SAS²: A Guide to Collaborative Inquiry and Social
                    Engagement

Chevalier, Jacques; Buckles, Daniel J.

doi:10.4135/9789351507734

Cited by 97 publications

(113 citation statements)

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“…These tools were selected to elicit information on NFT species including phenology, agronomy, uses and markets, required to enhance income and collective forest management. The four tools were adapted from Sthapit et al (2006), De Boef and Thijssen (2007) and Chevalier and Buckles (2008).…”

Section: Participatory Methods and Data Collectionmentioning

confidence: 99%

Engaging local communities in social learning for inclusive management of native fruit trees in the Central Western Ghats, India

Hegde¹,

Elias²,

Lamers³

et al. 2016

Forests, Trees and Livelihoods

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Participatory research and the social learning it supports are increasingly being used to improve forest management. Yet, the participation of women and other marginalized groups is often limited in these processes. This is a serious shortcoming, not only due to concerns for gender and social equity, but also because socially excluded, forest-dependent groups hold specific ecological knowledge, skills and interests that influence prospects for sustainable forest management. Carried out in India's Central Western Ghats, this study explores the potential participatory research holds for engaging communities in a socially inclusive learning process that can support forest management. Participatory tools -resource mapping, Four Cell Analysis, seasonal fruit calendar, and seasonal activity -were used to elicit information on native fruit tree diversity, phenology, agronomy, uses and marketing. We discuss the benefits of this research set-up which promoted interactions among individuals from different groups, who came to experience a common group identity. The notion of contact zones -where different cultures or groups meet and engage with each other in ways that can reduce conflicts or redress asymmetrical power relations -guides our analysis. We demonstrate that the contact zone created through research process facilitated multi-directional information sharing and supported collective actions for forest management.

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Section: Participatory Methods and Data Collectionmentioning

confidence: 99%

Engaging local communities in social learning for inclusive management of native fruit trees in the Central Western Ghats, India

Hegde¹,

Elias²,

Lamers³

et al. 2016

Forests, Trees and Livelihoods

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show abstract

“…(Duchesne & Haegel, 2009;Geoffrion, 2009;Liamputtong, 2011;Morgan, 2004;Stewart, Shamdasani, & Rook, 2007 (Chevalier & Buckles, 2008). Des exemples précis de l'approche SAS 2 sont présentés dans les descriptions ci-après, et on pourra ainsi les différencier des méthodes traditionnelles des focus groups.…”

Section: Méthodologieunclassified

De l’évaluation institutionnelle à la pédagogie inductive : l’exemple d’une recherche collaborative avec des enfants sur l’évaluation d’un dispositif éducatif

Hurtel

Chevalier

2016

approchesind

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Cette étude vise la description d’une expérimentation sur une nouvelle méthodologie d’évaluation utilisant des outils de collecte et d’analyse de données par une démarche inductive afin d’évaluer un programme d’initiation au scoutisme auprès d’une population de jeunes du primaire au Québec de 7 à 12 ans. Le dispositif d’évaluation mis en place porte sur deux axes. Le premier concerne le choix d’une approche participative par la mise en oeuvre de la collecte de données auprès des jeunes sous forme d’ateliers se déroulant en six étapes, facilitant le recueil de leurs discours sur des aspects spécifiques de leur vécu. Le second porte sur une approche collaborative par l’implication des jeunes dans la coconstruction de leur discours collectif. Grâce à une analyse qualitative permettant la compréhension des données verbales recueillies, il ressort six caractéristiques du « vrai scout » en lien avec l’évaluation de programme, portant sur l’importance d’être un citoyen actif et engagé dans la vie de sa communauté. Cette recherche-action favorise l’élément apprenant des jeunes du primaire par une approche inductive et met la pédagogie au coeur de cette démarche en contribuant aux objectifs du programme qu’elle évalue et en utilisant le dispositif d’évaluation participative comme une situation de découverte; « on apprend ensemble », comme le dit un des jeunes.

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“…and What can be done to incorporate voices traditionally left out of the process? (Chambers, 1983(Chambers, , 2006Chevalier & Buckles, 2008;Cornwall, 2008;Sarkissian & Hofer, 2008). In addition, power dynamic and asymmetries, social and cultural differences, and legal obligations including professional codes of ethics and Institutional Review Board requirements for community-engaged research and research about community-engaged teaching and learning are reviewed.…”

Section: Engaging With Diverse Communitiesmentioning

confidence: 99%

“…All systems approaches are concerned with understanding the dynamics of relationships between systems and among system components. Learners are expected to name the various contributors to community issues, including economic, social, behavioral, political, and environmental factors" (Jameson et al, 2012, p. 54); identify the boundaries of their project (i.e., what falls inside and outside project scope); describe how a variety of perspectives were included in community en-gagement activities (Chevalier & Buckles, 2008;Sarksissian & Hofer, 2008); and discuss the interrelationships and influences among various system components related to their community work.…”

Section: Approaches and Perspectivesmentioning

confidence: 99%

20211118

Doberneck¹

2017

Michigan Journal of Community Service Learning

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SAS²: A Guide to Collaborative Inquiry and Social Engagement

Cited by 97 publications

References 0 publications

Engaging local communities in social learning for inclusive management of native fruit trees in the Central Western Ghats, India

Engaging local communities in social learning for inclusive management of native fruit trees in the Central Western Ghats, India

De l’évaluation institutionnelle à la pédagogie inductive : l’exemple d’une recherche collaborative avec des enfants sur l’évaluation d’un dispositif éducatif

20211118

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