Towards Quality Improvement of Action Research

Boog, B.; Preece, Julia; Slagter, Meindert; Zeelen, Jacobus

doi:10.1163/9789087905941

Cited by 17 publications

(10 citation statements)

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“…A methodology that can depict the street-level experience of PMHC practice necessitates closeness and knowledge from within. We apply an approach drawing on ethnographic (Geertz, 1973;Hammersley and Atkinson, 1995) and action research (Boog et al, 2008).…”

Section: Study Approachmentioning

confidence: 99%

Beyond Care Avoidance and Care Paralysis: Theorizing Public Mental Health Care

2011

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Care avoidance refers to the condition wherein clients do not seek assistance and do not attend appointments although they are in need of help. Care avoidance is linked to another phenomenon, the inability to help clients with multiple and complex problems by social services and care facilities, in this article identified as care paralysis. The aim of this article is to understand the production and reduction of care avoidance and care paralysis. Care avoidance and care paralysis not only coincide, they reinforce and recall each other. Trust and initiative -the opposite of avoidance and paralysis -are affirmed under conditions as an experienced proximity between the local population and care facilities and the committed involvement of professionals to a bounded territory. Trust and initiative also coincide, reinforce and recall each other. The existence of a safety net like Public Mental Health Care is closely linked to the absence of this vitality.

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Section: Study Approachmentioning

confidence: 99%

Beyond Care Avoidance and Care Paralysis: Theorizing Public Mental Health Care

2011

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“…In normal science the techniques and methodologies separate the subject from the object (the researchers from the researched). The reason for this is that in normal science, the ethical (scientific) concepts of objectivity and universality are extremely important, while in practice-based (action) research different kinds of ethical concepts, such as participatory democracy, empowerment and social justice -in the interests of knowledge production and not for scientific reasons -play an important role (in this respect, see extensively Boog et al, 2008). The already-mentioned Badley (2003) called this apartheid false dualism 'that divides positivist and constructivist researchers with positivists believing in objective reality and constructivists arguing that reality is a social construction' (p. 296).…”

Section: Driven By Theory or Practicementioning

confidence: 99%

“…The differences between the mainstream empirical-analytical 'normal' educational sciences and action research in education and health have recently been reformulated extensively in various places in Towards Quality Improvement of Action Research: developing ethics and standards, edited by Boog et al (2008), and this is well reflected in the following passage in Zeelen et al (2008):…”

Section: Comparing Action Research With Mainstream Researchmentioning

confidence: 99%

“…The participants in this way claim knowledge by separated collective authority. Their argumentation to do so is scientificphilosophical based on the linguistic turns described by Tromp; however, within the separated collective authority, discussions about ethics and standards seem endless (see, at various places, Boog et al, 2008). This should be considered not as a critique, but as a description of the actual reality.…”

Section: Educational Research In An Epistemological Theoretical Perspectivementioning

confidence: 99%

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Toward a Social Responsibility Theory for Educational Research (In Lifelong Learning)

Dellen

2013

European Educational Research Journal

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This article is about educational research (not) mastering the values for decision making and change. The main issue is the yawning gap between theory and practice in educational research, as seen in a professional field such as lifelong learning. At the start of the article a variety of types of research are presented to show the differences of orientation, process, methodology and goal or focus. Next, the issue of the existing gap between theory and practice is approached by contrasting two extremist types of research: traditional empirical-analytical research and the action research paradigm. Workers within these two opposite paradigms are passionate researchers, lecturers or practitioners, but they have different epistemological assumptions and beliefs and, moreover, feel committed to different professional and scientific or academic responsibilities. Following this reasoning, subsequently the need for a social responsibility theory to bridge the yawning gap between theory and practice is discussed thoroughly. Does such a theory transcend the affective separation that exists between researchers from the two extreme paradigms?

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“…In keeping with its adult and community education origins, much of this work is grounded in participatory action research (Boog et al 2008;Angucia, Zeelen, and de Jong 2010;Tukundane et al 2015), with a strong insistence on valuing and acting upon local knowledges including those of rural people and the youth (Kanyandago 2010) in ways that are mirrored in the sustainable development account below. Together with CCA, this shift of focus to local socio-economic contexts, attitudes and aspirations appears crucial for a transformative approach to VET.…”

Section: Vet For Community Developmentmentioning

confidence: 99%

Teacher educators in post‐compulsory education: gender, discourse and power

Simmons

Thompson

2007

Journal of Vocational Education & Training

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The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

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Towards Quality Improvement of Action Research

Cited by 17 publications

References 0 publications

Beyond Care Avoidance and Care Paralysis: Theorizing Public Mental Health Care

Beyond Care Avoidance and Care Paralysis: Theorizing Public Mental Health Care

Toward a Social Responsibility Theory for Educational Research (In Lifelong Learning)

Teacher educators in post‐compulsory education: gender, discourse and power

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