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This is the first book to provide a comprehensive account of co-operative inquiry: a way of doing research with people where the roles of researcher and subject are integrated. Co-operative inquiry is a distinctive and wide-ranging form of participative research in which people use the full range of their sensibilities to inquire together into any aspect of the human condition. This book offers both an extensive exploration of its theoretical background and a detailed practical guide to the methods involved. Topics covered include: a critique of established research techniques; the underlying participative paradigm of co-operative inquiry; the epistemological and political aspects of participation; different types of co-operative inquiry and the range of inquiry topics; ways of setting up inquiry groups and enabling their development; four kinds of inquiry outcome and the primacy of the practical; the main stages of the inquiry cycle, highlighting key issues for practice at each stage; and special skills and procedures used for enhancing validity.
This is the first book to provide a comprehensive account of co-operative inquiry: a way of doing research with people where the roles of researcher and subject are integrated. Co-operative inquiry is a distinctive and wide-ranging form of participative research in which people use the full range of their sensibilities to inquire together into any aspect of the human condition. This book offers both an extensive exploration of its theoretical background and a detailed practical guide to the methods involved. Topics covered include: a critique of established research techniques; the underlying participative paradigm of co-operative inquiry; the epistemological and political aspects of participation; different types of co-operative inquiry and the range of inquiry topics; ways of setting up inquiry groups and enabling their development; four kinds of inquiry outcome and the primacy of the practical; the main stages of the inquiry cycle, highlighting key issues for practice at each stage; and special skills and procedures used for enhancing validity.
This is the first book to provide a comprehensive account of co-operative inquiry: a way of doing research with people where the roles of researcher and subject are integrated. Co-operative inquiry is a distinctive and wide-ranging form of participative research in which people use the full range of their sensibilities to inquire together into any aspect of the human condition. This book offers both an extensive exploration of its theoretical background and a detailed practical guide to the methods involved. Topics covered include: a critique of established research techniques; the underlying participative paradigm of co-operative inquiry; the epistemological and political aspects of participation; different types of
The book deals with research for and with people
Winner of the 2018 Textbook & Academic Authors Association′s The McGuffey Longevity Award In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell′s signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry.
In First Person Action Research Judi Marshall invites her reader to join her in the rich world of first person inquiry: a reflexive approach to life and to one’s own participation in research and learning. Written as a collage of interrelated chapters, fragments and voices, this is an important meditation on the nature of inquiring action. Judi Marshall’s book provides an accessible introduction to self-reflective practice; exploring its principles and practices and illustrating with reflective accounts of inquiry from the author’s professional and personal life. The book also considers action for change in relation to issues of ecological sustainability and corporate responsibility. Writing is reviewed as a process of inquiry, and as a way to present action research experiences. Connections are made with the work of the literary authors Nathalie Sarraute and Kazuo Ishiguro to expand the scope of typical academic writing practices. First Person Action Research is an important and practical resource for students, teachers and practitioners of action research alike. It is a thoughtful and sensitive account of an emerging field in Research Methods.
This book asks how we can reclaim the university for the public good. The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018. In response to this, there are widespread demands to reclaim the university and protect education as a public good, using co-operative structures. Taking an interdisciplinary and social justice perspective, the editors and contributors offer concrete examples of alternative higher education: in doing so, analysing how the future of the university can be recovered. This intersectional volume discusses a broad range of approaches to higher education while disseminating new ideas. It will be of interest and value to those disenchanted with the current state of higher education in the UK and beyond, as well as activists and policy makers.
In an era of rapid technological change, are qualitative researchers taking advantage of new and innovative ways to gather, analyse and share community narratives? Sharing Qualitative Research presents innovative methods for harnessing creative storytelling methodologies and technologies that help to inspire and transform readers and future research. In exploring a range of collaborative and original social research approaches to addressing social problems, this text grapples with the difficulties of working with communities. It also offers strategies for working ethically with narratives, while also challenging traditional, narrower definitions of what constitutes communities. The book is unique in its cross-disciplinary spectrum, community narratives focus and showcase of arts-based and emerging digital technologies for working with communities. A timely collection, it will be of interest to interdisciplinary researchers, undergraduate and postgraduate students and practitioners in fields including anthropology, ethnography, cultural studies, community arts, literary studies, social work, health and education.
The handbook covers pioneering new participatory research techniques including methods that can be operationalised at scale, approaches to engaging the poorest and most marginalised, and ways of harnessing technologies to increase the scope of participation, amongst others.
Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people’s perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her. Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers’ work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.