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Overview
Product Details
| ISBN-13: | 9781544355948 |
|---|---|
| Publisher: | SAGE Publications |
| Publication date: | 10/02/2020 |
| Edition description: | Fifth Edition |
| Pages: | 408 |
| Sales rank: | 312,702 |
| Product dimensions: | 7.38(w) x 9.12(h) x (d) |
About the Author
After an early career as a primary teacher and school principal, Ernie was a lecturer in education at Curtin University of Technology, in Western Australia. From the mid-1980s, based at Curtin’s Centre for Aboriginal Studies, he worked collaboratively with Aboriginal staff and community people to develop a wide variety of innovative and highly successful education and community development programs and services. His work with government departments, community-based agencies, business corporations, and local governments assisted them to work more effectively with Aboriginal people. In recent years, as visiting professor at the University of New Mexico and Texas A&M University and as visiting scholar at Cornell University, he taught research methods courses and/or engaged in projects with African American and Hispanic community and neighborhood groups. As a UNICEF consultant, he recently engaged in a major project to increase parent participation in schools in East Timor. He is author of Action Research (Sage, 2007), Action Research in Education (Pearson, 2008), Action Research in Health (with Bill Genat; Pearson, 2004), and Action Research in Human Services (with Rosalie Dwyer; Pearson, 2005). Until recently, he was a member of the editorial board of the Action Research Journal and past president of the Action Learning, Action Research Association (ALARA).
Alfredo Ortiz Aragón
Alfredo is an action researcher who designs and implements change processes to address pressing social and environmental concerns in support of equitable development. In the field he seeks to help organizations and movements that support processes of social change and environmental stewardship in order to be more effective and reflective in their work. In all of his work he uses methods that appeal to diverse learning styles but that also challenge dominant ways of seeing, knowing, and acting in the world that uphold unjust social rules and structures. He encourages all of his collaborators to reflectively “put themselves into the picture” and consciously participate in the changes they seek for others. He is willing to lead but also be vulnerable and open about what he and we know, and how we all might use our leadership and vulnerability to engage in honest conversations that help us support people in need in ways that are culturally relevant and potentially transformative. He is an associate professor at the Dreeben School of Education Graduate Studies Program at the University of the Incarnate Word in San Antonio, Texas, where he teaches qualitative and action research methods and design. His Ph D is from the Institute of Development Studies at the University of Sussex, in the United Kingdom.
Table of Contents
Preface: Making a Difference: Research in the 21st Century xvi
Acknowledgments xxiii
About the Authors xxv
Section I An Introduction To Action Research 1
Reflection and Action 3
Chapter 1 Understanding Action Research 4
What Is Action Research? 4
Action Research: Systematic and Adaptive Processes of Participative Inquiry 7
Making a Difference; Practical, Solutions-Oriented Inquiry 11
Who Does Action Research, and Why Do They Do It? Stories From the Field 13
Education 14
Business/Health 14
Economic Development 15
Social Work 16
Philosophical Foundations of Action Research 17
Learning Through Action 17
Acting Informed by Learning 18
Collaborating in Participative Research Processes 20
Principles of Practice 25
Relationships 25
Including Stakeholders 28
Giving Voice: Honoring Stakeholder Perspectives 30
Working Developmentally 31
Communicating Effectively 34
Emergent Research Processes 36
The Practitioner Researcher-A New Way of Working 37
Reflection and Learning Activities 40
Reflection 40
Action 40
Chapter Review 41
Chapter 2 Theoretical Foundations of Action Research 43
Situating Action Research 43
Approaches to Social Research 44
Quantitative Social Research 45
Qualitative Social Research 47
Action Research 49
Applied and Mixed Methods Approaches to Research 51
Applied Research 51
Mixed Methods Approaches 52
Ways of Knowing/Systems of Knowledge 53
Simple, Complicated, Complex, and Chaotic Systems of Knowledge 54
Knowledge and the Primacy of the Practical 56
Passive and Active Learning 57
Action Research: The Theory Behind the Practice 60
The Social Construction of Knowledge 60
The Social Construction of Programs and Services 61
Understanding Power and Control: Theoretical Perspectives 63
Controlling the Texts of Social Life 64
Reconstructing Organizational and Institutional Life 67
Neoliberal Theory: Institutionalized Practices of Corporate Capitalism 70
Accommodating Diversity: Indigenous, Migrant, Refugee, and Other Marginalized Peoples 72
Action Research, Diversity, and Developmental Process 72
Research in Multicultural Societies 72
Culture and Social Practices 74
Alienation and Colonization, 75
Diversity Within Diversity 76
Reflection and Learning Activities 78
Reflection 78
Action 79
Extension 79
Chapter Review 79
Section II Action Research Practices And Processes 82
Introduction: Interacting With the Complexities of the Real World 82
Short and Long Cycles of Investigation 83
Chapter 3 Setting the Stage: Initiating an Action Research Process 86
Entering the Field: A Foundation for Effective Research 86
Sociable Research Processes 87
Designing Effective Action Research 87
Seeking Consensus: Joint Construction of a Research Agenda 90
Establishing Who Benefits 91
Entering the Field: Building a Picture 92
Establishing Contact 92
Mapping the Context: Constructing a Preliminary Picture 93
Identifying a Research Problem or Issue 96
Identifying Stakeholding Groups 98
Social Mapping 99
Identifying Key People 100
Place and Space 102
Keeping Track: Recording Details of Proceedings 104
Establishing the Role and Status of Self in the Setting 105
Ethics in Action Research 107
Informed Consent 107
Formal Ethics Approval: Institutional Review Boards (IRBs) and Agency Procedures 109
Case Studies: Designing Action Research Processes 111
Case Study 1: Sexual Harassment in the Lives of Middle School Students 111
Framing 111
Method 112
Case Study 2: Redevelopment of an Aged Care Community 113
Case Study 3: Environmental Conservation: Getting to Know People and Their Needs (draws from Ortiz Aragón, 2013) 114
Case Study 4: Transitioning From Hospital to Home 116
Issue Investigated 116
Context of the Study 117
Researcher/Historical Perspective 117
Stakeholders, Sites of Action, and Time Frames 117
Sites of Action 118
Reflection and Learning Activities 119
Learning Activities 119
Reflection and Action 120
Chapter Review 120
Chapter 4 Look: Generating and Gathering Data 122
Introduction 122
Move I: Establishing the Problem 124
Preliminary Interviews 125
Interviews: Guided Conversations 127
Semistructured Questioning Procedures 127
Grand Tour Questions 129
Mini-Tour Questions 131
Recording Information: Field Notes and Audio and Digital Recording 131
Move II: Extending Our Understanding-Generating and Gathering Information 133
Understanding Lived Experience: Artistic and Multimedia Processes 135
Other Sources of Information 138
Participant Observation 140
Documents, Records, and Reports 141
Surveys and Questionnaires 143
Reviewing the Literature: Evidence From Research Studies 145
Statistical Information 146
Collaborative Processes for Gathering and Generating Information 147
Focus Groups 148
Progress Reviews: Six Questions-Why, What, How, Who, Where, When 150
Community Profiles: Mapping the Context 151
Workshops: Group Processes for Collaborative Inquiry 153
Preliminary Meetings: Exploring Contentious or Complex Issues 154
Organizing Workshops 155
Identifying Participants 155
Facilitating a Productive Meeting 155
Ground Rules and Agenda 156
Participative Procedures 157
Making Decisions 157
Venues 158
Communicating and Reporting 158
Reflection and Learning Activities 158
Action and Reflection-Gathering Information (Data) 158
Chapter Review 160
Chapter 5 Think: Reflecting and Analyzing 162
Introduction 162
Reflection and Analysis: Identifying Key Elements of Experience 163
Reflection and Analysis Phase I: Distilling the Data 168
Procedure 1: Coding and Categorizing 168
Reviewing the Data 170
Unitizing the Data 170
Coding and Forming Categories 171
Identifying Themes 172
Organizing a Category System 173
Developing a Report 175
Member Checking 175
Procedure 2: Analyzing Key Experiences, Epiphanic Events, or Critical Incidents 175
Case Example: Analyzing a Key Experience 178
Phase II: Extending and Enriching the Analysis 179
Processes for Extending or Enriching Analysis 180
Alternative 1: Interpretive Questions-Why, What, How, Who, Where, When 181
Alternative 2: Organizational Review 183
Vision and Mission 183
Objectives and Outcomes 183
Structure of the Organization 183
Operations of the Organization 184
Problems, Issues, and Concerns 184
Alternative 3: Concept Mapping 184
Alternative 4: Problem Analysis-Antecedents and Consequences 187
Collaborative Processes for Reflection, Analysis, and Reporting 189
An Analysis Workshop 190
Setting the Agenda 190
Reviewing Descriptive Information 190
Distilling the Information: Analysis 191
Constructing Written Reports 192
Reporting Through Presentations and Performances 192
Conclusion 193
Reflection and Learning Activities 193
Chapter Review 194
Chapter 6 Act: Implementing Practical Solutions 196
Introduction 196
Reviewing and Reporting 197
Short-Cycle Reviews and Reports 198
Action Planning 200
Identifying Priorities for Action 201
Constructing Action Plans 201
Case Examples of Outcome Statements 203
Youth Center Outcomes 203
After-school Program Outcomes 204
Qualify Check: Maintaining Our Principles of Practice 204
Implementing Plans: Processes to Guide the Research Process 209
Supporting 209
Communicating 209
Making Decisions 211
Personal Nurturing 212
Reflective Practice 212
Assistance 213
Conflict Resolution 213
Modeling 214
Networking 214
Evaluation in Action Research 215
Monitoring and Evaluation: Setting Up a Project 219
Audit Review Evaluation 220
Celebration 220
Conclusion 221
Reflection and Learning Activities 222
Chapter Review 223
Section III From Local To Global-Action Research For Social Change 225
From the Politics of Hate to the Praxis of Hope 225
Neoliberal Ideology and the University 226
Generating Knowledge: Emergent Processes of Understanding 228
The Broader Contexts of Action Research: International Aid and Developing Nations 229
Strategic Developmental Processes 231
Chapter 7 Reporting: Informing Stakeholders and Other Audiences 234
Giving Voice: Reporting in Action Research 234
Informing Stakeholders 236
Audience-Appropriate Reports 238
Written Reports 238
Presentations 239
Basic Principles 239
Participatory Presentations 241
Other Forms of Media Presentation 241
Using Photographic Images: PowerPoints, Charts, Booklets, Posters, Handouts 242
Videos 244
Drama and Artistic Performances and Presentations 245
Developing and Rehearsing Scripts 246
Formal Reports for Institutional and Organizational Audiences 248
Theses and Dissertations 249
Formal Reports for Interpretive and Action Research 250
Section 1 Introduction-Focus and Framing 252
Section 2 Literature Review 254
Section 3 Methodology 255
Introduction 255
Methodological Assumptions: Philosophical Rationale 255
Research Methods 255
Positionality of the Researcher 256
Participants 256
Information (Data) Gathering Techniques 256
Analysis: Procedures for Distilling and Interpreting Information 257
Rigor 258
Limitations 258
Ethical Issues 258
Section 4 Research Outcomes or Findings 258
Setting the Scene: Describing the Context 259
Constructing Accounts and Narratives: Telling People's Stories 260
Constructing a General Account 260
Section 5 Conclusion-Discussion of Findings 261
Foregrounding Participant Voices: Alternative Formal Report Formats 262
Reflection and Learning Activities 264
Chapter Review 265
Chapter 8 Development Approaches to Social and Organizational Change 267
Action Research and Human Development: From Local to Global 267
The Concept of Human Development 268
Development Theory and Practice 270
Levels of Developmental Practice 271
Implicate Method: Understanding the Personal 271
Micro Method: Building Purposeful Relationships 272
Mezzo Method: Working Together 274
Macro Method: Building Strong Organizations 276
Meta Method: Linking Personal, Local, Organizational, and Global 278
Community Work Traditions and Developmental Practice 279
Service Delivery 279
Advocacy 280
Social Action 281
Developmental Action 281
Capacity Building; The Heart of Developmental Practice 282
Managing Processes of Sustainable Change 283
Strategic Planning for Organizational Change 287
A Unifying Vision 287
Operational Statements: Enacting the Vision 289
Action Plans 291
Strengths and Weaknesses, Opportunities and Threats 291
Political Dimensions 292
Budgeting and Financial Planning 293
Evaluating 295
Steps to Evaluation 295
Purpose: Assessing the Worth and Effectiveness of Activities 295
Audience: Who Will Read the Evaluation Report? 296
Procedures: How Is the Evaluation Carried Out? 296
Developmental Evaluation 298
Reflection and Learning Activities 299
Actions 300
Chapter Review 300
Chapter 9 Action Research and Digital Media 301
Using Digital Media in Action Research 301
Social Media and Social Networking Sites 302
Facebook 302
Instagram 303
Tumblr 304
Twitter 304
Digital Tools for Communication and Collaboration in Action Research 305
Slack 306
Facebook Messenger 306
KakaoTalk 306
Line 307
WeChat 307
WhatsApp 307
Microsoft 365 308
G Suite 308
Codigital 308
Videoconferencing: Zoom and Skype 308
YouTube 309
TikTok 310
Digital Research Tools 310
Digital Storytelling 310
Photo Voice 311
Online Games 313
Data Analysis Software 314
Writing, Documenting, and Disseminating 315
Evernote 317
Blogger 317
Storing Data 317
Challenges: Ethics and Engagement 318
Privacy and Confidentiality 318
Access 318
Ownership 319
Action Research Resources 319
Reflection and Learning Activities 320
Chapter Review 324
Contributor Bios 325
Appendix: Case Examples of Formal Reports 327
Transitions: Experiences of Older Women From Hospital to Home 327
Transitions: Experiences of Older People From Hospital to Home-Progress Report 337
A New Mathematics Curriculum 342
Marginalized People Privileging Voice Through Their Own Narratives 353
References 359
Index 371
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