In this participatory action research project, we sought to develop a framework for higher education based on an existing alternative institutional form of co-operative association that attempts to address issues of ownership and control over
Eva Infante Mora
Evaluation is essential to the analysis of the performance of academic programmes and is a central feature of the academic accountability movement. Most study abroad programmes, however, lack evaluation protocols, even though establishing them and acting on the results would contribute to their credibility. This final section of a comprehensive account of the reform of a study abroad programme presents how CASA-Sevilla has developed evaluation strategies to inform pedagogical changes in each successive semester to improve student-learning outcomes. The programme’s aim is to achieve a 360-degree assessment by treating students holistically and including all involved faculty, staff, community partners and host families. The aim is also to be transparent in pointing out the problems in the programme’s performance and use them as an impetus for improvement. This section is written to share what we have learned in hopes of starting a more robust dialogue among study abroad programmes about evaluation.
from a wider perspective and further develop an action research frame for my citizen support work. The work of Maria Zoretic (2006) also helped greatly as I could see that what I was proposing were in fact new forms of activism very similar to that of
Ethics and Privacy in Digital Research with Girls
pervade life in the twenty-first century. With these three points in mind, I will explore the privacy-related ethical considerations of cell phone use during a 13-month action research project I undertook with teenage girls at a single sex school in
Lisen Dellenborg and Margret Lepp
at finding new ways for students to learn. In carrying out this action research project, we were, as mentioned above, inspired by Augusto Boal, as well as by Turner (1982) and Denzin (2003) . Anthropology and Social Change As a discipline
Eva Infante Mora, Marina Markot, Stephen Capobianco, Melina Ivanchikova, Richard Kiely, Richard Feldman, and Amy Cheatle
The action research process initiated in 2015 to make a thorough reform of the CASA-Sevilla study-abroad programme not only produced significant pedagogical developments but also brought about a profound change in the way of working and relating within the programme work organisation itself and with Cornell University colleagues. This section focuses on organisational changes in each of the units involved, and reflects a path full of transitions, diplomacy, exchange of perspectives and inter-institutional as well as intercultural learning. To make these pedagogical reforms work in practice required significant organisational change and support efforts on the part of both CASA-Sevilla and the supporting organisations at Cornell University.
Action research reform of a US study abroad programme in Seville, Spain
Eva Infante Mora and Davydd J. Greenwood
CASA-Sevilla is a study abroad programme for US university students with an advanced level of Spanish. In recent years, new patterns of social behaviour among students (mainly the use of technology and low-cost flights) aggravated their difficulties in establishing contacts with the local society, which often resulted in the perpetuation of stereotypes. The programme goals of cultural immersion and language improvement were therefore at risk. Through an action research and a participatory organisational development process, CASA-Sevilla stakeholders carried out a profound reform of the programme, based on the principles of active pedagogy, mentoring and community-engaged learning. This section illustrates this reform process, with its highlights and shadows.
A Satisfying Engagement with Action Research in Japan
This article presents an action research project, which I have been managing since 2001 in Tokyo, Japan. It is based on a non-profit organization (NPO), a group that promotes community-oriented lifelong learning, which was established under the 1998 NPO Law. Action research is a social research strategy, carried out by a team that includes a professional researcher and members of a community who are jointly seeking to improve their situation. This paper shows primarily how I have engaged with people at my field site, an NPO called SLG (pseudonym), and how we have produced knowledge to make changes to improve the quality of social life for more than ten years. I provide a narrative concerning recent developments at SLG in order to demonstrate how an action research project like this continually unfolds.
Managing Knowledge in UK Social Care
Joseph J. Long
a form of ‘action research’, widely used in education contexts, wherein practitioners also seek to answer questions arising from their practice through systematic enquiry and make and document adjustments as they proceed ( Altrichter et al. 1993
Rethinking Ethnographic Training and Practice in Action Anthropology
Mark K. Watson
on the civil society side to benefit from systematic study’ ( Hall and Tandon 2017: 372 ). Building on Hall and Tandon's concern, I use this article to think through the conjunction of participatory action research (PAR) with anthropology and the