Literaturnachweis - Detailanzeige
| Autor/in | Lee, Kuang-Chung |
|---|---|
| Titel | An action research framework for enhancing partnership between rural schools and communities in local sustainable development. A case study in Taiwan. |
| Quelle | Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development : Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 86-92
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| Reihe | Geographiedidaktische Forschungen. 42 |
| Beigaben | Abbildungen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Sammelwerksbeitrag |
| ISBN | 978-3-925319-29-7 |
| Schlagwörter | Nachhaltige Entwicklung; Schule; Gemeinde (Kommune); Ländlicher Raum; Partnerschaft; Kooperation; Partizipation; Taiwan; Forschungsbericht; Sozialwissenschaftliche Forschung; Tagungsbeitrag; Aktionsforschung; |
| Abstract | Rural schools usually play a crucial role in the education, economic and social development of their communities in countryside areas. Particularly, rural schools have potential to generate social capital where the level of social capital of communities is low. Evidence shows that many small rural communities have failed to remain robust and sustainable after losing their local schools. Numerous studies have examined how more participatory approaches to enhancing partnership between rural schools and communities can be promoted. However, most participatory approaches are not theoretically-driven and lack of empirical evidence to evaluate their effectiveness in a specific social, economic, political, and ecological context. Without a firm theoretical framework and explicit criteria for evaluating the processes and outcomes of these participatory approaches, it is difficult to provide a systematic analysis of these approaches. The aim of this paper is to put forward an action research framework for developing and evaluating local participatory forums for enhancing partnership between rural schools and communities in local sustainable development. This action research framework comprises two ‘task circles’. The first is to review the current status. The second is to implement new community-based participatory forums and evaluate their effectiveness. The process of designing, implementing, and evaluating participatory forums is conducted in the light of Healey’s theory of collaborative planning. In addition, Healey’s three criteria, i.e. the generation of knowledge resources, relational resources, and mobilization capacity, are employed to evaluate the effectiveness of new forums in terms of ‘institutional capacity-building.’ The framework proposed in this paper has been applied and proved to be useful in authors’ recent research projects in several rural and natural areas of Taiwan. (Orig.). |
| Erfasst von | Externer Selbsteintrag |
| Update | Neueintrag 2022-03 |
