an article by Paul Andell (University of Suffolk, Ipswich, UK) published in Safer Communities Volume 18 Issue 2 (2019)
Abstract
Purpose
County lines involving the exploitation of vulnerable children and young people by gangs have been described as a bigger threat than the exploitation exposed by the Rotherham scandal (The Times, 27 November 2017). The purpose of this paper is to explain the contingencies and drivers informing gang identities in the irregular economy of drugs and make some suggestions to address these.
Design/methodology/approach
The paper discusses the social reality (ontology) of UK gangs in the UK and the different theories of knowledge about gangs (epistemologies) that can both help and hamper gangs’ policy and practices. The paper is based on recent research and sets out strategic ideas for good community safety practice in order to develop multi-modal partnership interventions in gang-affected neighbourhoods. Recent policies are located within the broader political economy of crime, which raises questions of current policy direction to achieve safer neighbourhoods.
Findings
A critical realist approach to gangs (Pitts, 2016) assumes that unobservable structures (patterns of relations and roles) cause observable events (gang behaviour). This suggests a reality of gangs independent of theories about them. In this paradigm, the author’s theories about the world are historically, socially and culturally situated and always partial. Not only do gangs change in space and time, but also so do the author’s representations of them.
Research limitations/implications
Arguably, at this moment, the authors’ best ideas about the underlying causal forces which precipitate gangs involve social structures which have push and pull factors acting in conjunction with culturally enmeshed individuals with limited choices. The pushes of social exclusionary factors such as institutional racism and unemployment act in consort with pull factors of excessive consumerism. However, the author’s ideas about gangs are partial and fallible, and this demands a methodological pluralism that involves a range of stakeholders when researching and formulating appropriate interventions.
Practical implications
To address the impact of gang violence at the micro or neighbourhood level, Andell and Pitts (2009, 2013, 2017) developed an interactive model of action research which is inclusive of the experiences and knowledge of stakeholders. This knowledge can be valuable not only to build multi-modal strategies in gang-affected neighbourhoods, but can also be useful as a reflexive spur to provide feedback and direction on what works to reduce community harms. Earlier research experience (Andell and Pitts 2009, 2013, 2017) informs ideas that that single agency or “siloed” approaches to problems associated with gangs and drug markets can cause confusion and mistrust for other stakeholders and that more integrated approaches are needed.
Social implications
In order to assist young people to attain their potential with the assistance of institutions, both micro and macro changes need to take place. The social capital of community networks needs to be enhanced and the redistributive potential of economic policy needs to be enacted. Therefore, policy is needed which is founded on the belief that research is capable of understanding the mechanisms that produce material and cultural domination, and this analysis, in conjunction with stakeholder knowledge, could lead to a realistic program for collective actions in both the micro and macro spheres that reduce relative deprivation and curb the cultural mores for excess.
Originality/value
The paper suggests a critical realist approach to gangs (Pitts, 2016) and assumes that unobservable structures (patterns of relations and roles) cause observable events (gang behaviour). This imputes a reality of gangs independent of theories about them. In this paradigm, the author’s theories about the world are historical, socially and culturally situated and always partial. Not only do gangs change in space and time, but also so do the author’s representations of them.
Showing posts with label action_research. Show all posts
Showing posts with label action_research. Show all posts
Monday, 19 August 2019
Wednesday, 14 August 2019
Sustainability as an ecology of learning, thinking and acting: Using the World Health Organization’s six P’s as an action-research intervention to create public value with multiple bottom lines
an article by Christa Breum Amhøj (Copenhagen Business School, Denmark) published in Local Economy: The Journal of the Local Economy Policy Unit Volume 34 Issue: 5 (August 2019)
Abstract
This paper elaborates on how sustainabilising entails rethinking about areas that include rationality, organisations, knowledge, leadership and value and about transforming these areas into an ecological way of thinking, learning and acting.
We argue that sustainability needs to become a verb, something we do. However, one thing is rethinking areas; another thing is to work it into a craft of research.
Therefore, the second section in the paper unfolds a conceptualisation of a specific action-learning project in Danish municipalities, called ‘Sustainable and Healthy Cities through Urban Nature Relations’. This project transforms the theoretically rethinking of sustainability into a craft of research.
Informed by the proposed theoretical lens, the action-learning process involves research based on the World Health Organization’s six P’s (people, place, participation, peace, prosperity and planet).
The action research can be understood as a process of taking risks, becoming disorientated and moving beyond the comfort zone. However, the six P’s and thereby the cross-professional groups, the place, the participation and the value of the process is all about collective techniques and about care. It aims to create an emerging ecology of practices and of belonging and co-existing lives. It creates a field of actions a ‘milieu’ but without a fixed horizon.
Abstract
This paper elaborates on how sustainabilising entails rethinking about areas that include rationality, organisations, knowledge, leadership and value and about transforming these areas into an ecological way of thinking, learning and acting.
We argue that sustainability needs to become a verb, something we do. However, one thing is rethinking areas; another thing is to work it into a craft of research.
Therefore, the second section in the paper unfolds a conceptualisation of a specific action-learning project in Danish municipalities, called ‘Sustainable and Healthy Cities through Urban Nature Relations’. This project transforms the theoretically rethinking of sustainability into a craft of research.
Informed by the proposed theoretical lens, the action-learning process involves research based on the World Health Organization’s six P’s (people, place, participation, peace, prosperity and planet).
The action research can be understood as a process of taking risks, becoming disorientated and moving beyond the comfort zone. However, the six P’s and thereby the cross-professional groups, the place, the participation and the value of the process is all about collective techniques and about care. It aims to create an emerging ecology of practices and of belonging and co-existing lives. It creates a field of actions a ‘milieu’ but without a fixed horizon.
Monday, 10 June 2019
From evidence to action: Applying gender mainstreaming to pay gaps in the Welsh public sector
an article by Alison Parken and Rachel Ashworth (Cardiff University, UK) published in Gender, Work & Organization Volume 26 Issue 5 (June 2019)
Abstract
Progress on reducing gender disparities remains painfully slow, despite efforts to identify the determinants of gender pay gaps and specify size and shape.
Recent studies highlight the need for a more nuanced account of the way that public policy shapes organizational responses and insights into the types of organizational practices that diminish pay disparities.
In response, this research reports on an action research intervention in three large Welsh public organizations, subject to a unique statutory equality duty. Data demonstrate how an evidence‐based gender mainstreaming approach facilitated the development of a ‘no blame’ strategy, which legitimized organizational proactivity through collaborative and empowering change management processes.
The research contributes to the study of gender pay gaps by demonstrating that gender mainstreaming, with facilitative local conditions and supportive public policy, shapes action on gender segregation, with particular success in women's low‐paid employment.
Conclusions highlight theoretical and policy implications arising from the research.
Full text (PDF 20pp)
Abstract
Progress on reducing gender disparities remains painfully slow, despite efforts to identify the determinants of gender pay gaps and specify size and shape.
Recent studies highlight the need for a more nuanced account of the way that public policy shapes organizational responses and insights into the types of organizational practices that diminish pay disparities.
In response, this research reports on an action research intervention in three large Welsh public organizations, subject to a unique statutory equality duty. Data demonstrate how an evidence‐based gender mainstreaming approach facilitated the development of a ‘no blame’ strategy, which legitimized organizational proactivity through collaborative and empowering change management processes.
The research contributes to the study of gender pay gaps by demonstrating that gender mainstreaming, with facilitative local conditions and supportive public policy, shapes action on gender segregation, with particular success in women's low‐paid employment.
Conclusions highlight theoretical and policy implications arising from the research.
Full text (PDF 20pp)
Thursday, 1 August 2013
Action Research and Its History as an Adult Education Movement for Social Change
an article by Michael Glassman, Gizem Erdem and Mitchell Bartholomew (The Ohio State University, Columbus, USA) published in Adult Education Quarterly Volume 63 Number 3 (August 2013)
Abstract
This article is an attempt to tell the story of action research as it has developed over the last half century.
Action research has become an important part of a number of research programs, especially in the field of education. Action research is a powerful idea centering on humans’ ability to break free from deleterious social habits through autonomous, democratic participation.
Action research was originally conceived as an adult education program influenced by the work of Eduard Lindeman, Kurt Lewin, John Dewey, and Jean Piaget.
A second branch of action research, participatory action research, emerged about 5 years later guided by the sociological work of William Foote Whyte. Participatory action research focused less on democratic processes and egalitarian decision making and more on understanding organizational problems through the eyes of the participants.
Chris Argyris and Eric Trist both extended action research in new directions by merging new ideas.
Abstract
This article is an attempt to tell the story of action research as it has developed over the last half century.
Action research has become an important part of a number of research programs, especially in the field of education. Action research is a powerful idea centering on humans’ ability to break free from deleterious social habits through autonomous, democratic participation.
Action research was originally conceived as an adult education program influenced by the work of Eduard Lindeman, Kurt Lewin, John Dewey, and Jean Piaget.
A second branch of action research, participatory action research, emerged about 5 years later guided by the sociological work of William Foote Whyte. Participatory action research focused less on democratic processes and egalitarian decision making and more on understanding organizational problems through the eyes of the participants.
Chris Argyris and Eric Trist both extended action research in new directions by merging new ideas.
Wednesday, 27 June 2012
Action research into the evolving role of the local authority in education ...
The Final report for the Ministerial Advisory Group
by Natalie Parish, Andrew Baxter and Leigh Sandals (ISOS Partnership) for
Summary
The purpose of this research has been to explore how local authorities are evolving and adapting their role to meet the needs of a more autonomous education system. The particular focus of the research has been on three core responsibilities of the local authority in education:
The purpose of this study is to provide a picture, drawn from a small number of local authorities from across the country, of how currently local authorities are practically responding to the challenges and opportunities afforded by a more autonomous education system.
Nine local authorities were selected to take part in the action research, based on criteria which were designed to ensure a broadly representative sample. The selection included authorities with:
Full text (PDF 102pp)
by Natalie Parish, Andrew Baxter and Leigh Sandals (ISOS Partnership) for
Summary
The purpose of this research has been to explore how local authorities are evolving and adapting their role to meet the needs of a more autonomous education system. The particular focus of the research has been on three core responsibilities of the local authority in education:
- ensuring a sufficient supply of school places,
- tackling under-performance in schools whilst ensuring high standards, and
- supporting vulnerable children.
The purpose of this study is to provide a picture, drawn from a small number of local authorities from across the country, of how currently local authorities are practically responding to the challenges and opportunities afforded by a more autonomous education system.
Nine local authorities were selected to take part in the action research, based on criteria which were designed to ensure a broadly representative sample. The selection included authorities with:
- a high percentage of well‐established academies,
- a high percentage of newly converted academies,
- a rich diversity of schools including academies, free schools and teaching schools, and
- a high proportion of community, voluntary aided and voluntary controlled schools
- Executive summary
- The context and strategic response
- Ensuring a sufficient supply of school places
- School improvement
Full text (PDF 102pp)
Monday, 10 October 2011
Improving the process of career decision making: an action research approach
an article by Paul Greenbank, (Teaching and Learning Development Unit, Edge Hill University, Ormskirk) published in Education + Training Volume 53 Issue 4 (2011)
Abstract
Purpose
This study adopts an action research approach with the aim of improving the process of career decision making among undergraduates in a business school at a “new” university in the UK.
Design/methodology/approach
The study utilised unfreezing techniques, multiple case studies in conjunction with the principle of analogical encoding, and lecture input to influence the values underpinning the way students intend to engage in the process of career decision making. The paper draws on evidence collected over three cycles of an action research project and from different data sources, i.e. questionnaires, interviews and observations.
Findings
The study found that students from working class and middle class backgrounds exhibited similar types of career decision making behaviour. The students tended not to have a future orientation; they relied on informally absorbed information and their intuition rather than rational approaches to decision making; and they demonstrated an unwillingness to be instrumental and operate as “players”. The series of interventions (i.e. the unfreezing exercise, the case studies and the lecture input) resulted in shifts in attitude to career decision making and preparation, particularly for those students who engaged in all three stages of the intervention The unfreezing exercise was seen as particularly important in encouraging students to critically reflect on their career decision making.
Originality/value
This research provides new insights into the factors influencing the way undergraduates approach career decision making. It also provides suggestions for encouraging students to critically reflect on how they make career decisions and prepare for the transition to the graduate labour market.
Abstract
Purpose
This study adopts an action research approach with the aim of improving the process of career decision making among undergraduates in a business school at a “new” university in the UK.
Design/methodology/approach
The study utilised unfreezing techniques, multiple case studies in conjunction with the principle of analogical encoding, and lecture input to influence the values underpinning the way students intend to engage in the process of career decision making. The paper draws on evidence collected over three cycles of an action research project and from different data sources, i.e. questionnaires, interviews and observations.
Findings
The study found that students from working class and middle class backgrounds exhibited similar types of career decision making behaviour. The students tended not to have a future orientation; they relied on informally absorbed information and their intuition rather than rational approaches to decision making; and they demonstrated an unwillingness to be instrumental and operate as “players”. The series of interventions (i.e. the unfreezing exercise, the case studies and the lecture input) resulted in shifts in attitude to career decision making and preparation, particularly for those students who engaged in all three stages of the intervention The unfreezing exercise was seen as particularly important in encouraging students to critically reflect on their career decision making.
Originality/value
This research provides new insights into the factors influencing the way undergraduates approach career decision making. It also provides suggestions for encouraging students to critically reflect on how they make career decisions and prepare for the transition to the graduate labour market.
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