Suchergebnisse

AbstractThis paper offers an outline of, and justification for, what I call a 'trusting constructivist' approach to systemic inquiry. I work with the constructivist view that, as Banathy puts it: 'what we know about the world becomes projected onto the world'. That is, our theoretical constructions and ways of thinking in relation to the world cannot be considered separately from the impacts that they might have on the unfolding of possibilities. Recognizing our involvement in the development of systems means that we can reconsider—with others—the status of our own constructions as potentially generating self‐fulfilling effects. A trusting constructivist view suggests that people cannot desist from offering their own constructions (that embody particular concerns) in processes of inquiry (professional or otherwise). But they need to recognize the choices that they are making as they create constructions, so that they can account for these in relation to alternatives in social discourse, in an endeavor to earn others' trust. Copyright © 2002 John Wiley & Sons, Ltd.

This book explores ways in which creative research practice can be explicitly and mindfully geared to make a difference to the quality of social and ecological existence. It offers a range of examples of how different research methods can be employed (and re-tuned) with this intention. The book suggests that what Romm names "active" research involves using the research space responsibly to open up new avenues for thinking and acting on the part of those involved in the inquiry and wider stakeholders. The book includes a discussion of a range of epistemological, ontological, methodological and axiological positions (or paradigms) that can be embraced by inquirers implicitly or explicitly. It details the contours of an epistemology where knowing is recognized to be grounded in social relations, as a matter of ethics. While focusing on discussing the "transformative paradigm" and attendant view of research ethics, it considers to what extent the borders between paradigms can be treated as being permeable in creative and active inquiries. Apart from considering options for enhancing responsible research practice during the process of inquiry (and reconsidering mixed-research designs) the book also considers options for responsible theorizing that is inspirational for pursuing goals of social and ecological justice

"This book explores ways in which creative research practice can be explicitly and mindfully geared to make a difference to the quality of social and ecological existence. It offers a range of examples of how different research methods can be employed (and re-tuned) with this intention. The book suggests that what Romm names "active" research involves using the research space responsibly to open up new avenues for thinking and acting on the part of those involved in the inquiry and wider stakeholders. The book includes a discussion of a range of epistemological, ontological, methodological and axiological positions (or paradigms) that can be embraced by inquirers implicitly or explicitly. It details the contours of an epistemology where knowing is recognized to be grounded in social relations, as a matter of ethics. While focusing on discussing the "transformative paradigm" and attendant view of research ethics, it considers to what extent the borders between paradigms can be treated as being permeable in creative and active inquiries. Apart from considering options for enhancing responsible research practice during the process of inquiry (and reconsidering mixed-research designs) the book also considers options for responsible theorizing that is inspirational for pursuing goals of social and ecological justice."--

In this article I discuss a number of ethical issues surrounding the USA-commissioned Belmont report (NATIONAL COMMISSION FOR THE PROTECTION OF HUMAN SUBJECTS OF BIOMEDICAL AND BEHAVIORAL RESEARCH, 1979), using as one of the spurs for my discussion a case of post qualitative research with ten (Black) children aged 14-15 in a school in South Africa. I asked the children to form groups to reflect together on the possible relevance for South Africa of certain scenarios in relation to climate change that had been constructed during research in Australia. The "scenario exercise" was intended to stimulate the participants' active learning together in relation to their engagement with the scenarios. It was also intended to be consciously "performative" in that the words used in the presented scenarios would admittedly have some impact on the children's (joint) considerations, for which I took some responsibility. With reference to this research, and at the same time engaging with ongoing ethical debates related to the purpose of social scientific inquiry, I offer ethical deliberations which entail a radical revision of the ethical guidelines of the Belmont report (which inform many institutional ethical review boards across the globe) to incorporate a performative understanding of social research. While I concentrate on addressing ethical issues concerning research interaction with children/young people, I suggest that my deliberations have implications for participatory research with adults too.

Chapter 1. Summary and key themes: We are the land and the waters -- Chapter 2. Dynamic weaving together strands of experience: Multiple mixed methods approaches to resilience and re-generation based on intra-, inter- and cross-disciplinary approaches -- Chapter 3. Maintaining space for dialogue and diversity -- Chapter 4. Displacement, loss and enclosure of the commons: the role of the Dutch East India Company -- Chapter 5. Food and the home front: New Guinea Villagers' survival during the Pacific War -- Chapter 6. Limits to Growth, the Rohingya, and Planetary Health -- Chapter 7. Vignette: Human rights issue of the Rohingya Refugees -- Chapter 8. Transnational Corporations and West Papua: A Friend or Foe for Indigenous People of this Region?- Chapter 9. Avoiding another East-Timor atrocity: The fight for Indigenous sovereignty and self-determination in West Papua Caring for people and place: transformative practice -- Chapter 10. Ubuntu : A dialogue on connectedness, environmental protection and education -- Chapter 11. Putting communal land into productive use through collaboration, networking and partnerships in rural South Africa -- Chapter 12. Designing a policy response to populism and the 'wicked' issues of exclusion, unemployment, poverty and climate change -- Chapter 13. Transformation: a change in perspective -- Chapter 14. Strengthening social reform in rural areas through women's self-employment -- Chapter 15. Climate Change and Sustainable Development -- Chapter 16. Enhancing Agency by listening and hearing to enhance capacity of the most marginalised in New Zealand Our Respective Journeys -- Chapter 17. Reserved seats for women in rural local government: achieving a level playing field Social economic and environmental challenges for transformation -- Chapter 18. Water mis-management as a wicked problem in Nauli City, Indonesia A mixed-method approach -- Chapter 19. Fostering ecological citizenship through recognising non-anthropocentric right to habitat -- Chapter 20. Concluding note -- Chapter 21. Being Systemic and Caring

"In diesem Beitrag versuche ich an Beispielen von Fokusgruppen mit südafrikanischen Lehrer/innen zu zeigen, wie für deren Durchführung indigene Wissensformen genutzt wurden. Indigenes Wissen (aus unterschiedlichem indigenen Kulturerbe) verstehe ich dabei in engem Bezug zu Prozessen der Wissensgenerierung des individuellen sozialen Selbst in Relation zu anderen. Ich beschreibe, wie Fokusgruppen so durchgeführt werden können, dass diese relationalen Prozesse genutzt werden. Wenn Durchführende der Fokusgruppen mit dieser Herangehensweise vertraut sind, können sie sich um die Schaffung eines Klimas bemühen, in dem die Gruppenteilnehmer/innen sich als Mitarbeitende in einem gemeinsamen Forschungsprozess verstehen. Hierzu müssen diese über diese spezifischen Ansatz informiert und zur Teilnahme im zuvor skizzierten Sinne ermutigt werden. Ich zeige an Beispielen, wie dies gelingen kann und gehe auch auf Rückmeldungen der Teilnehmenden zu ihren Erfahrungen in den Fokusgruppen ein." (Autorenreferat)

In this article we offer an account of research undertaken for the International Labour Organization (on behalf of the National Aids Council in Zambia) in relation to HIV/AIDS and the informal economy in Zambia. We concentrate on how we tried to operate in terms of a conscious recognition of (and acceptance of responsibility for) our complicity as inquirers (together with others) in the development of the unfolding situations being explored. We indicate why we define as `active research' the approach adopted, and how we see this as related to the broader category of `action research'. We suggest that this kind of approach may be helpful for others wishing to engage in development programmes broadly understood and intended to support people's efforts to develop viable ways of knowing-and-living.