Inhalt
IJAR – International Journal of Action Research
1-2018: Free Contributions
Patricia A. Wilson / Elizabeth Walsh / Alan Bush: First Person Action Research in Complex Social Systems: three stories of praxis
João Alberto Arantes do Amaral / Aurélio Hess: The Dynamics of Providing Support to Crack Cocaine Addicts in Open-Air Drug Scenes: the lessons learned by the ‘Helpers’ intervention project
Vahid Rahmani Doqaruni / Behzad Ghonsooly / Reza Pishghadam: A Practical Model for Integrating Action Research Time into Second Language Education Schedule
Sandro de Castro Pitano / Cheron Zanini Moretti / Alfonso Torres Carrillo / Danilo R. Streck: Participation and Democratization of Knowledge: new convergences for reconciliation: a report from the 5th Conference of the Action Research Network of the Americas
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Abstracts
First Person Action Research in Complex Social Systems: three stories of praxis (Patricia A. Wilson, Elizabeth Walsh, Alan Bush)
In a world increasingly characterised by uncertainty, social inequality, and ecological degradation, how can action researchers engage in ways that support regenerative systems change in the living systems of which they are part? How can the inhabitants of living systems co-create experiences and conditions of thrivability? These questions animated the reflective practice of the authors as they each engaged in collaborative action research projects in three different, socially complex and contested contexts. The article explores the dialogic methodologies the authors employed, the impacts and outcomes experienced by the participants, and the evolution of the authors’ own practices as action researchers and catalysts of change. Wilson draws on a three-year action research project in peri-urban Mexico on sustainable community development. Bush explores a year of engagement fostering resilient urban systems in Asheville, North Carolina. Walsh reflects on her ten-year praxis of fostering regenerative dialogue amid social conflict and vulnerability in a gentrifying neighbourhood of Austin, Texas. The comparative analysis of the three stories concludes with propositions for action research praxis in the context of social complexity. Keywords: action research, distributed leadership, generative dialogue, thrivability, regenerative design, complex social systems, situated spiritual practice
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The Dynamics of Providing Support to Crack Cocaine Addicts in Open-Air Drug Scenes: the lessons learned by the ‘Helpers’ intervention project (João Alberto Arantes do Amaral, Aurélio Hess)
Providing support to crack cocaine drug addicts who inhabit open-air drug scenes is a challenge requiring a multidisciplinary support team with the necessary resources and capabilities to provide effective help. The dynamics of interactions between the support team and the addicts can be very complex, and may involve several stakeholders with different perspectives and, sometimes, conflicting goals. We describe the Helper’s project, an intervention project which worked with a group of seventy people: most of them crack cocaine addicts, between February 2009 and November 2009 in Cracolândia (a very run-down open-air drug area of downtown Sao Paolo, Brazil); the project was delivered by a group of fifteen volunteers. We discuss the nature of the intervention from a systemic perspective. We present our findings related to the dynamics of the intervention that influences and is influenced by several other dynamics. We discuss the interrelationships among these dynamics, to provide a deeper understanding of the intervention process. Keywords: Systemic intervention, Crack cocaine addicts’ dynamics, System Dynamics, Cracolândia, Open-air drug scene
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A Practical Model for Integrating Action Research Time into Second Language Education Schedule (Vahid Rahmani Doqaruni, Behzad Ghonsooly, Reza Pishghadam)
Time limitation has always been considered a major problem in conducting action research (AR) in the field of second/foreign language teacher education. In order to overcome the lack of time obstacle to research engagement, a comprehensive framework was set up in this study that allowed teachers the flexibility to plan and incorporate research activities into their current teaching schedule. Seven Iranian teachers of a private English language teaching institute participated in the present study. The structure of first- and second-order AR was used in this collaborative AR study. Qualitative modes of inquiry, including reflective journal and semi-structured interview, were used to elicit teachers’ views about conducting their AR projects. Analysis of the data revealed three major themes about AR that concerned issues such as empowering teachers in dealing with a particular problem, creating a sense of belonging to a professional community, and helping them to value time allotment. Keywords: first-order action research, second-order action research, reflective journal, semi-structured interview, teachers’ views
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Participation and Democratization of Knowledge: new convergences for reconciliation: a report from the 5th Conference of the Action Research Network of the Americas (Sandro de Castro Pitano, Cheron Zanini Moretti, Alfonso Torres Carrillo, Danilo R. Streck)
In 1977 in Cartagena de las Indias, Colombia, an international conference was held gathering leading personalities in action research from all continents. The fifth conference of the Action Research Network of the Americas (ARNA), held in the same city, June 12-16 2017, sought to bring back the memory of this meeting and identify advances and obstacles to action research today. Under the title “Participation and Democratisation of Knowledge: new convergences for reconciliation”, the event gathered people from different social contexts and fields of action from 60 countries, representing all continents. This report is based on notes taken by the authors during the conference. Fifty-two key words were identified that provided the base to systematise a few central topics of the conference, including the consolidation of values and principles of participatory research, decolonisation as an ethical, political and esthetic commitment, the role of universities in relation to innovative and transgressive practices, epistemology from below and the transforming potential of systematising experiences. Keywords: ARNA (Action Research Network of the Americas); IAP (Investigación Acción Participativa); decolonization; epistemological ruptures; popular education
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