Literaturnachweis - Detailanzeige
Autor/in | Parkinson, Tom |
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Titel | A Trialectic Framework for Large Group Processes in Educational Action Research: The Case of Academic Development for Syrian Academics in Exile |
Quelle | In: Educational Action Research, 27 (2019) 5, S.798-814 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-0792 |
DOI | 10.1080/09650792.2018.1532803 |
Schlagwörter | Action Research; College Faculty; Learning Experience; Foreign Countries; Participatory Research; Refugees; Epistemology; Validity; Ethics; Higher Education; Educational Needs; Researchers; Interpersonal Relationship; Workshops; Problem Solving; Friendship; Gender Differences; Time Management; Cultural Differences; English for Academic Purposes; Program Descriptions; Faculty Development; Research Training; Syria; United Kingdom (England) Projektforschung; Fakultät; Lernerfahrung; Ausland; Forschungstätigkeit; Flüchtling; Erkenntnistheorie; Gültigkeit; Ethik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational need; Bildungsbedarf; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernwerkstatt; Schulung; Problemlösen; Freundschaft; Geschlechterkonflikt; Zeitmanagement; Kultureller Unterschied; Syrien |
Abstract | The term 'large group process' (LGP) refers to a range of participatory approaches to community engagement, geared towards exploring and/or identifying solutions to shared issues and problems, and planning change. Primarily used for applied purposes, they can be also used as a method of inductive inquiry in social research, particularly within action research projects. In this methodological paper, I outline and critically evaluate an LGP design implemented within an action research project focused on the needs of Syrian academics in exile. The LGP elicited multi-level data from a geographically dispersed community, while simultaneously constituting a relational learning experience and community action event for the participant population, and therefore aligned with the threefold aims of educational action research. The paper makes three significant contributions: a model for LGP design that elicits participants' collective and individual meaning frames; a trialectic framework for ensuring that the research, action and learning aspects of educational action research projects are mutually-supporting; and an accompanying orientation to researcher-participant relationships that may help to enhance the epistemological validity, catalytic validity and ethical foundations of projects. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |