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Interrogating ourselves to promote the democratic production, distribution, and use of knowledge through action research

Published on Jan 1, 2019in Educational Action Research
· DOI :10.1080/09650792.2018.1526097
Allan Feldman21
Estimated H-index: 21
(USF: University of South Florida),
Frederick Bradley1
Estimated H-index: 1
(USF: University of South Florida)
Abstract
ABSTRACTThis article is a report of a critical co-autoethnography action research (AR) study of Allan Feldman’s life in AR relative to the development of knowledge democracy (KD). For nearly 30 yea...
  • References (46)
  • Citations (1)
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References46
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#1Tineke AbmaH-Index: 1
#2Tina CookH-Index: 14
Last. Nina WallersteinH-Index: 34
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Social impact, defined as an effect on society, culture, quality of life, community services, or public policy beyond academia, is widely considered as a relevant requirement for scientific research, especially in the field of health care. Traditionally, in health research, the process of knowledge transfer is rather linear and one-sided and has not recognized and integrated the expertise of practitioners and those who use services. This can lead to discrimination or disqualification of knowledg...
13 CitationsSource
#1Jane Springett (U of A: University of Alberta)H-Index: 8
AbstractParticipatory Health Research is a collective term adopted globally for participatory action research in a health context. As an approach to research, it challenges current ways used within the health sciences to measure research impact as research, learning and action are integrated throughout the research process and dependent on context and participation. The literature on participatory evaluation is explored to see if it can offer some insights into how best to articulate impact. Sim...
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There is a demand for educational research that addresses questions found in teachers’ practice. This line of research can be referred to as practitioner research, and it is motivated by the realis ...
2 CitationsSource
#1Anja Thorsten (Linköping University)H-Index: 3
AbstractThe purpose of this article is to discuss and describe how a clinical research method can be used to generate knowledge about teaching and learning. This will be addressed from a teacher researcher’s perspective, taking a conducted Learning Study as the departure. Learning Study is an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning. The actual study was conducted by a teacher researcher leading a teacher research team in a...
4 CitationsSource
AbstractThis article explains what clinical research is and why it is necessary. The term ‘clinical’ refers to an academic way of solving practical problems. Clinical research starts from a view of science that not only acknowledges the value of rational analysis and empirical research, but also acknowledges the need for human skills and connoisseurship. In education, skills and connoisseurship can be developed by being responsibly engaged in classrooms. The (tacit) knowledge acquired in classro...
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#1Kathleen Mahon (CSU: Charles Sturt University)H-Index: 2
AbstractThis article is a critically reflexive account of how collaborative processes and democratic relations were negotiated in a doctoral research project which combined elements of institutional ethnography, self-study, and, significantly for this article, critical participatory action research. The critical participatory action research dimension of the project involved a group of academics working in the same university faculty, critically and collaboratively examining their own pedagogica...
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#1Lonnie L. Rowell (USD: University of San Diego)H-Index: 8
#2Eunsook Hong (UNR: University of Nevada, Reno)H-Index: 8
The chapter examines issues faced by action researchers working within the context of democratizing knowledge. Four vantage points were delineated regarding the origin of knowledge democracy, progress toward knowledge democracy, and current and future prognosis and recommendations. Knowledge monopoly is discussed by examining progress from intellectual colonialism to global South–North convergences. The monocultural view of knowledge production and the role of universities are critiqued in relat...
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#1Anette Olin (University of Gothenburg)H-Index: 3
#2Gunilla Karlberg-Granlund (Åbo Akademi University)H-Index: 4
Last. Eli Moksnes FuruH-Index: 4
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AbstractThis article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are ...
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Cited By1
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#1Allan Feldman (USF: University of South Florida)H-Index: 21
#2Lonnie L. Rowell (USD: University of San Diego)H-Index: 8
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