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81.
Imagining the flowers,but working the rich and heavy clay: participation and empowerment in action research for health 总被引:1,自引:1,他引:0
Gaby Jacobs 《Educational Action Research》2013,21(4):569-581
Participation of the ‘target group’ is a key concept in working on empowerment in health education. However, it raises many questions and is not without struggle. I will discuss the findings from a study into the state of the art of empowerment in health education, which includes a literature review and the analysis of eight Dutch health‐promotion projects. An important finding is that participation is not an unequivocal concept. Professionals working in health education strongly disagree on the value, goals and meaning of participation. Moreover, in working on empowerment, a tension exists—between the ideal of participatory, ‘bottom‐up’ approaches on the one hand; and the ‘top‐down’ structure of health education programmes, on the other. I will argue for a ‘realistic approach’ in which the practice of health promotion is taken as the starting point to work on empowerment. After all, imagining the flowers is easy, but working the rich and heavy clay is the challenge. 相似文献
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In the field of collaborative action research (CAR), the quality of the collaborative partnerships between university researchers and practitioners has received much attention. Most accounts focus on three areas: the question how to organise and optimise the encounter of these ‘worlds’ of scientific and practical reasoning; the professional development and emancipation of practitioners; and the enhancement of the practical utility of a CAR-project. In this article, we look at CAR projects from a different angle and explore the question how theoretical concepts are co-constructed in CAR-projects, thereby acquiring both practical as well as scientific relevance. We have focused on the participatory process of conceptualization during a CAR project in primary education, in order to find out how a key concept in the considered project is co-constructed and operationalized in multidisciplinary communities of practices. Both the theoretical validity of the concept is evaluated as well as the validity of collaboration. An ‘hourglass’ model is introduced for analysing participation in CAR projects, holding a more relational and dialogic interpretation of participation than the ‘Participation Ladder’ model. Furthermore, a heuristic approach to conceptualization in CAR projects is proposed. 相似文献
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Competition in the market is a perennial and ever‐increasing problem for independent schools. How schools can meet this pressure and find ways to attract (the best) students is a continuing question and one that will get more onerous as the government funding for education is, in relative terms, decreasing. One of the ways in which schools can show their worth is the attraction of the best teachers and being able to show potential clients how their staff contribute to the academic success of their graduating students. This study considers the relationship between teachers’ attitudes toward their work and the expectations and the extent to which their attitudes and expectations predict the academic achievements of their final year students. Results found that academic achievement is enhanced when school leadership provides an academically oriented context where values and expectations of high academic achievement are part of the school culture. Other teacher variables found to improve academic achievement are the teachers’ need for greater input into decision‐making at their schools; less formalisation of rules, procedures and process; and support through personnel, facilities, finances, equipment and resources. 相似文献
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Benjamin M. Jacobs 《Religious education (Chicago, Ill.)》2013,108(2):149-165
This historical study focuses on how John Dewey's theory of education as socialization and Mordecai Kaplan's theory of Judaism as a civilization together served as an ideological base and pedagogical framework for the creation of “progressive,” “reconstructed” American Jewish school programs in the early 20th century (1910s–1930s). In the main, progressive Jewish educators no longer conceived of Jewish education merely as a program of religious education designed to impart the ways and dictates of Judaism. Rather, Jewish education was conceptualized as a total program of socialization designed to prepare children for active and intelligent participation in American Jewish life. 相似文献
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