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| 2. |
- Moksnes Furu, Eli, et al.
(author)
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Facilitation in Action Research as Democratic Partnership - cases from three Nordic countries
- 2015
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In: Paper presented at NERA Conference 4-6 March 2015, Gothenburg.
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Conference paper (other academic/artistic)abstract
- This paper focuses on partnership between university and schools through exploring how university researchers facilitate democratic professional development projects. The role of the facilitator in Nordic educational action research is influenced by the democratic traditions (Rönnerman, Furu & Salo 2008). The inquiry is based on three on-going projects; “Dialogue Conferences” (Norway), “Research Circles” (Sweden) and “Tailored Professional Development” (Finland). Through a narrative approach we explore how our own sayings and doings (as facilitators) enable and constrain democratic partnerships (relatings) and professional development in long-term projects with practitioners. The data material consists of research diaries, reflective writings and meeting notes. The result contributes with I) descriptions of professional development projects aiming for democratic education, i.e. education where all partners participate on equal terms and contribute with knowledge and experiences, II) deeper understanding of the practices of facilitating and also the practice architectures (Kemmis & Grootenboer 2008) that enable and constrain sustainable and democratic partnerships. These insights provide a contribution to the on-going discussion on the Nordic dimension in action research. Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice. In S. Kemmis & T.J. Smith (eds.) Enabling Praxis: Challenges for education. Rotterdam: Sense. Rönnerman, K., Furu, E.M. & Salo, P (Eds.). (2008) Nurturing Praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense.
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| 3. |
- Moksnes Furu, Eli, et al.
(author)
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Nurturing Praxis: In a Nordic Light
- 2008
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In: Rönnerman, K., Moksnes Furu, E. & Salo, P. (eds.). Nurturing Praxis: Action Research in Partnerships between School and University in a Nordic Light. - Rotterdam : Sense Publishers. - 9789087905835 ; , s. 3-10
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Book chapter (other academic/artistic)
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| 5. |
- Olin, Anette, 1967, et al.
(author)
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Facilitating democratic professional development: exploring the double role of being an academic action researcher
- 2016
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In: Educational Action Research. - : Informa UK Limited. - 0965-0792 .- 1747-5074. ; 24:3, s. 424-441
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Journal article (peer-reviewed)abstract
- This article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures.
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| 6. |
- Olin, Anette, 1967, et al.
(author)
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Facilitating Democratic Professional Development projects in three Nordic countries
- 2014
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In: Managing Global Changes and Education Reforms: Asia and Pacific Resonses. APERA Conference, 19-21 Nov, 2014, Hong Kong.
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Conference paper (other academic/artistic)abstract
- This paper focuses on partnership between university and schools through exploring how university researchers facilitate democratic professional development projects. The role of the facilitator in Nordic educational action research is influenced by the democratic traditions of study circles and dialogue conferences that started in working life and was introduced in education during the 90s (Rönnerman, Furu & Salo 2008). The inquiry is based on three on-going projects; “Dialogue Conferences” (Norway), “Research Circles” (Sweden) and “Tailored Professional Development” (Finland). Through a narrative approach we explore how our own sayings and doings (as facilitators) enable and constrain democratic partnerships (relatings) and professional development in long-term projects with practitioners. The data material consists of research diaries, reflective writings and meeting notes. The result contributes with I) descriptions of professional development projects aiming for democratic education, i.e. education where all partners participate on equal terms and contribute with knowledge and experiences, II) deeper understanding of the practices of facilitating in different Nordic countries and also the practice architectures (Kemmis & Grootenboer 2008) that enable and constrain sustainable and democratic partnerships. These insights provide an extensive Nordic perspective on partnership with thorough descriptions from Nordic traditions that may open new perspectives globally. References: Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice. In S. Kemmis & T.J. Smith (eds.) Enabling Praxis: Challenges for education. Rotterdam: Sense. Rönnerman, K., Moksnes Furu, E. & Salo, P (Eds.). (2008) Nurturing Praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense.
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| 7. |
- Persson, Anders, et al.
(author)
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Power and resistance, powerlessness and action in school
- 2007
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In: Action research. - 9788276347180 ; , s. 203-219
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Book chapter (peer-reviewed)abstract
- Action research brings to the fore questions regarding both the power over knowledge building and, consequently, questions on the quality of knowledge. Action research makes visible two dimensions that in this regard are significant. First, the dimension outside-inside where action research more than traditional research voice an inside perspective. This means that those on whom research is conducted receive a greater amount of influence on the problems guiding the research and sometimes become participants in the research process. Secondly, there is the top-bottom dimension, where action research is often associated with a perspective from below. This perspective can, in the hierachies of working life, mean the employees’ perspective, but also the client perspective. In both these dimensions, power and knowledge are intertwined, as it is understood that those people on whom the research is being done get more influence on the research, thereby one must suppose that the quality of knowledge changes. Action research can then not only be close to practice but also to the client. It is also often associated with change, which implies that at times the researcher takes on a more active and intervening role than in traditional research, which at times may mean that established power arrangements are challenged. How then are we to understand action learning, that possibly is something else than action research, within the framework of a power perspective? This is the theme of the ensuing text.
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| 8. |
- Rönnerman, Karin, 1952, et al.
(author)
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15 år med nordiskt nätverk för aktionsforskning
- 2018
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Reports (other academic/artistic)abstract
- This report is about the establishment of a Nordic Network fo r Action Research and how the network has been working with the academic tasks of research , education, and cooperation with the society. The Network was established in 2004 and has worked together around specific issues about action research viewed from a Nordic perspective based on a culture of bildung and folk enlightenment. In the research part papers have been written and presented in Nordic and European conferences as well as at a conference in Australia. From the papers, both articles and books have been developed and published internationally. Within education, a Nordic master’s program in Education started in 2011 at the Department of Education and Special Education in collaboration with UiT the Arctic University of Norway. This collaboration has been around students, both Swedish and Norwegian, during the full program (4 years part -time). Many different ways have been used on- line to keep up with the collaboration. The students have also participated in the conference set up by building the network , where they have presented action research carried out in their own schools. A core in the network has been to establish partnerships with schools in municipalities close to the universities. These collaborations have been documented and presented in int ernational books but have also been a good way for researchers to have a link to schools for their research as well as for schools to have a link to universities in discussing action research. The report is finalized with a short analysis from the lens of the theory of practice architectures to understand what enabled and constraint the activities during 15 years.
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| 9. |
- Rönnerman, Karin, 1952, et al.
(author)
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Action research in Nordic countries - a way to see possibilities
- 2008
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In: Rönnerman, K., Moksnes Furu, E. & Salo, P. (eds.). Nurturing Praxis: Action research in partnerships between school and university in a Nordic light. - Rotterdam : Sense Publishers. - 9789087905835 ; , s. 21-37
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Book chapter (other academic/artistic)
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| 10. |
- Rönnerman, Karin, 1952, et al.
(author)
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Bringing ideals into dialogue with practices: on the principles and practices of the Nordic Network for Action Research
- 2016
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In: Educational Action Reserch. - : Informa UK Limited. - 0965-0792 .- 1747-5074. ; 24:1, s. 46-64
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Journal article (peer-reviewed)abstract
- In this article we present the Nordic Network for Action Research, established in 2004. We describe how the network has explored, bridged and nurtured the inherent action research dynamics of ideology and methodology. This has been done through an understanding anchored in educational traditions, and by focus on three important ideal-shaping Nordic educational concepts: bildung, folk enlightenment and pedagogy. The specific procedures used for learning based on dialogue have been scrutinized and transformed into activities. These activities are being developed in the network, and used in collaboration with researchers and with teachers and leaders in preschools and schools. The article concludes the importance of ongoing global conversations, based on openness, shared democratic values and collaboration between various participants.
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