Suchergebnisse

Empowering methodologies in organisational and social research / Emma Bell and Sunita Singh Sengupta -- Decolonising management knowledge and research: reflections on knowledge, processes and actors / Emanuela Girei and Loice Natukunda -- A decolonial feminist ethnography: empowerment, ethics and epistemology / Jennifer Manning -- Vulnerability as praxis in studying social suffering / Devi Vijay -- Drawing one's lifeworld: a methodological technique for researching bullied child workers / Premilla D'Cruz, Ernesto Noronha, Saikat Chakraborty and Muneeb Ul Lateef Banday -- Creative memory, methodology, and the postcolonial imagination / Jasmine Hornabrook, Clelia Clini and Emily Keightley -- Drawing together, thinking apart: reflecting on our use of visual participatory research methods / Divya Patel and Lauren McCarthy -- Autoethnography and personal experience as an epistemic resource / Srinath Jagannathan and Premalatha Packirisamy -- Affective, embodied experiences of doing fieldwork in India: a feminist's perspective / Nita Mishra -- From doing, to writing, to being in research / Amanda Sinclair.

Creating requirements specifications is one of the most challenging tasks in the systems development. For a complete specification, different kinds of information are gathered. This includes information about the domain and context specific technical issues, and about multifaceted cultural, political, communicational, motivational, and personal issues. As there is no information systems development (ISD) method that would yield such information comprehensively, it could be achieved by user-oriented approaches, for instance by participatory design (PD). Reciprocally, unfortunately those do not provide detailed instructions for the systems development. In this paper, we will present our experiences from two research projects where user participation was emphasised in the ISD process. We argue that a multi-methodological ISD approach that utilises prototyping and a set of different communication means for gathering and elucidating requirements in a workplace would produce better systems from the end-users point of view. Further, these experiences can be used when developing a formalised user-oriented ISD method.Full text at ACM

Front Cover -- Title Page -- Copyright Page -- Table of Contents -- Preface and Acknowledgements -- Engaged urbanism: situated and experimental methodologies for fairer cities -- I Frames -- 1 Cities methodologies matter: comparative urbanism and global urban theory -- 2 Methods, metaphors and the interdisciplinary terrain of urban research -- II Site-Specific Collaborations -- 3 Site-writing -- 4 Towards an architecture of engagement: researching contested urbanism and informalities -- 5 'Worlding' the studio: methodological experiments and the art of being social -- III Performance and Participation -- 6 From 'heroin' to heroines -- 7 Four palimpsests on the erasure of the Heygate Estate -- 8 Hacking London's demolition decisions: a new collaboration to scrutinise the technical justifications for retrofit, refurbishment and demolition -- 9 Authoring the neighbourhood in Wikipedia -- 10 The secret security guard: being a G4S employee during the London Olympic Games 2012 -- 11 Hide and seek: the dubious nature of plant life in high-security spaces -- IV Situating Images and Imaginaries -- 12 The ups and downs of visualising contemporary Mumbai -- 13 Creating systematic records through time: the destruction and reconstruction of heritage areas affected by earthquakes in Chile -- 14 Paint. Buff. Shoot. Repeat: re-photographing graffiti in London -- 15 Critical urban learning through participatory photography -- 16 Assisted self-portraits and GUESTures: excerpts from a discussion on photography and participation -- 17 Picturing place: the agency of images in urban change -- 18 'Seeing is believing': the social life of urban decay and rebirth -- 19 'We thought we were making the car but it was the other way around': historical pathways and the ecology of the street network in industrial and post-industrial Detroit -- V Embodied Cartographies.

The increased popularity of 'participatory' methods in research, development projects, and rural extension in developing countries, has not consistently been accompanied by a critical evaluation of the quality and reliability of knowledge created and extracted in the process. In this article, the author employs her own research using Participatory Rural Appraisal (PRA) in a Zimbabwean Resettlement Area, to examine how knowledge is created through this type of research act, and how later research may be used to turn back and 'make sense' of PRA data. The article explores how power relations among participants are both revealed and concealed in PRA, focusing specifically on the implications for gendered perspectives. The paper also highlights the dynamic, contested and often contradictory nature of 'local knowledge' itself. Apparently transparent chunks of 'local reality' gleaned through PRA can turn out to be part of complex webs of multiple ideologies and practices. The author argues that while participatory methodologies may offer effective ways of beginning a research project, adoption of short PRA workshops in academic or project related research could lead to dangerously faulty representations of complex social worlds.

"This book explores the use of open government initiatives and systems in the executive, legislative, and judiciary sectors. It also examines the use of technology in creating a more affordable, participatory, and transparent public-sector management models for greater citizen and community involvement in public affairs"--

As a relatively young field, which brings together scholars from a wide variety of different home disciplines, fan studies faces questions of disciplinary cohesion and methodological practice. Moving from a multidisciplinary space to an interdisciplinary field that creates new synergistic knowledge is facilitated by cross-discipline communication and collaboration. However, this is impeded by many barriers. Examining the history of design research provides useful parallels that may help us learn from the experiences of researchers who faced similar concerns. A bricolage approach will allow scholars in new fields of knowledge to benefit from an interdisciplinary landscape that provides methodological breadth. By using such an approach, fan studies researchers can borrow or synthesize the tools most appropriate to their research questions; for example, participatory action research is a methodology that fan studies researchers may find useful. Participatory approaches may cut through issues of fan/academic positioning and contribute to research with positive social value.

"This book explores the use of open government initiatives and systems in the executive, legislative, and judiciary sectors. It also examines the use of technology in creating a more affordable, participatory, and transparent public-sector management models for greater citizen and community involvement in public affairs"--

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. Examining countries where religious pluralism is in decline, including Iraq, India, Pakistan and Nigeria, this book brings together reflections, knowledge and learning about the daily experiences of religious minorities. It also showcases the participatory methodologies implemented by its international team of contributors and the analysis highlights the importance of using non-extractive methods for engaging with participants. Including a careful consideration of the ethics and limitations of participatory research with persecuted groups, the book reflects on the implications for people's agency when research creates space for them to reflect on their realities in a group setting and uses methods which put their own experience and analysis at the centre of the process

The National Framework for Quality Education in Rural Areas (DoE, 2006) draws attention to education in rural ecologies and scrutinises the role of HEIs in developing teachers who understand the diverse contexts and who are able to facilitate quality teaching and learning in such contexts. Drawing from the project 'New teachers for new times: Visual methodologies for social change in rural education in the age of AIDS', this article explores how the use of participatory and visual arts-based methodologies at a rural school can lead to sustainable teaching and learning environments that promote transformative and emancipatory classrooms. We draw on the focus group discussions held at the end of each school day as debriefing sessions with the six Intermediate Phase pre-service teachers4 reflecting on their experiences of professional development and what was learnt about using 'new' methodologies in a rural farm school. We argue that when a cohort of pre-service teachers work together with in-service teachers using emancipatory pedagogies in a rural context, classrooms can get transformed into enabling and democratic spaces conducive for teaching and learning for all. ; https://doi.org/10.4102/td.v9i3.187

This paper argues that the existing literature on participatory design (PD) tends to focus on frontstage design interactions (workshops, participants, methodologies, techniques, etc.) to facilitate PD 'here and now'—referred to as the interactional approach. In contrast, the paper proposes to contribute to an evolving literature, referred to as the transformational approach, that takes a more longitudinal line and which attends to both the frontstage and backstage within an extended temporal frame. To do this the paper draws on the work of the social anthropologist Tim Ingold, in particular, his concept of the happening of ongoing life as a bundle of flowing lines. The paper argues that PD becomes possible when ongoing participation is conceived of as a set of corresponding (or coalescing) and conditioning lines of flow—each line with its own history, attentionality, rhythms, tempos and so forth. To illustrate what this reorientation might mean for PD the paper draws on an in-depth action research study of a PD initiative that sought to develop a digital service to address loneliness and social isolation in a rural location in the UK. The paper explores how project members, individual participants, non-governmental organisation, government representatives, evaluators and funders co-responded to each other (or not) as they engaged, or became implicated, in the PD process. The paper concludes with some practical implications of what such an Ingoldian reorientation might mean for the ongoing development of PD as a transformational methodology.

Reconceiving relationships between universities, schools, and community organizations through research-practice partnerships, and building capacity for partnership work, necessarily entails rethinking the mentorship of graduate students. In this article, we describe our findings on what mentorship looks like in a now 9-year RPP focusing on educational equity through participatory approaches. The authors include the two project principal investigators and three doctoral students who participated at different stages of the project, one of whom is now a faculty member. In our analysis, we identify dimensions of a more horizontal form of mentorship, involving qualities and skills that extend beyond traditional practices of academic apprenticeship: universalizing who is an intellectual, cultivating community responsiveness, implementing collective structures and protocols, and constructing a shared vision. Our findings shift conceptions of mentorship from individual apprenticeship into a narrowly defined discipline to a collective undertaking that aims to democratize expertise and enact a new vision of the public scholar. ; American Educational Research Association

Europe and USA have been the cradle of methodology. Consequently most of the contemporary methodological knowledge has been invented by Western academic culture. Throughout the twentieth century this indigenous culture has been transformed into a type of general knowledge, and social science methodology has become one of the most globalized knowledge. However the limits of globalization are evident in many fields, from economy to politics, from marketing to culture and social life. Methodology is not free from these limits. There is an emerging need for finding postcolonial methodologies and making culturally flexible contemporary research methods. The author explores the proposal for a glocal methodology, the possibility of thinking (methodologically) global and acting (methodologically) local, and its ambiguity. Finally, indigenous methodologies and participatory action research are questioned as effective ways out of methodological colonialism.

Cover -- Contents -- Preface and Acknowledgments -- 1 Unpacking Relationships in Feminist Community Research -- 2 Community Research from a Post-Colonial Feminist Perspective -- 3 Feminist Demands, Dilemmas, and Dreams in Introducing Participatory Action Research in a Canada-Vietnam Capacity-Building Project -- 4 Travels with Feminist Community-Based Research -- 5 Voices from the Street -- 6 Working across Race, Language, and Culture with African and Chinese Immigrant Communities -- 7 Tangled Nets and Gentle Nettles -- 8 Challenging Policies for Lone Mothers -- 9 White Cowboy, Black Feminism, Indian Stories -- 10 Inside and Outside of the Gates -- 11 Living an Ethical Agreement -- 12 Capacity Building Is a Two-Way Street -- 13 Reflections -- Contributors -- Index.

We describe a model popular technology education program based on feminist and Freirian principles. Participatory design and research methodologies that position facilitators and participants as co-producers were the basis for a series of collective research projects, which we then analyze for their contribution to the field of participatory design. Finally, we suggest that the democratization of technological citizenship can be best extended not through narrowly construed "technology training" programs but through "popular technology," an empowering and visionary combination of popular education and participatory research and design that emphasizes critical technological literacy.Full text at ACM