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Author: Ortrun Zuber-Skerritt
Publisher: BRILL
ISBN: 9463001840
Category : Education
Languages : en
Pages : 283
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Book Description
This book provides a comprehensive conceptual framework, case studies, workshop processes and designs for academic development programs supported by two key concepts: Participatory Action Learning and Action Research (PALAR)—a conceptual integration of action learning and participatory action research—and action leadership. PALAR is conceived as a philosophy, a methodology, a theory of learning and knowledge creation, and as a facilitation process. Action leadership involves collaboration, action, concern and responsibility for others, rather than a position of power and control over them. It is participatory, strategic, ethical and non-hierarchical.
Author: Ortrun Zuber-Skerritt
Publisher: BRILL
ISBN: 9463001840
Category : Education
Languages : en
Pages : 283
Get Book Here
Book Description
This book provides a comprehensive conceptual framework, case studies, workshop processes and designs for academic development programs supported by two key concepts: Participatory Action Learning and Action Research (PALAR)—a conceptual integration of action learning and participatory action research—and action leadership. PALAR is conceived as a philosophy, a methodology, a theory of learning and knowledge creation, and as a facilitation process. Action leadership involves collaboration, action, concern and responsibility for others, rather than a position of power and control over them. It is participatory, strategic, ethical and non-hierarchical.
Author: Margaret A. Post
Publisher:
ISBN: 9781003446583
Category : College teachers
Languages : en
Pages : 0
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Book Description
The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university. This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy. These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building. This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.
Author: Andrew H. Van de Ven
Publisher: Oxford University Press, USA
ISBN: 0199226296
Category : Business & Economics
Languages : en
Pages : 343
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Book Description
A guide for organizational and social research in business studies and the social sciences, providing a clear framework for research design and methodology. It will be an invaluable tool for academics, researchers, and graduate students across the social sciences concerned with rigorous and relevant research in the contemporary world.
Author: Karim Murji
Publisher: Routledge
ISBN: 1317754190
Category : Social Science
Languages : en
Pages : 154
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Book Description
Karim Murji is Senior Lecturer in Sociology at the Open University, UK. He writes on cultural and policy studies of ethnicity and racism, and criminology. With John Solomos, he is the editor of Racialization: Studies in theory and practice (2005) and Theories of Race and Ethnic Relations. He is an Editor of the journal Sociology. Gargi Bhattacharyya is Professor of Sociology at the University of East London, UK. She has written on issues of racism and sexuality, global cultures of racism and the war on terror. Her recent work includes Dangerous Brown Men: Exploiting Sex, Violence and Feminism in the War on Terror (2008) and the edited collection Ethnicities and Values in a Changing World (2009).
Author: Lesley Wood
Publisher: Routledge
ISBN: 0429805675
Category : Education
Languages : en
Pages : 213
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Book Description
Participatory Action Learning and Action Research offers a concise yet comprehensive explanation of the theory, practice and process of this emerging paradigm, methodology and theory of learning. PALAR is a transformative, collaborative and democratic process for resolving complex problems within the context of sustainable professional, organisational and community development. The book draws on real-life examples from socially and economically challenged contexts, and features critical reflections on the strengths and challenges of this evolving methodology in relation to the increased interest in community engagement and project-based learning among institutions of higher education. Analysing theory in the context of sustainable professional, organisational and community development, this book: Provides a comprehensive, research-based manual on the use of PALAR within actual research projects. Explains a means of engaging in research that promotes the mobilisation of human potential relevant in a rapidy changing society. Addresses the challenges of doing participatory research within institutions. Provides applied, specific examples of how PALAR can be adapted for use in socially and economically challenged contexts, typical of developing economies. Offers critical reflections by researchers and community participants on the challenges and uses of PALAR. Innovative, and offering clarity on ethics and research questions, Participatory Action Learning and Action Research will be of interest to both emerging and experienced researchers looking to bring about change at a personal, professional, organisational or community level.
Author: Joana Bezerra
Publisher: African Sun Media
ISBN: 1991201052
Category : Education
Languages : en
Pages : 344
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Book Description
In order to understand the relationship between social innovation and the reimagining of the knowledge economy necessary to reorient higher education most fully towards the public good, we must draw from the experiences of those working on the front lines of change. This collection represents diverse voices and disciplines, drawing together the critical reflections of academics, students and community partners from across South Africa. The book seeks to bring together theoretical and practical lessons about how research methods can be used in socially innovative ways to challenge the ‘apartheids’ of knowledge in higher education and to promote the democratization of the knowledge economy.
Author: Lynette Shultz
Publisher: Springer Science & Business Media
ISBN: 9462092907
Category : Education
Languages : en
Pages : 193
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Book Description
This volume brings together diverse theoretical reflections and practices of community engaged scholarship in order to stimulate critical discussion, deepen theory, and invite critical practice. It is an international trend that higher education institutions and agencies are encouraging and promoting community engagement. At the same time, there is recognition of a lack of consistent definitions and understandings of what it is they are promoting. As a counterweight to the dominance of pragmatic and technical discussions in the literature on engaged scholarship, the chapters in this book shift the discourse to ask foundational questions that emphasize the political nature of engagement. Recognizing that acts of engagement are never neutral, the authors in this book explore how engaged scholarship requires decision-making that is inherently grounded in values, beliefs, and interpretations of what is and what ought to be. Alongside complex global and local social movements rising to address issues, for example climate change or the global financial collapse and the uneven consequences of these globalized problems, we see corresponding concerns expressed about the limited participation by excluded, silenced, and invisibilized people throughout the world. How can engaged scholarship be mobilized and who will it serve within such contexts? With contributions covering such diverse topics as a non-binary approach to engagement; citizenship of knowledge; university contexts and corporatization; stranger pedagogies and anti-foundational approaches to service learning; contemporary revolutionary movements in the Arab world; and transforming higher education through Africanist onto-epistemologies, this volume is poised to open the door to a deeper understanding of engaged scholarship.
Author: Margaret A. Post
Publisher: Taylor & Francis
ISBN: 1000979709
Category : Education
Languages : en
Pages : 306
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Book Description
The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university. This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy. These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building. This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.
Author: Julia Sudbury
Publisher: Routledge
ISBN: 1317264231
Category : Social Science
Languages : en
Pages : 254
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Book Description
Can scholars generate knowledge and pedagogies that bolster local and global forms of resistance to U.S. imperialism, racial/gender oppression, and the economic violence of capitalist globalization? This book explores what happens when scholars create active engagements between the academy and communities of resistance. In so doing, it suggests a new direction for antiracist and feminist scholarship, rejecting models of academic radicalism that remain unaccountable to grassroots social movements. The authors explore the community and the academy as interlinked sites of struggle. This book provides models and the opportunity for critical reflection for students and faculty as they struggle to align their commitments to social justice with their roles in the academy. At the same time, they explore the tensions and challenges of engaging in such contested work.
Author: W. James Jacob
Publisher: Springer
ISBN: 9463000070
Category : Education
Languages : en
Pages : 344
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Book Description
There seems to be renewed interest in having universities and other higher education institutions engage with their communities at the local, national, and international levels. But what is community engagement? Even if this interest is genuine and widespread, there are many different concepts of community service, outreach, and engagement. The wide range of activity encompassed by community engagement suggests that a precise definition of the “community mission” is difficult and organizing and coordinating such activities is a complex task. This edited volume includes 18 chapters that explore conceptual understandings of community engagement and higher education reforms and initiatives intended to foster it. Contributors provide empirical research findings, including several case study examples that respond to the following higher educaiton community engagement issues. What is “the community” and what does it need and expect from higher education institutions? Is community engagement a mission of all types of higher education institutions or should it be the mission of specific institutions such as regional or metropolitan universities, technical universities, community colleges, or indigenous institutions while other institutions such as major research universities should concentrate on national and global research agendas and on educating internationally-competent researchers and professionals? How can a university be global and at the same time locally relevant? Is it, or should it be, left to the institutions to determine the scope and mode of their community engagement, or is a state mandate preferable and feasible? If community engagement or “community service” are mandatory, what are the consequences of not complying with the mandate? How effective are policy mandates and university engagement for regional and local economic development? What are the principal features and relationships of regionally-engaged universities? Is community engagement to be left to faculty members and students who are particularly socially engaged and locally embedded or is it, or should it be, made mandatory for both faculty and students? How can community engagement be (better) integrated with the (other) two traditional missions of the university—research and teaching? Cover image: The Towering Four-fold Mission of Higher Education, by Natalie Jacob
