stories of life. In the first section, I recall chronologically my elementary school teaching career over the past twenty-seven years. By telling stories, I first narrate the experiences of my childhood days. I can tell now that even in my early childhood, I already built resolve to make firm decisions of my own on everything amidst the external pressure. Further through awareness of the analysis, decomposition and restructure, I would make in-depth probe to combine the curricular autonomy praxis. The cognition yielded out of the experiences of life and the awakening of the “autonomy awareness” out of the stressed environments become the very momentum to prompt me into ceaseless“ curricular autonomy praxis” in the subsequent days while the social structure and the school culture restrict or conflict with teacher’s professionalism. The second section represents the very focus of the narrative inquiry, containing the highlights of the five key subjects I experienced in curricular autonomy praxis during the five-year period 1998~2002. I take every key subject to represent one phase. The five key subjects represent five phases in total to narrate the stories. The stories of each and every phase bear background analysis and motivation which prompts curricular autonomy Praxis. It contains introspection of the action in the curricular autonomy praxis as well. That article tells how I solve problems when I run into a difficult position or frustration, the significance so coming out. It also depicts the shape of my restructured professionalism after I have undergone these curricular autonomy praxis. Chapter One relates the phase of the first step while I awakened myself from ignorance out of the curricular autonomy praxis. I enlightened myself out of nothing in the “try and err” in the method of my own. Gradually, I became practically aware of the teaching kits and teaching practice attained in concert with peers and students. In Chapter Two, I developed more sophisticated thoughts and actions on curricular autonomy praxis. By means of substantial reflection, prudent thinking and criticism, I gained even more evident experiences in the curricular autonomy praxis. In the stories in Chapter Three, I uttered my criticism, narrated actions and practice regarding the “Indigenous Teaching Activities” compiled by Taipei County Government. By means of the self-built learning organization, I virtually solved the shortage in teaching resources that confronted both my peers and me. That represents a phase of significant transformation of my curricular autonomy praxis. Chapter IV focuses on the curricular autonomy praxis of mine in concert with intern teachers. That is a phase bearing factors of the backgrounds and very significant to my curricular autonomy praxis as well as upgrade of my teaching professionalism. That can be said the phase of a breakthrough rebirth of my reflection of curricular autonomy praxis. Stories in Chapter V are told in two axles. The one if “downward”, i.e., experiences of the failing curricular practice and “upward”, i.e., cognition of teacher professional identity in curricular autonomy praxis. The other is the learning-oriented organization where schoolteachers transform “indigenous teaching activity and related data” into curricular designs. Through the process of curricular autonomy praxis in criticism, actions, liberalization to comprehend learning-oriented organization curricular autonomy praxis, it restructures the professionalism of schoolteachers. That represents the ripe phase where I exercise curricular autonomy praxis sophisticatedly. In the third section, through retrospection and thoughts in five phases, I came to substantial comprehension of the curricular autonomy praxis in the thread of thoughts and connotation. I came to the awareness that schoolteachers are the very subjects of the curricular autonomy praxis. The awakening of the schoolteachers oriented awareness is the very momentum to ignite curricular autonomy praxis. Through telling of my stories, I forged the curricular autonomy praxis process in five phases, i.e., enlightenment, development, transformation, rebirth and maturity. In the substantial and practical experiences, I came to the conclusion that the curricular autonomy praxis is a spiral circulatory system. It represents the process of sustained structure. The curricular autonomy praxis a sort of spontaneous process by schoolteachers themselves. The effect of schoolteachers’ curricular autonomy praxis will be expanded from individuals to entire groups. By means of the curricular autonomy praxis in the learning-oriented organization of schoolteachers, schoolteachers’ individual potential will be prompted to the maximum, schoolteachers will get their professional expertise growing into the restructure of teachers’ professional subjectivity. In turn, schoolteachers’ professional growth will be restructured into the pivotal role in the earning community.

This study is an educator's interpretation of the transcribed testimony of four Dene witnesses to the Mackenzie Valley Pipeline Inquiry conducted by Justice Thomas Berger in the Canadian north during the mid-1970s. This study uses Calvin Schrag's (1986) notion of communicative praxis to provide a form of critical hermeneutics for the interpretation of text. Communicative praxis offers us a way to understand texts as discourse about something, by someone, and for someone. The world, the self, and the other are all displayed in any particular communicative event and thus it is in the holistic space of communicative praxis where thought, language and action interplay and are contextualized in our everyday lives. The orienting question brought to the reading of each of these texts has been "What is going on in this person's testimony?" In other words, what is this person's experience of being human, and of being Dene, and in what way is that experience disclosed through the language of their text? This piece explores who the four speakers were (the backdrop of historical circumstances as well as social practices and traditions within which the witnesses lived their lives, and in which they gave their testimony to the Inquiry), what they were saying (particularly what the speakers referenced about their lived world, as well as what they signified about the cultural, linguistic and historical tradition in which they stood) and to whom they were speaking and how they were saying it (the rhetorical moment). The speakers employed metaphor, irony, personal stories, as well as more rational forms of persuasion to call into question the morality of white people and those Western social and institutional practices which had dramatically altered the landscape of Dene lives and Dene land, and were continuing to do so. The interpretation elucidates the Dene ideal of respectfulness of "the other," a notion of the other which includes human life, as well as all living beings and the Earth itself; and a call to envision the future in terms of our children and the-yet-to-be-born. The study concludes with a personal elucidation of the pedagogical significance of the text interpretations.
Graduate

碩士
國立臺北教育大學
課程與教學研究所
96
This inquiry attempts to present the process of Mr. Zixuan‘s curriculum praxis with his indigenous cultural identity through the life narrative inquiry. There are three main purposes as following: 1.Find out the identity developing process of Mr. Zixuan who isn’t Sansia indigenous people identifies with indigenous culture of Sansia. 2.Present what difficulties Mr. Zixuan encountered with and how he solved when he involved himself in community's cultural, historical affairs and carried out the indigenous cultural activities of the concept of praxis. 3.Explore the process of curriculum praxis that Mr. Zixuan carries out the indigenous cultural activities in Sihyun elementary school. In the metaphor of “replanting lost roots of orchids ”, it represents how Mr. Zixuan inspires and coheres the indigenous cultural identity of indigenous people and students who show a complete lack of indigenous culture of Sansia. With the globalization, it’s more important for indigenous people to develop their indigenous cultural identity , so Mr. Zixuan sets up the cultural studio, the cultural association and carries out the indigenous cultural activities. Mr. Zixuan developed curriculum praxis in the elementary school and tries to make the next generation identify themselves with the indigenous culture. Exploring the narrative inquiry of the process which Mr. Zixuan involves himself in and carries out the indigenous cultural curriculum, I try to realize how the indigenous culture of Taiwan can be more flourishing with the globalization; students can identify themselves with the indigenous culture, they wouldn't be lost in the foreign culture, and they will become active social actors who love their own community.

碩士
國立臺北教育大學
課程與教學研究所
95
In the present study, I, the researcher, tried to present the process of my own awakening and praxis of gender consciousness by means of a narrative inquiry. There are three main purposes in this self study：to find out how my gender consciousness was structured；to explore the process of my gender consciousness development by praxis；to present the experience of my gender consciousness raising with other female teachers. Based on the above attempts, I did literature review on critical pedagogy, and tried to construct a theory about awakening of gender consciousness. For this self study, I invited two elementary teachers to participate in this inquiry on gender consciousness. With the approach of narrative inquiry, I continued promoting my gender consciousness by representing the life stories. In the metaphor of“a journey of crossing fences ”, it represents me, a female teacher, how to cross the gender boundaries and construct my subjectivity. I recalled my past life experiences beginning with Oppressed in my early childhood and groping the gender relations when I grew up. Further, I helped the students to deconstruct the gender Ideology. The awakening of gender consciousness initiated myself empowerment. Through telling my stories, I found the power to face the impact of life. I also discovered and improved my self-image by speaking out. The awakening of gender consciousness is an endless process, like a journey without end. It continues correcting by the circulatory phases, i.e. enlightenment, development, praxis and awakening. A female teacher with gender consciousness will be sensitively aware of the gender relations in the power structure and the text, so she could liberate the students from the prison of gender.

The narration of the inquiry is an actual account of a leadership’s way of knowing their world and their relationship to, and within it. Inviting current educational and self-nominated theories to be deconstructed and reconstructed via their internal contexts required for their educational partnerships. Highlighting how issues of power and spiritual representation are central in the pedagogical shift, from self to collective efficacy which informs the educational practices as seen within a faith-based regional school. The work framed within a narrative methodology combined with an insider researchers’ perspective, acknowledged, and built upon a coexisting working relationship with a school community. The work carried out over a two-year period was explored through a series of conversations. Stimulating debate, enabling reflection in action and a reflexive practice to be explored by the leadership group and the researcher as a boundary rider to the leadership’s thinking landscape. A landscape within the field text is one that centers and grounds the philosophical, ideological, and often emotional elements of the character’s working schemas within the narrative. The traditional role of the boundary rider, is one who moves between fence lines, checking for strength and validity of structure. Here too, I see the role of a boundary rider as one who will be moving between the field texts, the rich dialogue shared and within the studies texts. Each provide a differing landscape of ideas, often setting not only a theme but highlighting the core elements that bound and curtail the ideas and stories shared. These elements of focus were clearly annotated and prescribed in seeking and gaining Ethics Approval from Victoria University HRE-18-043. The work focused on four core aims (which will be seen as the purpose or the intention of the inquiry) or questions of the inquiry: 1. Research and theorise the modes of pedagogical practice within a faith-based school. 2. Through the data curated, to assist the development of understanding collective efficacy. 3. To theorise the role of an insider researcher within the inquiry. 4. Reference a semiotic approach, thus enabling the researcher to unpack the conceptual threads of religious dogma. Which in turn contributes to the human knowledge needed in supporting a development of an expert system. Which may be transferred to other cultural contexts and furthered aligned to the significance of education within a faith-based school. The work produced four themes, a set of ideas, that is further analysed within the theorised findings of the thesis. These were not seen as constituting an end point of the research, rather a continued discussion for the researched group. Focusing on collective leadership, the work noted the impacts and tensions for what would be coined as a ‘religious difficulty’ as evidence within the researched faith-based setting. The work explored these ideas and concepts through a reflexive narrative lens noting, value in the concept and that learning is facilitated by knowledgeable others. What shifted within the work is not just the importance of time but rather the naming of the lived tension between the religious institution and that of the idea and ideal of faith, framed within an educative lens. It is these values and emerging trends or tendencies or working inclinations, that became evident through the field texts curated, to gain a collective efficacious shift in how the researched school could move forward in its aspirational goals for excellence, be it purely academic or fully immersed within a holistic / spiritual curriculum. The work, in capturing the wonderings, and reflexive actions of the group, assisted a modality of systems thinking to be explored within the discussion chapter. Extending this thinking, constructed a dyadic mode of a re-imagined social semiotic artifacts, which is articulated as a symbolic key finding of the work.

Summaries in German and English
Die Zielgruppe der jungen Erwachsenen erhalt in evangelischen Kirchengemeinden und Jugendverbanden wenig Aufmerksamkeit. Zudem liegt kaum wissenschaftliche oder gemeindliche Literatur vor - noch weniger im direktem Bezug auf Mitarbeiterforderung der Altersgruppe 18- bis 22-Jahriger. Folglich hat die vorliegende Arbeit sich der Aufgabe gewidmet, eine Theorie der Mitarbeiterforderung zu entwickeln. Sie wird in Form von Prinzipien abgebildet, die eigens auf die Bedurfnisse von Nachwuchsmitarbeitern innerhalb der Teenagerarbeit eingehen. Die zu entwickelnden Leitlinien bilden sich zunachst aus zwei Quellen. Sie ergeben sich zum einen aus dem neutestamentlichen Befund zu 2Tim 2,2, zum anderen aus der Untersuchung von Literatur aus Gemeindepadagogik, CVJM und evangelischer Landeskirche sowie der Personalfuhrungslehre. Die durch Synopse gebildeten Prinzipien werden an der Empirie gepruft und erganzt. Das geschieht durch eine qualitative Vergleichsstudie innerhalb eines CVJM Ortsvereins in Baden. Auf der Basis der erarbeiteten Prinzipien der Mitarbeiterforderung entwickelt die Miterarbeit Anstosse fur die Praxis.
The target group of young adults (18-22 years) receives little attention in protestant churches and youth associations. Hardly any literature at all is available, even less on the training and support of voluntary leaders. Therefore, this dissertation attempts to develop a theory for training and supporting voluntary workers, portrayed in the form of principles aiming at the needs of upcoming junior leaders in teenage work. The developed guidelines originate from two sources, namely the New Testament findings around 2Tim 2,2 and the research literature in the areas of theory and methodology of Christian education, YMCA work, state church publications and personnel management and leadership. These principles, worked out through a textual comparison, are verified and complemented by empirical knowledge gathered from a qualitative study within a local YMCA group in Baden. Based on the theoretical findings, this dissertation offers practical help for the training and support of voluntary workers.
Practical Theology
M. Th. (Practical Theology)

Dissertação de Mestrado em Direito: Especialidade em Ciências Juridico-Forenses apresentada à Faculdade de Direito
Os prazos de duração máxima do inquérito constituem um problema na actualidade jurídica. As posições relativas à sua natureza divergem. De um lado prazos perentórios/caducidade e de outro, prazos meramente indicativos/ordenadores. É necessário intervir na actuação do Ministério Público que aplica estes prazos como meramente indicativos, violando-os, sucessivamente, restringindo, assim, os direitos fundamentais do arguido. Adoptar controlos mais eficazes pela mão do Juiz de Instrução Criminal deverá ser uma solução a pensar. Só assim se poderá concretizar um verdadeiro Estado de Direito que se rege por celeridade processual.Os prazos de duração máxima do inquérito constituem um problema na actualidade jurídica. As posições relativas à sua natureza divergem. De um lado prazos perentórios/caducidade e de outro, prazos meramente indicativos/ordenadores. É necessário intervir na actuação do Ministério Público que aplica estes prazos como meramente indicativos, violando-os, sucessivamente, restringindo, assim, os direitos fundamentais do arguido. Adoptar controlos mais eficazes pela mão do Juiz de Instrução Criminal deverá ser uma solução a pensar. Só assim se poderá concretizar um verdadeiro Estado de Direito que se rege por celeridade processual.Os prazos de duração máxima do inquérito constituem um problema na actualidade jurídica. As posições relativas à sua natureza divergem. De um lado prazos perentórios/caducidade e de outro, prazos meramente indicativos/ordenadores. É necessário intervir na actuação do Ministério Público que aplica estes prazos como meramente indicativos, violando-os, sucessivamente, restringindo, assim, os direitos fundamentais do arguido. Adoptar controlos mais eficazes pela mão do Juiz de Instrução Criminal deverá ser uma solução a pensar. Só assim se poderá concretizar um verdadeiro Estado de Direito que se rege por celeridade processual.Os prazos de duração máxima do inquérito constituem um problema na actualidade jurídica. As posições relativas à sua natureza divergem. De um lado prazos perentórios/caducidade e de outro, prazos meramente indicativos/ordenadores. É necessário intervir na actuação do Ministério Público que aplica estes prazos como meramente indicativos, violando-os, sucessivamente, restringindo, assim, os direitos fundamentais do arguido. Adoptar controlos mais eficazes pela mão do Juiz de Instrução Criminal deverá ser uma solução a pensar. Só assim se poderá concretizar um verdadeiro Estado de Direito que se rege por celeridade processual.Os prazos de duração máxima do inquérito constituem um problema na actualidade jurídica. As posições relativas à sua natureza divergem. De um lado prazos perentórios/caducidade e de outro, prazos meramente indicativos/ordenadores. É necessário intervir na actuação do Ministério Público que aplica estes prazos como meramente indicativos, violando-os, sucessivamente, restringindo, assim, os direitos fundamentais do arguido. Adoptar controlos mais eficazes pela mão do Juiz de Instrução Criminal deverá ser uma solução a pensar. Só assim se poderá concretizar um verdadeiro Estado de Direito que se rege por celeridade processual.Os prazos de duração máxima do inquérito constituem um problema na actualidade jurídica. As posições relativas à sua natureza divergem. De um lado prazos perentórios/caducidade e de outro, prazos meramente indicativos/ordenadores. É necessário intervir na actuação do Ministério Público que aplica estes prazos como meramente indicativos, violando-os, sucessivamente, restringindo, assim, os direitos fundamentais do arguido. Adoptar controlos mais eficazes pela mão do Juiz de Instrução Criminal deverá ser uma solução a pensar. Só assim se poderá concretizar um verdadeiro Estado de Direito que se rege por celeridade processual.
The maximum duration of the investigation is a legal problem. The positions relating to their nature differ. On one hand you have deadlines and expiry and on the other purely indicative and ordering deadlines. It is necessary to intervene in the action of the Public Prosecutor's Office that applies these deadlines as merely indicative, violating them successively, thus restricting the fundamental rights of the accused. Adopting more effective controls by the hand of the Criminal Investigation Judge should be a solution to think about. This is the only way to achieve a true rule of law that is governed by procedural speed.The maximum duration of the investigation is a legal problem. The positions relating to their nature differ. On one hand you have deadlines and expiry and on the other purely indicative and ordering deadlines. It is necessary to intervene in the action of the Public Prosecutor's Office that applies these deadlines as merely indicative, violating them successively, thus restricting the fundamental rights of the accused. Adopting more effective controls by the hand of the Criminal Investigation Judge should be a solution to think about. This is the only way to achieve a true rule of law that is governed by procedural speed.The maximum duration of the investigation is a legal problem. The positions relating to their nature differ. On one hand you have deadlines and expiry and on the other purely indicative and ordering deadlines. It is necessary to intervene in the action of the Public Prosecutor's Office that applies these deadlines as merely indicative, violating them successively, thus restricting the fundamental rights of the accused. Adopting more effective controls by the hand of the Criminal Investigation Judge should be a solution to think about. This is the only way to achieve a true rule of law that is governed by procedural speed.The maximum duration of the investigation is a legal problem. The positions relating to their nature differ. On one hand you have deadlines and expiry and on the other purely indicative and ordering deadlines. It is necessary to intervene in the action of the Public Prosecutor's Office that applies these deadlines as merely indicative, violating them successively, thus restricting the fundamental rights of the accused. Adopting more effective controls by the hand of the Criminal Investigation Judge should be a solution to think about. This is the only way to achieve a true rule of law that is governed by procedural speed.The maximum duration of the investigation is a legal problem. The positions relating to their nature differ. On one hand you have deadlines and expiry and on the other purely indicative and ordering deadlines. It is necessary to intervene in the action of the Public Prosecutor's Office that applies these deadlines as merely indicative, violating them successively, thus restricting the fundamental rights of the accused. Adopting more effective controls by the hand of the Criminal Investigation Judge should be a solution to think about. This is the only way to achieve a true rule of law that is governed by procedural speed.The maximum duration of the investigation is a legal problem. The positions relating to their nature differ. On one hand you have deadlines and expiry and on the other purely indicative and ordering deadlines. It is necessary to intervene in the action of the Public Prosecutor's Office that applies these deadlines as merely indicative, violating them successively, thus restricting the fundamental rights of the accused. Adopting more effective controls by the hand of the Criminal Investigation Judge should be a solution to think about. This is the only way to achieve a true rule of law that is governed by procedural speed.

Dissertação de Mestrado em Ciências Jurídico-Forenses apresentada à Faculdade de Direito
Desde as alterações operadas à legislação processual penal com o Código de Processo Penal de 1987 que a temática dos prazos de duração máxima do inquérito tem ganho relevo. Apesar da designação um prazo para a realização deste estar expressamente consagrada na lei, facto é que raras são as vezes em que ele é efetivamente cumprido. Inscritos no artigo 276º do CPP, estes constituem um ponto de conflito entre as finalidades do processo e a sua inobservância no caso constitui uma verdadeira violação de um direito fundamental: o direito à decisão em prazo razoável. Deste modo, para que seja possível a determinação da natureza deste preceito e uma justa sindicância do incumprimento destes prazos, é necessária uma análise da sua evolução legislativa e todas as implicações que a sua previsão tem, no próprio inquérito e em várias disposições e mecanismos da lei processual penal. Desde as alterações operadas à legislação processual penal com o Código de Processo Penal de 1987 que a temática dos prazos de duração máxima do inquérito tem ganho relevo. Apesar da designação um prazo para a realização deste estar expressamente consagrada na lei, facto é que raras são as vezes em que ele é efetivamente cumprido. Inscritos no artigo 276º do CPP, estes constituem um ponto de conflito entre as finalidades do processo e a sua inobservância no caso constitui uma verdadeira violação de um direito fundamental: o direito à decisão em prazo razoável. Deste modo, para que seja possível a determinação da natureza deste preceito e uma justa sindicância do incumprimento destes prazos, é necessária uma análise da sua evolução legislativa e todas as implicações que a sua previsão tem, no próprio inquérito e em várias disposições e mecanismos da lei processual penal. Desde as alterações operadas à legislação processual penal com o Código de Processo Penal de 1987 que a temática dos prazos de duração máxima do inquérito tem ganho relevo. Apesar da designação um prazo para a realização deste estar expressamente consagrada na lei, facto é que raras são as vezes em que ele é efetivamente cumprido. Inscritos no artigo 276º do CPP, estes constituem um ponto de conflito entre as finalidades do processo e a sua inobservância no caso constitui uma verdadeira violação de um direito fundamental: o direito à decisão em prazo razoável. Deste modo, para que seja possível a determinação da natureza deste preceito e uma justa sindicância do incumprimento destes prazos, é necessária uma análise da sua evolução legislativa e todas as implicações que a sua previsão tem, no próprio inquérito e em várias disposições e mecanismos da lei processual penal.
Ever since the introduction of the 1987 “Código de Processo Penal”, the debate regarding the maximum duration of the inquiry in our process has been increasingly relevant. Even though the law clearly defines specific deadlines in order to a crime to be investigated, these are often not respected. Defined in article 276º of “Código de Processo Penal”, these limits express a clear point of conflict between the various finalities of our process and their default constitutes a true violation of a fundamental right: the right to a decision in reasonable time. Thus, for the community to determine the nature of said norm and rightly defend the cases of its violation, an analysis of the legislative evolution and all its implications, on this phase of inquiry, as well as the law itself, is required.Ever since the introduction of the 1987 “Código de Processo Penal”, the debate regarding the maximum duration of the inquiry in our process has been increasingly relevant. Even though the law clearly defines specific deadlines in order to a crime to be investigated, these are often not respected. Defined in article 276º of “Código de Processo Penal”, these limits express a clear point of conflict between the various finalities of our process and their default constitutes a true violation of a fundamental right: the right to a decision in reasonable time. Thus, for the community to determine the nature of said norm and rightly defend the cases of its violation, an analysis of the legislative evolution and all its implications, on this phase of inquiry, as well as the law itself, is required.Ever since the introduction of the 1987 “Código de Processo Penal”, the debate regarding the maximum duration of the inquiry in our process has been increasingly relevant. Even though the law clearly defines specific deadlines in order to a crime to be investigated, these are often not respected. Defined in article 276º of “Código de Processo Penal”, these limits express a clear point of conflict between the various finalities of our process and their default constitutes a true violation of a fundamental right: the right to a decision in reasonable time. Thus, for the community to determine the nature of said norm and rightly defend the cases of its violation, an analysis of the legislative evolution and all its implications, on this phase of inquiry, as well as the law itself, is required.

From a feminist theology of praxis the appreciative inquiry used in this research reflected on the constituting role the living of values by facilitators play in transforming the lives of children who suffer the effects of poverty, neglect and abuse. The concretisation or the living of values within the school community linked with the theme of solidarity with the marginalised. The facilitators' solidarity with children as "concrete others" became ways of doing participatory ethics. As part of a postmodern paradigm, a social constructionist discourse made it possible for therapist-researcher and participants to view the facilitators' work and the research itself as part of a relational process. Appreciative inquiry invited a reflective stance towards action, relating and personal knowledge. The research also reflected on poststructuralist theory and practice, and the power of imagination and language to re-describe of the work of facilitators.
Practical Theology
M. Th. (Practical Theology, with specialisation in Pastoral Therapy)

This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and decolonial educations, while re-emphasizing possibilities for relational learning in local-global classrooms. In Article 2, I examine a unique local-global context: the matriculation of resettled refugee children into host country schools. This project integrates the decolonial multicultural framework with literatures on ecological interventions for refugee students to address grief, trauma, loss, poverty, acculturation, and host culture hostilities. The theoretical frameworks are infused with considerations concerning children’s lived experiences as complex beings rooted in multiple, fluid, and intersecting contexts. In Article 3, I present a pilot case study on students with refugee status who attended a public school in the South. I discuss qualitative data from participant observations and staff interviews. Using the framework I developed in Article 2 for ecological, decolonial multiculturalism, this study discusses the emergent themes of teacher training, ecological interventions, deficit and assimilationist approaches, and hostile school peer relations. Finally, in Article 4 I argue for a shift in the teacher professional role to include systemic support for ongoing teacher research as a way to address the complexity, multiplicity, and reflexivity of local-global classrooms. I propose postcritical ethnography and feminist praxis-based methodologies as tools to help teacher-researchers learn about and respond to their students. My dissertation thus entails four articles interconnected by the theme of decolonial multicultural education, and enriches framework considerations by exploring the local-global contexts of students with refugee status, specific refugee students in a U.S. school, and potential uses of postcritical and feminist qualitative methodologies for decolonial multicultural teacher-researchers.

This research study focused on measuring the impact of structures that support community-university research partnerships. The broad research question asked: How can we determine the impact of community-university research partnership support structures such as the Office of Community Based Research at the University of Victoria, within the university and within local, regional, national and international communities? Methods of inquiry included: participatory research, institutional ethnography and case study. These are among an increasing number of research approaches consistent with what is called engaged scholarship. Congruent with the methods of inquiry, methods of investigation included: in-context immersion, participant-observer-listener, use of available documents and information, use of an impact assessment framework prototype designed pre-data collection, key informant interviews, field notes, research journaling and the writing process. Data contributing to this study were drawn from key informant interviews. Interview participants were situated within local, regional, national and international communities. Methods of analysis included: a two-pronged approach to organising data, deductive and inductive approaches, the lens of praxis, and the prototype as an analytical framework. Assessment as praxis is proposed as broad analytic framework. Theory was constructed through data analysis. This study’s data and analysis point to impact assessment as a cycle of inquiry and eight elements that inform impact on and through community life and impact on and through the university. The proposed Impact Assessment and Measurement Framework (IAMF) includes eight elements: coupling intention with impact, spheres of impact, categories of impact, conditions of impact, points of impact, impact-focused documentation, multiple perspectives of impact, and impact assessment and measurement statements. Contributions of this study include: recognition of staff who support community-university research partnerships through their varied work spaces, research councils as a type of support structure, impact assessment as a cycle of inquiry, explicating impact through elements of impact assessment, and a literature consolidation of impact assessment in the context of support structures. Future research may include revision and refinement of the IAMF across different types of community-university research partnership support structures.
Graduate