Browse results

You are looking at 1 - 10 of 127 items for :

  • Research Methodology x
  • Primary Language: English x
Clear All
This volume addresses a gap in previous research and to explore Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves for a rich tradition of textbook research. The authors represent different academic traditions and use a wide range of scholarly methods and perspectives. The overall objective is to highlight how textbooks reflect national educational policies and legislation. The various chapters cast light on everyday life in school and demonstrate how textbooks have contributed to nation-building and to strengthening the nations’ core values and other major political projects.

Contributors are: Karl Christian Alvestad, Norunn Askeland, Kjell Lars Berge, Peter Bernhardsson, Kerstin Bornholdt, Mads B. Claudi, Henrik Edgren, Morten Fink-Jensen, Stig Toke Gissel, Thomas Illum Hansen, Pirjo Hiidenmaa, Marthe Hommerstad, Axel Hörstedt, Kari-Anne Jørgensen-Vittersø, Tujia Laine, Esbjörn Larsson, Ragnhild Elisabeth Lund, Christina Matthiesen, Eva Maagerø, Tuva Skjelbred Nodeland, Kari H. Nordberg, Merethe Roos, Henriette Hogga Siljan, Johan Laurits Tønnesson and Janne Varjo.
Volume Editors: Kenneth Tobin and Konstantinos Alexakos
Doing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges.

Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzyńska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.
The genealogy of racism dates back to 610 AD when Islamic jihadists invented whiteness as a religious justification for deracinating and enslaving African people out of East Africa and into Southeastern Europe for more than 1,300 years.

Through a new interdisciplinary research methodology, Ancestorology, a taxonomy of Western cultural and visual productions of history are juxtaposed with the social stratifications of the African Diaspora to arrive at a new interpretation of the historical narrative.

Decolonzing Arts-Based Methodologies: Researching the African Diaspora provokes critical analytical thought between the historical narrative and current public discourse in Western societies where people of African descent exist. The importance of this work begins the process of unlearning Western ways of knowing and seeing through hegemonic productions of knowledge and by assigning new values to humanity’s collective memory.
Educating for a Critical Consciousness
Thousands of diverse museums, including art galleries and heritage sites, exist around the world today and they draw millions of people, audiences who come to view the exhibitions and artefacts and equally importantly, to learn from them about the world and themselves. This makes museums active public educators who imagine, visualise, represent and story the past and the present with the specific aim of creating knowledge. Problematically, the visuals and narratives used to inform visitors are never neutral. Feminist cultural and adult education studies have shown that all too frequently they include epistemologies of mastery that reify the histories and deeds of ‘great men.' Despite pressures from feminist scholars and professionals, normative public museums continue to be rife with patriarchal ideologies that hide behind referential illusions of authority and impartiality to mask the many problematic ways gender is represented and interpreted, the values imbued in those representations and interpretations and their complicity in the cancellation of women’s stories in favour of conventional masculine historical accounts that shore up male superiority, entitlement, privilege, and dominance.

Feminist Critique and the Museum: Educating for a Critical Consciousness problematises museums as it illustrates ways they can be become pedagogical spaces of possibility. This edited volume showcases the imaginative social critique that can be found in feminist exhibitions, and the role that women’s museums around the world are attempting to play in terms of transforming our understandings of women, gender, and the potential of museums to create inclusive narratives.
Volume Editors: Nancy E. Fenton and Whitney Ross
In Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens.

Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.
Scholarship on adult education has fueled a high level of methodological creativity and innovation in order to tackle a diverse range of issues in a wide range of settings and locations in a critical and participatory manner. Adult education research is marked by the desire to do research differently and to conduct critical research with rather than about people which requires theoretical and methodological creativity. This entails a particular approach to how we seek to know the world in collaboration with people, to rupture hierarchical relations and to create new collaborative spaces of learning and research that encompass the diversity of people’s life experiences.

Doing Critical and Creative Research in Adult Education brings together both leading and emerging scholars in adult education research in order to capture the vitality and complexity of contemporary adult education research. This includes contributions on biographical, narrative, embodied, arts and media-based and ethnographic methods alongside the critical use of quantitative and mixed methods. This distinctive and rich methodological contribution has a general relevance and usefulness for all researchers and students in the social science and humanities, which draws attention to the importance of critical and creative participatory learning processes in human life and learning.
Discoveries in a Dance Theatre Lab through Creative Process-based Research
In Expressive Arts Education and Therapy the reader follows the creation of art-making in tandem with the unfolding of sense-making. A dance theatre lab is the stage for exploration where what was discovered was phenomenologically and collaboratively reflected upon, the participatory nature of the creative work pouring into the research methodology. Creative Process-based Research efficacy is contingent upon the interaction of three poles – the creator, the product and an experience of the internal/external creative process of the creator. All three perspectives comprise the dynamics required of this research methodology in order to understand what is occurring in these three distinct and essential elements of the creative process. What results is an experience of cohesion that consciously describes this interplay.

The author outlines his influences that contributed to both the art-making and sense-making over the seven year research project. His work in experimental theatre in New York, as an educator with The European Graduate School in Switzerland and his studies with philosopher John de Ruiter in Canada are integrated into the world of research in the field of expressive arts. The visceral component of creating clarity is uncovered and articulated. This book inspires new ways of thinking about participatory, collaborative, arts-centered research where the skill of exposing the artist/researcher’s modus operandi for making art and making sense is named in a myriad of ways that call upon the intellect as well as the artist’s intuitive sense of what to focus on and its relevance to education, therapy and global health.
Child-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making.

Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O’Keefe, Joanne O’Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O’Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.
Volume Editors: Linda Ware and Emily A. Nusbaum
The “Strong Poet”: Essays in Honor of Lous Heshusius is an edited volume focused on the research, scholarship, and leadership of one of the earliest proponents of radical change in the field of special education. This volume is part of the series Critical Leaders and the Foundation of Disability Studies in Education, a collective history of the ecology of ideas that gave way to the emergence of the field of Disability Studies in Education (DSE). The series formalizes the value of attending to a history, distinguished by Steve Taylor (2005), as one that existed before it was named DSE. In this volume the contributors borrow from the venerable life work of Lous Heshusius, to center her original claims, early research, and the enduring challenge she posed to special education against examples from their own practice and personal histories. Each chapter recovers aspects of the genius of Heshusius that ultimately disrupted status quo thinking about disability. Specifically her attention to recognizing the lives and desires of those that society too often relegates to categories and contexts devoid of self-direction and authentic agency. In brief, we find in Heshusius, a researcher who sought to privilege the voice of individuals with disability. She was among those who drew from and elaborated upon the methods and tools of qualitative research.

Contributors are: Julie Allan, Alicia A. Broderick, Danielle M. Cowley, Deborah J. Gallagher, Emily A. Nusbaum, and Linda Ware.
A Decolonizing Approach to Community-Based Action Research
Many community health interventions fail, wasting tax dollars and human resources. These interventions are typically designed by subject matter experts who don’t have direct experience with the local community. In contrast, successful interventions are built from the ground up, planned and implemented by the people that will benefit from them, using community-based action research. Researching With: A Decolonizing Approach to Community-Based Action Research is a guide for how to do research that is inclusive, engages in community-building, and implements a decolonizing framework. This text advocates for a collaborative approach, researching with communities, rather than conducting research on them. Reviewing both theory and method, Jessica Smartt Gullion and Abigail Tilton offer practical tips for forming community partnerships and building coalitions. Researching With also includes helpful information about incorporating community work into a successful academic career. This book can be used as supplemental or primary reading in courses in sociology, social work, health research, nursing, public health, qualitative inquiry, and research methods, and is also of value to individual researchers and graduate students writing their thesis.