Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 13

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  participatory research
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Ecosystem Services in the Water-Energy-Food Nexus

100%
Bekchanov M., Ringler C., Mueller M.
Change and Adaptation in Socio-Ecological Systems
|
2015
|
vol. 2
|
issue 1
EN
Given their substantial societal benefits, such as supporting economic activities and providing better livelihoods in rural areas, ecosystem services should gain higher importance in water-food-energy nexus debates. Yet, not all values from ecosystems are quantifiable, data is often not adequate and methods of measuring these values are not sound. This situation challenges researchers and water managers to improve research tools and give adequate attention to ecosystem services by implementing interdisciplinary approaches and integrated management of ecosystems and their services.
2

Participation of the Public in Science: Towards a New Kind of Scientific Practice

100%
Peschard I.
Human Affairs
|
2007
|
vol. 17
|
issue 2
138-153
EN
Participation of the public in science has been the object of an increasing number of social and political philosophical studies, but there is still hardly any epistemological study of the topic. While it has been objected that involvement of the public is a threat to the integrity of science, the apparent indifference of philosophers of science seems to testify to its lack of relevance to conceptions of scientific activity. I argue both that it is not a threat to science and that it is relevant to philosophy of science by showing that it constitutes a new kind of epistemic practice. Two main objections to the idea that the involvement of non-scientists, with their situated perspective and contextual values, can form an epistemic practice will be addressed: the first bears on the epistemic potentialities of the cooperation between scientist and non-scientists; the second on the possibility that this cooperation takes the form of a practice.
3
Content available remote

Justyna Deszcz-Tryhubczak, „Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers”, Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego

100%
Doughty T.
Anglica Wratislaviensia
|
2017
|
issue 55
169-176
EN
This review assesses Justyna Deszcz-Tryhubczak’s Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers. Deszcz-Tryhubczak has two agendas in this volume: first, to explore the capacity of Radical Fantasy fiction to model for young readers the agency of youth forming collaborative, cross-generational, and possibly cross-cultural alliances to address glocal socio-political and/or environmental issues spawned by the injustices and inequities of late-stage capitalism; second, to model a new approach to participatory research, involving child readers not as subjects of study but as collaborative readers of texts. Deszcz-Tryhubczak provides a thorough examination of the problem of adult critics speculating about child readers based on constructed implied child readers rather than on actual children, then proceeds to identify how Childhood Studies may offer some productive means of thinking about and, more important, engaging with real children. She provides a clear definition of Radical Fantasy and brief readings of both core and marginal ex­amples of the genre. This contextualizes her description of her methodology and discussion of results from two research projects collaborating with young readers. Finally, Deszcz-Tryhubczak contends that participatory research is a way to move forward in children’s literature scholarship in a more democratic manner, and moreover that applying this methodology to Radical Fantasy is potentially also a means of engaging children in important debates on issues that are shaping their futures. I find this book a stimulating contribution to our understanding of youth reading that offers intriguing possibilities for further research.
4
Publication available in full text mode
Content available

Daily routine of Polish school from the perspective of students with the migrant background. “Hearing their voice” research results

88%
Młynarczuk-Sokołowska A.
Edukacja Międzykulturowa
|
2023
|
vol. 23
|
issue 4
105-118
EN
The aim of the article is to present selected results of research on the experience of everyday routine in Polish schools by students with a migrant background (from Ukraine (including from Crimea), Belarus, Chechnya, Georgia) and optimization of its operation. The theoretical field for research was Alfred Schütz’s concept of everyday life (2008), Geert Hofstede’s theory of cultural dimensions (2010) and some analyses of school everyday life (Krzychała, 2010, Cierzniewska, 2014, etc.). The research was participatory. It consisted of two stages (educational workshops and narrative interviews). Twenty people aged 10 to 14 years old attending four public elementary schools took part in it. The research results indicate that students with the migrant backgrounds positively perceive Polish schools (peers, teachers, their space, etc.). Despite the fact that in the initial period of education they experienced language and educational difficulties, discrimination from their peers, they spent time mainly in the company of their own group, etc. The research participants revealed a huge personality potential. However, their narratives shown that optimizing the education and integration processes of children and youth with a migrant backgrounds requires help from the teaching staff (e.g. teachers, intercultural assistants) and peers. Some learners felt the lack of adequate support.
5
Publication available in full text mode
Content available

Children’s rights and childhood studies as a challenge and a driver of social change

88%
MARKOWSKA-MANISTA U., ODROWĄŻ-COATES A.
Society Register
|
2021
|
vol. 5
|
issue 2
7-12
EN
This paper contains an introduction to a selection of papers across social sciences and humanities, based on empirical explorations and theoretical conceptualizations. Authors highlight the issues of parental roles, parental styles, child and family positioning in the family and society. The lens of children’s rights and participatory approaches is also discussed. Authors focus on diverse practices in parenting, different approaches to children’s agency and freedom of choice, family as a negotiated space mediated by culture, children’s position in family and society, life chances and wellbeing, critical approaches to children’s rights perspectives, early intervention, socio-political context, finally Freire’s and Korczak’s pedagogies.
6
Publication available in full text mode
Content available

How inclusive education becomes a community project: a participatory study in the northwest of Spain

88%
Parrilla A., Martinez-Figueira E., Raposo-Rivas M.
The New Educational Review
|
2015
|
vol. 42
177-188
EN
This paper shows how a participatory study on inclusive education was designed and developed in a town in the northwest of Spain. The methodology included the development of collaborative inquiries at intra-school, interschool and local levels. It was designed by following the principles of participative and community-based research. This study demonstrates diverse ways in which different educational levels face inclusion; the value of collaboration between agents and institutions for innovative thinking and practice; and the need to develop further and wider research connecting participatory research and community engagement movements to systematic research into inclusive education.
7
Publication available in full text mode
Content available

Shift in Balance: UK Perspective on Democratic Deficit Addressed by Participatory Turn and Gamification

88%
Duke B.
Studia Humanistyczne AGH
|
2022
|
vol. 21
|
issue 4
61-75
EN
This paper provides a conceptual theoretical review of participatory turn and gamification from a United Kingdom (UK) perspective. Democratic deficit is a perennial problem in urban-planning systems due to the number of causal factors. Participatory practices and gamification are two instruments that can be used to help alleviate low democratic responsiveness. The paper articulates how there are different ways of knowing and assessing community priorities and values – people need increased consciousness and self-confidence to participate. The UK case studies that are discussed have made a significant contribution by providing useful insights regarding the benefits and limitations of participatory practices and gamification. For example, ‘Participology’ and ‘Geogopoly’ have clear participatory gamification benefits even though they are unable to include decision-maker accountability or recreate real-life power relationships. This paper posits that the use of participatory practices and/or gamification as policy levers (specifically in UK urban-planning processes) will herald a shift in the balance of power.
8
Publication available in full text mode
Content available

If people’s memories are in danger, is democracy in danger? Reflections on two approaches to research

88%
Lucio-Villegas E.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2023
|
vol. 24
49-61
EN
In this essay, the author reflects on the type of research that it is possible to undertake to produce useful knowledge for common people and, importantly, created by common people starting from their problems, their worries, or their questions. Two different research projects are briefly described, both with an approach based on participatory research. The first, around the repression that occurred in the Spanish Civil War and afterwards during the Franco dictatorship, is research geared to re-appropriate common history and thereby re-write historical memory. The second project has as its focus the re-evaluation of popular craft skills and professions and is centred on examining the significance of the river for a small village in Spain. In the conclusion the author focuses on how this kind of research can help people to leave behind them the Culture of Silence and how it provides them tools for expressing their culture and their histories. The essay also focuses on the co-creation of knowledge as a way to produce alternative knowledge that is able to challenge the official versions of knowledge that stand in contradiction to people’s life experience.
9
Publication available in full text mode
Content available

PhotoVoice - rozważania nad zastosowaniem metody w pracy online w klasie czwartej szkoły podstawowej. Wyzwania i rozwiązania

63%
Zioło-Pużuk K.
e-mentor
|
2022
|
vol. 95
|
issue 3
13-21
EN
The aim of this article is to find an answer to the question of whether the PhotoVoice method can be used in online educational research conducted with children aged 10–11. The author describes the aims and methodology of PhotoVoice. The paper also presents the ethical and organisational challenges faced by researchers wishing to use PhotoVoice in educational settings. The conducted pilot study did not provide an unequivocal answer to the research question, but indicated the directions in which further research should be conducted. It showed how the PV procedure should be changed, while maintaining the main objectives of the method, enabling its implementation in work with children in the fourth grade of primary school. The changes should include greater involvement and empowerment of students, conducting a mini-project preceding the actual project, and limiting the role of the teacher to participation in the final stage, i.e. the presentation of photographic work to decision-makers. At the same time the pilot project made it possible to conclude that the involvement of students in the project, in-depth reflection on photographs and discussions and motivation to propose changes in the immediate educational environment pose additional challenges if the project is conducted online.
PL
Celem artykułu jest odpowiedź na pytanie czy metoda PhotoVoice może być stosowana w działaniach edukacyjnych online prowadzonych z dziećmi w wieku 10–11 lat. Autorka opisuje cele i założenia PhotoVoice oraz procedurę działania prowadzonego tą metodą. Pokazuje też, przed jakimi wyzwaniami etycznymi i organizacyjnymi stoi badacz i organizator projektu pragnący stosować PhotoVoice. Przeprowadzony projekt pilotażowy nie dał jednoznacznej odpowiedzi na pytanie badawcze, ale wskazał kierunki, w których powinny być prowadzone dalsze eksploracje. Pozwolił na pokazanie, w jaki sposób należy zmienić procedurę PV, przy zachowaniu głównych założeń i celów metody, aby mogła być ona realizowana w pracy z dziećmi w klasie czwartej szkoły podstawowej. Zmiany dotyczyć powinny przede wszystkim większego zaangażowania i upodmiotowienia uczniów, przeprowadzenia miniprojektu poprzedzającego projekt właściwy oraz ograniczenia roli nauczyciela do udziału w ostatnim etapie działania, tj. prezentacji prac fotograficznych. Jednocześnie projekt pilotażowy pozwolił stwierdzić, że praca online może stwarzać dodatkowe wyzwania związane ze stopniem zaangażowania uczniów w projekt i w refleksję na temat zdjęć oraz problemy z otwartą dyskusją na temat zmian w najbliższym środowisku edukacyjnym.
10
Content available remote

„Nic o nas bez nas”. Udział osób z niepełnosprawnością intelektualną w badaniach

63%
Parchomiuk M.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2014
|
issue 3(25)
35-54
PL
intelektualną. Zaprezentowano wybrane projekty, które spełniają przyjęte w opracowaniu kryteria tego typu badań. Dokonano analizy ich znaczenia, opierając się na perspektywie indywidualnej (osoby z niepełnosprawnością intelektualną) oraz grupowej (niepełnosprawnych intelektualnie jako grupy). Przedyskutowano kwestię organizacji badań włączających, wskazując na ich podstawy paradygmatyczne oraz założenia etyczne.
EN
The article’s subject is an analysis of research involving people with intellectual disabilities. It presents a few selected projects that meet the criteria for this type of research used in this study. Their significance is analyzed based on an individual perspective (of a person with intellectual disability) and a group perspective (of people with intellectual disabilities as a group). The article discusses the issue of conducting inclusive research, pointing to its paradigmatic basis and ethical principles.
11

Możliwości metodologiczne w badaniach problemów społecznych – perspektywa partycypacyjna

63%
Gierczyk M., Dobosz D.
Pedagogika Społeczna
|
2016 (R. XV)
|
issue 2(60)
151-165
PL
W myśl paradygmatu badań aktywizujących badanie może być skutecznym środkiem społecznej emancypacji. Zakłada się tutaj aktywną i partnerską relację badacz-badani, a wykorzystanie osobistych doświadczeń jednostek pozwala uchwycić nieoczywiste i niedostrzegalne dla badaczy problemy. Celem niniejszego artykułu jest przegląd wybranych metod/technik o orientacji partycypacyjnej służących wypracowaniu praktycznych rozwiązań problemów społecznych, wspierania potencjału jednostek i społeczności oraz rozwoju zaangażowania obywatelskiego (społecznego).
EN
From the perspective of the active research paradigm, research may constitute an effective mean of social emancipation. Active partnership relation between a reasercher and a sucject is supposed here and the use of private experience of individuals enables to capture problems that are not obvious and noticeable for the researcher. The purpose of this article is to review selected methods and techniques which are participatory oriented, designed in order to develop practical solutions of social issues, support potential of individuals and communities and to develop civic involvement.
12
Publication available in full text mode
Content available

Pedagog społeczny w polu praktyki. Partycypacyjny wymiar pracy z osobami doświadczającymi bezdomności

51%
Kostrzyńska M., Wojtczak M.
Praca Socjalna
|
2022
|
vol. 37(4)
107-129
EN
Bearing in mind the image of the homeless functioning in our society, a thesis can be presented that it is not the fact of being homeless that causes social exclusion of people experiencing homelessness, but the perception of the homeless by others and the resulting social reactions towards them. Beresford proposes among others: focusing activity on the disabling society; overcoming division into service users and service providers, and; encouraging participation of service users in social work, education, practice, and research (Beresford, 2014). Participative practices co-created with people experiencing homelessness through the implemented research and projects reflect the above postulates. Thanks to the involvement of various social entities, they break the stereotypes about homeless people; they overcome divisions between service users and providers, blurring the borders between them due to the implemented activities; finally, they involve service users in different aspects of lives, including the practice, as they become experts in their needs and undertaken activities, they join to help others or initiate such help, thus sometimes it is hard to tell a volunteer from a project participant. The objective of this text is to reconstruct the activities increasing the participative potential of the implemented research and projects. In the text I present the nature of socially involved research conducted by me. Then I discuss the efforts undertaken in order to boost the participative potential of the implemented research and projects, on the basis of specific actions promoting voluntary and subjective decisions about getting involved, a diagnosis of participative needs, the inclusion of wider society groups to participative practices, or the participative impact on a structurally conditioned situation of people experiencing homelessness.
PL
Mając na uwadze obraz osób doświadczających bezdomności funkcjonujący w społeczeństwie można postawić tezę, że nie sam fakt bycia bezdomnym jest przyczyną ich wykluczania społecznego, ale postrzeganie ich przez innych i konsekwentne reakcje społeczne względem nich. Beresford postuluje między innymi: ukierunkowanie działań na „uniepełnosprawniające społeczeństwo” (disabling society) (Oliver, 2009, s. 51); obalenie podziału na użytkowników usług i świadczących usługi oraz; wzmacnianie uczestnictwa użytkowników usług w pracy socjalnej, edukacji, praktyce i badaniach (Beresford, 2014). Do tak nakreślonych postulatów nawiązują prezentowane w tekście partycypacyjne praktyki współtworzone z osobami doświadczającymi bezdomności, za pośrednictwem realizowanych badań i projektów. Poprzez zaangażowanie różnych podmiotów społecznych, łamią stereotypy dotyczące osób doświadczających bezdomności; obalają podział między użytkownikami a dostarczycielami usług, bo granice między nimi dzięki prowadzonym działaniom wyraźnie się zacierają. Praktyki te włączają użytkowników usług w różne sfery życia, w tym praktykę, bo to oni stają się ekspertami od swoich potrzeb i podejmowanych działań, to oni włączają się w pomoc innym, czy ją inicjują, stąd niekiedy nie sposób odróżnić wolontariusza od uczestnika projektu. Celem niniejszego tekstu jest rekonstrukcja działań zwiększających partycypacyjny potencjał realizowanych badań i projektów. W tekście prezentuję charakter prowadzonych przeze mnie badań społecznie zaangażowanych. Następnie pokazuję starania na rzecz wzmacniania partycypacyjnego potencjału realizowanych badań i projektów, na podstawie konkretnych działań na rzecz dobrowolnej i podmiotowej decyzji o włączeniu się, partycypacyjnej diagnozy potrzeb, włączania szerszego społeczeństwa do praktyk partycypacyjnych, czy partycypacyjnego wpływu na strukturalne uwarunkowania sytuacji osób doświadczających bezdomności.
13
Publication available in full text mode
Content available

Być z kimś i dla kogoś. Postrzeganie dobra wspólnego przez pełnoletnich uczniów szkoły specjalnej – z praktyki badań włączających

51%
Kamecka-Antczak C., Wos K.
Studia z Teorii Wychowania
|
2019
|
issue 4 (29)
155-166
EN
The article analyzes short video presentations recorded by people with intellectual disabilities in a light and moderate degree (special vocational school students). The recordings constitute an independent answer of the students to the question of what the common good is for them. The research was carried out in accordance with the concept of participatry research. The social model of disability and the idea of social inclusion was the theoretical background for the research. The students’ statements are a contribution to reflection on the educational potential of developing civic competences of special school students.
PL
W artykule poddano analizom krótkie videoprezentacje nagrane przez osoby z niepełnosprawnością intelektualną w stopniu lekkim i umiarkowanym (uczniów zasadniczej szkoły zawodowej oraz szkoły przysposabiającej do pracy). Nagrania stanowią samodzielną odpowiedź uczniów na pytanie, czym jest dla nich dobro wspólne. Badania przeprowadzono zgodnie z koncepcją badań włączających. Tłem teoretycznym dla badań był społeczny model niepełnosprawności oraz idea inkluzji społecznej. Wypowiedzi uczniów stanowią przyczynek do rozważań nad potencjałem rozwijania kompetencji obywatelskich uczniów szkół specjalnych.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.