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- Alerby, Eva, et al.
(författare)
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A silent message is also a message
- 2005
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Ingår i: A Nordic dimension in education and research - myth or reality?. ; , s. 83-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- "Dammed taxi cab!" A twelve year old student wrote these words in the margins of a questionnaire in school concerning psychosocial well-being. Within this paper they will serve as a point of departure for the discussion. Can the messages found on the sides of the squares intended for an X in a questionnaire be considered non-messages? Or are these expressions indeed messages that are made silent and therefore can be considered silent messages? Then one might wonder what the meanings of the silent messages are that often occurs in questionnaires? Can, or maybe should, we take notice of these silent messages? According to Polanyi every human being has silent and unexpressed dimensions within themselves, which acknowledge situations where we recognise that we know more than we can explain. This is also stressed by Merleau-Ponty, who argued that something exists beyond what is said, and Bateson emphasised that a non-message is also a message - the silence tells us something. Within this paper we will highlight and discuss the significance of silent messages of communication in general, and especially in questionnaires.
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| 2. |
- Alerby, Eva, et al.
(författare)
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Lasten hyvinvointi ell – näkökulmia aiheeseen
- 2008
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Ingår i: Psykososiaalisen hyvinvoinnin edistäminen opetustyössä. - Rovaniemi : Lapin yliopistokustannus. - 9789524842280 ; , s. 39-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 5. |
- Bergmark, Ulrika, et al.
(författare)
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Appreciative based learning and research : amplifying the positive
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we will explore and discuss possibilities to learn and research through an appreciative approach in order to enhance continuing professional development for teachers and leaders in school systems. Traditionally humans are used to define problems and trying to find solutions. This involves identification of the bad or threatening and preventing it from taking place, in other words prevention. What would happen if we choose to solve problems in a different way: identify what we appreciate and let this be the base for continued development and improvement? A promoting perspective and salutogenic focus has shown to be successful in helping humans increase their experience of health, which may also create opportunities for learning. How would it be if we changed our point of departure in learning and research processes from problems to appreciation?Our thoughts about Appreciative Based Learning (ABL) has evolved while working with Problem Based Learning (PBL) as teachers. When we came in contact with Participatory and Appreciative Action Research (PAAR) and Appreciative Inquiry we sensed an increased opportunity for positive change, a new way of working with education and research. PAAR can be seen both as a process of building and sustaining change in organizations (Participation, Appreciation, Action and Reflection) and also as a research methodology. PAAR has its roots in action research which is a problem based method aiming at developing and improving practice. Action research can be seen as participatory and collaborative research. A central question in this kind of research is how change of practice can be done, individually or collectively. The new aspect in PAAR is appreciation. An improvement process starts from for example acknowledging factors that work well in an organization or for an individual and the next step is to amplify these positive factors. PAAR research seeks for example to explore positive experiences of a phenomenon and how these experiences can be amplified and sustained in a practice.Central aspects of ABL are appreciation, participation, multimodalities, learning from each other and reflection. Just like PAAR, ABL can offer an opportunity to take positive questions and turn them into positive actions. We will give examples of how we as teachers and researchers have applied ABL in our own teaching and research. Finally we raise questions of how ABL can play a role in school improvement and educational research, building not only a better school but a better future as well.Methodology or methods/research instruments or sources used:We will focus on how to use ABL in the field of school improvement generally and specifically pertaining to educational research, through giving the theoretical background and examples of how we have applied ABL. We have been inspired by ABL in our own research, when teaching in higher education and when working with continuing professional development for teachers and leaders in school systems.Conclusions or expected outcomes or findings:This paper seeks to introduce and explore ABL as a method in school improvement processes and in educational research. We will share our process in developing ABL; how we have applied ABL in our teaching and research. We hope that our thoughts about the possibility to learn and research through an appreciative approach will inspire the participants to reflect on their own practice.
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| 6. |
- Bergmark, Ulrika, et al.
(författare)
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Listen to me when I have something to say : students paricipation in research for sustainable school improvement
- 2009
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Ingår i: Improving Schools. - : SAGE Publications. - 1365-4802 .- 1475-7583. ; 12:3, s. 249-260
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students' participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects - Full of Value and Arctic Children - to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The methods used in the projects were open writing, group reflection, drawings, and exhibition discussions. This research showed that students were able to explore and express their lived experiences of behaviour and well-being in school, and how this was linked to positive change. We found students trustworthy, capable, and competent, enriching the process of school improvement.
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| 7. |
- Bergmark, Ulrika, et al.
(författare)
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The cup is half full : appreciating the positive present in research and in practical work in school
- 2008
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Ingår i: ECER 2008 Gothenburg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this workshop we will present the background and the development of Participatory Appreciative Action Research (PAAR) as a research methodology and a school improvement process as well. This method has its roots in participatory action research which emphasizes the improvement of practice through involvement and participation. The new addition in PAAR is the appreciative aspect, this means for example working together and sharing the best practices and appreciating each other and our abilities. PAAR can be viewed as the opposite of problem-solving because it focuses on success and what works well instead of problems. Key concepts in PAAR are re-framing, positive questions, participation and positive present. These concepts will be discussed and explored. PAAR offers an opportunity to take positive questions and turn them into positive actions. This can be compared to Antonovsky's way of looking at health and development driven by the positive, in other words what is healthy not what is ill. This perspective can also be used when building an educational setting that encourages co-operation and sharing which make possible a positive psychosocial culture enhancing the learning process.We will give examples of how we as researchers have applied PAAR to our own research areas that include ethical perspectives on learning and health promotion with children in compulsory school in Sweden. Finally we raise questions of how educational research and school improvement relate to each other and if, in what way and when they can cooperate in building not only a better school but a better future.Methodology or methods/research instruments or sources used:We will focus on how to use PAAR methodology in the field of school improvement generally and specifically pertaining to educational research and health promotion, through giving the theoretical background and examples of how we have applied PAAR in our own research with students in compulsory school.Conclusions or expected outcomes or findings: This hour-long workshop seeks to introduce and explore PAAR as a method in educational research and in school improvement processes. After giving the background of PAAR, the participants in the workshop will have the opportunity to begin to explore how PAAR can be used in their own research and/or practice. This is done through interactive activities. We will present how we have used PAAR in our research and hope that this will inspire the participants to reflect on their own research and practice. We also want to address the issue of the relationship between research and improvement of a practice.
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| 8. |
- Ghaye, Tony, et al.
(författare)
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Participatory and appreciative action and reflection (PAAR) : democratizing reflective practices
- 2008
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 9:4, s. 361-397
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Tidskriftsartikel (refereegranskat)abstract
- The paper introduces a new approach to reflecting and acting called participatory and appreciative action and reflection (PAAR). It explores its potential to enable individuals and groups to move forward, to improve their working practices and lives in particular communities and contexts. The paper situates PAAR in the historical context of participatory and action methodologies and reflective learning. It suggests that using PAAR requires four strategic ‘turns'. By turn we mean a change in direction from one way of thinking and practising to another. The four turns are: (i) away from a preoccupation with changing behaviours in order to solve problems, with ‘fixing' things and an engagement in deficit-based discourses, towards the development of appreciative insight, understanding the root causes of success and sustaining strengths-based discourses in order to amplify those things that will help build a better future from the positive present; (ii) away from self-learning (individualism and isolation) and towards collective learning through interconnectedness, appreciative knowledge sharing and the use of new forms of communications technology which enable simultaneous action in dispersed geopolitical spaces; (iii) away from one way of knowing and one perspective on truth to an acceptance of more pluralistic view of ways of knowing, of understanding human experience and putting this knowing to good use; (iv) away from reflective cycles and spirals and towards the use of a reflective learning (r-learning) framework comprising four mutually supportive processes. They are those of developing an appreciative ‘gaze', of reframing experience, of building practical wisdom and of achieving and moving forward.
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| 10. |
- Kostenius, Catrine, et al.
(författare)
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Being Relaxed and Powerful: Children’s Lived Experiences of Coping with Stress
- 2009
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 23:3, s. 203-213
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Tidskriftsartikel (refereegranskat)abstract
- Our aim was to describe and develop an understanding of children's lived experiences of coping with stress. Twenty-three Swedish children, ages 10-12, wrote open letters and were interviewed. The phenomenological analysis resulted in three main themes: (i) depending on oneself, others and the world around, (ii) choosing to be a doer and (iii) being in the here and now. We understood the children's lived experiences of coping with stress as them being relaxed and powerful. The children chose to be active doers or inactive beings and their relationships, as well as their surroundings, helped or hindered their coping. Possible health promotion work is discussed.
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