Reflexive Research Methodologies

In Search of Lost Meaning: Peter Zumthor Architecture
This study is a critical assessment of meaning, its role in architectural
design and its unusual production in Peter Zumthor’s architectural practice.
Architecture contains inevitably always a fictive side. Spaces, created to
serve different events/actions or even when their purpose is just mere
representation, produce multi-dimensional realities of experience. If
architecture attempts to ignore/hide its fictive side, problems start to occur.
When meaning becomes somewhat of a goal that architecture attempts to produce through models, the result is always a kind of simulation; a
familiar concept from formalism. On the other hand some buildings do not claim to make a statement but they express their meaning just through their “existence”. Since mans rather limited ability to experience and to express his experience stipulates him to establish a coalescing relationship with any given or re-produced temporality and every other dimension of space; the architecture that he is able define through this relationship proves its capacity to produce a “difference”. When the semantic coherencies in harmony with the architectural object itself, we experience an architecture synchronous with its own internal structure and ontological position. Peter Zumthor falls into this category; the loss and rediscovery of meaning lies within the synchronicity of his design. This architecture too, has a fictive side, but instead of denying, it glorifies this fiction.

Adults are the ones who do the social science that takes young people as its object.  In this paper we draw on empirical research, social theory, our background in Youth Studies and, for one of us, experiential knowledge as a ‘former’ teenage parent, to trouble the practice of social science in general, and Youth Studies in particular. Using teenage pregnancy and parenting as a lens, the paper explores what it might mean to work at/on the limits of reflexive hindsight. We suggest that reflexive hindsight offers a particular, limited intervention into the knowledge practices of social science; one that makes explicit and plays with the ambivalence and ambiguity, even irony, of adult social scientists — who once were young — taking the behaviours and dispositions, the hopes, fears and aspirations, the past, present and futures of young people as their objects.

This article discusses why it is necessary to rebuild comparative literature in terms of a geopolitics of comparison. “Geopolitics” is understood here, following Gearóid Ó Tuathail, to mean a distinctive genre of geo-power which brought about the systemic closure of the surface of the globe. Comparative literature has been part and parcel of this process by extending a Eurocentric concept of “(national) literature” worldwide. A rebuilt comparative literature has, on the one hand, to
bring to light significant evidence of the discipline’s history within the historical and geographical context of power relations and, on the other hand, confront the coloniality of knowledge on three levels—locutionary, illocutionary, and perlocutionary. Here only the locutionary level is addressed by examining two journals— Comparative Literature and 1616: Anuario de la Sociedad Española de Literatura General y Comparada / Anuario de Literatura Comparada—from a bibliometric-analysis perspective.

La Terapia de Aceptación y Compromiso (ACT), es reconocida desde hace más de tres décadas como una de las más relevantes terapias basadas en la evidencia, por lo que ocupa un lugar privilegiado dentro de las llamadas terapias de tercera generación o tercera ola. El propósito de este artículo, más que hacer un meta-análisis estadístico o hacer un estudio clínico, es hacer un ejercicio de carácter reflexivo, puesto que los alcances de la Terapia de Aceptación y Compromiso se han extendido no solo a los ámbitos clínicos, experimentales y psicoterapéuticos, sino que han tenido un profundo impacto en la literatura científica de las terapias conductuales, cognitivas y contextualistas. El abordaje de los trastornos de ansiedad desde la Terapia de Aceptación y Compromiso ha demostrado una sólida y muy fuerte calidad en los datos obtenidos, por lo que es de las terapias con mayor efectividad para tratar la ansiedad, exhibiéndose como uno de los más eficaces tratamientos para toda la amplia gama de problemáticas que rodean a la ansiedad y trastornos asociados.

The aim of this research is to unravel and interrogate critically the recent histories of the production and reproduction of Castlefield, Manchester. This unravelling is accomplished theoretically through the historicised application of Lefebvre‘s spatial triad. Production of space histories and Castlefield‘s ‗regeneration‘ are revisited principally through archival and interview evacuations of the neglected years of the 1970s. Urban public space is seen as the key city synecdoche. The thesis argues against what is called the ‗dominant academic narrative‘: challenging the narrative where it ignores or downplays the role of counter-representations and counter-projects in the production of urban public space. The empirical research is based mainly on archival data and complimentary interview and visual data; the analyses are qualitative. Visual representations of space largely neglected in the literature are foregrounded throughout the empirical research. Spaces of representation and spatial practice are interrogated from the perspective of public space analysis which emphasises the importance of the contested nature of representations of space within the public sector and the vulnerable and unstable character of some official representations of space. The thesis therefore does not seek to reproduce what might be called a ‗traditional‘ Lefebvrian analysis which counter-poses repressive official representations of space against quotidian heroic, poetic spaces of representation. The research challenges oversimplified characterisations of Castlefield as a space simply of heritage, leisure and exclusive residential enclaves. A dynamic, complex spatial portrait is revealed whereby ludic, ‗natural‘ and abstract space rise and fall though intricate spatial layering as time unfolds. Urban differential space and ludic space are found to emerge through the interstices of abstract space as key outcomes of the contestation of space. The thesis concludes that the potential for differential urban public space exists through the production of new spaces and their diverse politicised appropriation.

Nouvel épisode de "Basculements", le podcast du LAAP traitant d'anthropologie. Dans cet épisode, Jacinthe Mazzocchetti parle de ses terrains, de son rapport à l'écriture et à la poésie. Elle questionne nos épistémologies d'anthropologues, dévoile les intimités qui se jouent et se nouent sur le terrain en réponses aux questions de Bénédicte Fontaine.

The article unpacks the issues of bias and partisanship—and the risk of being accused of these—which confront social scientists who study socio-political conflict. Drawing on the author's experience when conducting research on the conflict between animal liberation activists and their state and corporate adversaries in Britain (1999–2014), the article argues for a relational research approach—focusing on the interaction between contending parties, rather than study stakeholders singly—as a way to overcome challenges of taking sides when studying socio-political conflict. The debate generated by Howard Becker's classic essay ''Whose side are we on?'' (1967), now 50 years old, is used throughout the article as a point of reference for addressing the issues involved. The argument is made for constant reflexivity during research on radical social movements, and for ''temporary bias'' during qualitative fieldwork.

Translated from：Åsa Berggren and Bjorn Nilsson, Going back, looking forward. Reflexive archaeology or reflexive method? In: Hodder,I (ed.), Integrating Çatalhöyük: Themes from the 2000-2008 Scasons, London: British Institute at Ankara, 2014, 57-70.
刊于《南方文物》2017年第1期，253-269页。

土耳其的恰塔尔胡尤克是一个著名的新石器时代遗址，也是一个世界闻名的考古研究项目(简称 CRP)。该项目虽然已经开展了20多年．但由于来自世界各地的新的研究人员的参与、大量新发现的史 前遗物、新的资助方式以及新的研究方法的不断涌现，使它也不断焕发出新的生命力。作为学术问题的 反身性存在于方法论的领域中，反身性在方法上试图实行新的规则，以此来否定旧的规则。反身的方法 同之前旧有的方法很相似：它让考古学再次成为了一连串产生知识的过程。这一过程分为三个阶段。首
先，考古学有自己的目标、理论和预期，这些东西同特定的人、物和模式发生联系。中间的过程为实现目标的阶段。在该阶段，其他的人、物和模式会出现在田野方法和遗址中。最后。研究结果会以不同层次的一般性论著和专著形式呈现。当然，生成研究结果的过程也涉及到了这一过程本身的人、物和模式。反身性存在于科学实践之中，它是一种科学方法，并不是考古学关注的主要内容。也不是更深层次的科学问
题。本文是对恰塔尔胡尤克遗址在发掘和研究过程中所使用的反身方法进行评价。文章的主要目的并不是去指出这一方法的各个要素在实践中的是非对错，而是对其未来的发展方向进行反思和探讨。

The use of 'traditional' medicine, or a combination of biomedical treatment and 'traditional' medicine, is a common phenomenon all over Indonesia. In today's Indonesian healthcare system 'traditional' and alternative medicine coexist with globalized biomedicine. It has been found only recently that Indonesian urban, educated households are more likely to use 'traditional' than biomedical healthcare (Nurhayati & Widowati 2017). As early as 2003, Liebich described 80% of the urban population of Jakarta as occasionally or frequently using 'traditional' medicine. Despite the dominance of biomedical approaches in the Primary Health Care (PHC) system and the accompanying skepticism towards other health etiologies, the 'traditional' and complementary medicine (T&CM) market in Indonesia has experienced a veritable boom during the past 30 years. Drawing on the transdiciplinary field of health psychology and medical anthropology, this thesis discusses concepts and approaches that explain the use of T&CM in urban Yogyakarta (Java, Indonesia). These discussions are based on a Reflexive Grounded Theory study, conducted with semi-standardized interviews as the main source. The interview questions were designed to elicit narrative elements addressing previous experiences and evaluations of illness and previous treatment as well as possible combinations of medical practices. Additionally, expert interviews with different health agents illustrate conflicting interests and controversies. Even though this study focuses on illuminating issues of healthcare in urban Yogyakarta, it also finds a textual form to trace the journey of a 'Western' researcher, who tries to understand the meaning of healthcare in urban Yogyakarta. Thus, in addition to the substantive focus, this thesis has a methodological focus, aiming to trace the formative influence of the author along different steps of meaning making about healthcare in urban Indonesia. The first part of the dissertation gives insights into the contextual, epistemological and methodological background of the study (chapters 1 and 2). The second part analyzes interview narratives. This is done, on the one hand, by highlighting narrations of binary conceptualizations of 'health', 'illness' and 'healing', presented in the model of natural versus kimia. On the other hand, the analysis follows the ways in which my interviewees navigate healing, where they transcend conceptual differences by referring to their 'traditional' Javanese rasa of cocok (chapter 3). The third part of the thesis identifies the author as a situated outsider, highlighting the entanglement of a Western researcher in conceptual constructions used during interviews with Javanese women (chapter 4). The last part argues that binary thinking needs to be overcome in order to offer health seekers a truly people-centered and context-sensitive navigation of healing (chapter 5). This study highlights different voices of health seekers who emphasize that the current healthcare system in Indonesia does not meet their needs: neither the needs of the female Javanese health seekers, nor those of the medical experts and practitioners of both sectors, natural as well as kimia. Consequently, research on healthcare needs to recognize and accomodate the plurality and complexity of medical approaches, in order to bridge the rhetoric of healthcare systems and the experienced reality of health seekers as well as the formal and the informal healthcare system. Similar to bricoleurs, researchers need to consistently reflect upon and adjust their assumptions, introduce new methodological tools and use different forms of representation and interpretation to unite various disciplines, multiple methodologies, and various theoretical perspectives in their healthcare research.

India’s fetish for gold and all that glitters is hard to ignore in a country that has over 20,000 tonnes of idle gold worth over Rs.52 lakh crore. When it is a question of gold - ‘I am loving it’ would best serve to describe the collective and public Indian sentiment.

With our very own Goddess of Learning, education in India is highly valued and also a highly prized commodity.

What have the two highly prized commodities Gold and Education, to do with performance, engagement and influence of the Indian?   

Two recent events in India serve to highlight the conundrum confronting all those entrusted to ensure performance, engagement and influence India Shining. The launch of the two year Bachelor of Education Programme and the Gold Monetisation Scheme, in 2015.

The Transformative Education/al Studies project (TES) is a three-year, funded project led by researchers from three universities: a university of technology, a research-intensive university, and a rural comprehensive university. The project participants are academic staff members who are pursuing Masters and Doctoral studies and their supervisors. These participants, all engaged in self-study of their practice in Higher Education, form an inter-institutional, trans-disciplinary learning community.
TES aims to enhance and study the development of self-reflexive pedagogic, research and supervision capacity among these participants. In this article, we make public our learning thus far about supporting an emerging postgraduate research learning community involving academic staff working and studying in three very different university contexts. The data sources comprise digital logbooks kept by participants, workshop evaluations, and the researchers‟ personal reflections and communications. Our analysis contributes to a body of academic work that explores how collaborative and social approaches to scholarship can enhance research capacity, productivity and quality in Higher Education. The conceptual underpinning of the article is that of reflexive Ubuntu, which demands a consciousness of our developing 'selves' as researchers and supervisors and of our interrelationships with other people.

Background. It is well established that handwriting fluency constrains writing quality by limiting resources for higher order processes such as planning and reviewing. According to the ‘simple view of writing’ then slow keyboarding speed should hinder
the quality of keyboarded essay compositions in the same way that slow handwriting hinders handwritten essay compositions. Given a lack of touch-typing instruction in UK schools it was hypothesized that children’s written compositions produced via the keyboard would be worse than produced by hand.
Aims. To extend the work of Christensen (2004) and Rogers and Case-Smith (2002) by examining the relationship between handwriting fluency and keyboarding fluency throughout the primary school and studying the link between word-processed
compositional quality and keyboarding fluency.
Samples and methods. The handwriting fluency and keyboarding fluency of 300 children in primary school were measured. Year 5 and year 6 children completed a measure of compositional quality by hand and by keyboard.
Results and comment. There was a high correlation between handwriting and keyboarding speed and handwriting speed was consistently faster than keyboarding speed across all ages. Only a small minority of children in years 5 and 6 had faster keyboarding than handwriting speed. Results showed that children’s compositional quality was superior in the handwritten scripts as opposed to the keyboarded scripts. Keyboarded scripts were up to 2 years behind handwritten scripts in development. Writing by keyboard does not necessarily lead to improvements in script quality, compared with handwritten scripts. Explicit keyboarding instruction (touch-typing) is needed to develop keyboarding fluency and unlock the full potential of the word processor for children’s writing.

Innovative tools and teaching practices often fail to be adopted by educators in the field, despite
evidence of their effectiveness. Naïve models of educational change assume this lack of adoption arises from failure to properly disseminate promising work, but evidence suggests that dissemination via publication is simply not effective. Instead of studying the adoption or rejection of a particular intervention, this paper turns the problem around. We asked educators to describe
changes they had made to their teaching practice and analyzed the resulting stories to learn more about: the kinds of changes being made, their motivations for changing their practice, and the means by which they learned of pedagogical innovations. Of the 99 change stories analyzed, only three demonstrate an active search for new practices or materials on the part of teachers, and published materials were consulted in just eight of the stories. Most of the changes occurred locally, without input from outside sources, or involved only personal interaction with other educators. These results have important implications for educational developers, or researchers wishing to propagate information about new teaching materials or techniques.

In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students' learning needs'. By viewing different theoretical frameworks and methodologies as potentially complementary, Wyatt-Smith, Elkins and other authors in this volume move discussions beyond debates of which method is best, to a discussion of what different theoretical traditions contribute towards research on students' learning needs1. In this chapter, we seek to contribute towards this argument by demonstrating how multiple theoretical perspectives and methods can be included in a single research study as well as in programs of research that seek to explore common phenomena from different theoretical and methodological points of view (for example Green

Opportunities to develop the productive sector in the agricultural sector in eastern Indonesia is one of the drivers o f entrepreneurship in the provision of student materials from eastern Indonesia, which aims for the prosperity and welfare of local communities, which are the responsibility of every scholar who came from Eastern Indonesia. In UNITRI curriculum development plan, entrepreneurship as a compulsory subject more specific to the field and science groups. This subject will be taken by all students of science group and integrated with other courses in their curriculum courses in UNITRI. UNITRI trying to take advant age of development opportunities through programs Entrepreneurship Development from DIKTI , with the hope will be able to increase the effectiveness of achieving the vision and mission UNITRI. The purpose of the activity field Agribusiness Entrepreneurship Lecture at the Tribhuwana Tunggadewi University were p roviding insights into the concept of entrepreneurship and entrepreneurs, how to start entrepreneurship and entrepreneurial finance, the role of ntrepreneurship, entrepreneurial process, the identification of various types and how to start self - employment, entrepreneurial opportunities for potential areas of Agribusiness and productive, and the motivation and courage to jump on the student Agribusiness Entrepreneurial activity. Learning methods used in the Agribusiness Entrepreneurship Lecture activities, includes some combination of learning methods are lecture, discussion, Project Based Learning, Student Centered Learning, and comparison / Role Play, and Initiation.

Historically, the psychotherapies have subscribed to an idea that the spoken word is the first language of psychotherapy. This idea has influenced my practice but work with Susan challenged this prejudice. We have worked together to find ways of using writing to communicate things which were not finding their way into spoken language. This paper shares some stories from our written and spoken conversations. Susan and I reflect on the place of writing in our work and talk about the experience of reading each other’s writing. In this paper, I propose that writing and reading are relational practices. I suggest the reflexive movement in these activities both anticipates and shapes the responses between self and other when while reading the writings to the writer-as-listener. In preparing and presenting these writings and reflections  from within and about our conversations, I hope to create some coherence with a dialogical collaborative style of working and propose writing as a form of systemic practice and systemic inquiry.

... Judith Green, Maria Lucia Castanheira, and Beth Yeager ... J. Green (B) University of California, Santa Barbara, CA, USA e-mail: green@education.ucsb.edu 1In the United States, these students are referred to as having learning disabilities. ...

Let me start by saying that what follows might be a heavy listening exercise for some. This is why I decided to do this in the old-fashioned, academic way by what was previously correctly called "reading a paper" at a conference. The paper will be available for you to read afterwards. I also have a few slides, which I hope will help. In the end, however, my main subject, the importance of Aristotle's mirror for RPL, is a complex subject, and, maybe, for some, it might just end up as a rather incomprehensible exercise in Greek concepts. My point is: you never quite know where and how whatever you're saying will hit people. So, I guess I'm just wishing both you and myself good luck! The UCN-platform The UCN has defined what I guess might be called its "educational identity" through a concept of Reflective Practice-based Learning or RPL. This RPL-approach or-platform was summarized by Stine Bylin Bundgaard from the UCN, in a recent presentation I had the pleasure of attending on-line (ref), as consisting in six distinct "stages" or "phases" (slide 1). I have translated them as: 1 experiences (opplevelser og erfaringer), 2 suitable disturbances (passende forstyrrelser), 3 exploration (utforskning), 4 the good example (det gode eksempel), 5 collaboration or cooperation (samarbeid), and finally 6 dialog. According to the UCN's so-called "white paper" (hvidbog), the principles

Short abstract: This paper will advance a decolonial critique of paradigmatic approaches to domestic violence in public health scholarship and practice. The aim is to increase reflexivity about the 'situatedness' of these constructs in western epistemology and to propose more cosmology-sensitive approaches.

Long abstract: Intimate partner violence (IPV) has comprised one of the priority areas of public health research and practice, especially in relation to African development. However, this scholarship and practice has been dominated by gender-based violence (GBV) aetiologies that conceptualise IPV almost invariably in reference to hierarchical gender systems and relations. These aetiologies are recurrently transposed cross-culturally through a sociological methodology that is rarely informed by comprehensive ethnographic studies of IPV from specific societies. Consequently, such aetiologies have not integrated well local knowledge systems and worldviews, and especially religious epistemologies and vernacular experiences. On the other hand, studies based on more empirical or anthropological evidence do not eschew epistemological limitations by remaining situated in western metaphysics of gender and/or religion. This can hinder understanding the contextual and nuanced mechanisms that sustain or facilitate conjugal abuse or favourable attitudes about it in societies outside of Anglo-American epistemology, and especially those that are embedded in authoritative indigenous religious traditions. To demonstrate this I will draw from a year-long ethnographic study of conjugal abuse from an Orthodox society of Ethiopia that accounted for the religio-cultural cosmology of the research participants in analysing interactions between gender norms, individual attitudes and human behaviour related to conjugal abuse. To overcome the epistemological limitations of all ethnographic research and analysis, the methodology integrated ethnographic with participatory research approaches that prioritised the discourses of the local populations. The overall aim of this research has been to consolidate a model of development research and practice that is centred on local worldviews.

Intimate partner violence (IPV) has comprised one of the priority areas of public health research and practice, especially in relation to African development. However, this scholarship and practice has been dominated by gender-based violence (GBV) aetiologies that conceptualise IPV almost invariably in reference to hierarchical gender systems and relations. These aetiologies are recurrently transposed cross-culturally through a sociological methodology that is rarely informed by comprehensive ethnographic studies of IPV from specific societies. Consequently, such aetiologies have not integrated well local knowledge systems and worldviews, and especially religious epistemologies and vernacular experiences. On the other hand, studies based on more empirical or anthropological evidence do not eschew epistemological limitations by remaining situated in western metaphysics of gender and/or religion. This can hinder understanding the contextual and nuanced mechanisms that sustain or facil...

This chapter reworks notions of reflexivity, exploring how it can be considered as a process through which bodies and places, always mutually constitutive, are continuously and relationally negotiated in ways that decenter subjectivity. Negotiations are out of anyone's control, the making of bodies and places being partial, ephemeral, unsynchronized, and incomplete; the subject is only momentarily stabilized through highly contingent processes that involve being and becoming a 'place' of (and for), chaotic, multiply directed, and multi-scalar demands, expectations, and practices. I argue, accordingly, that 'reflexivity' in cross-cultural fieldwork is about allowing ourselves to be epistemologically disciplined by the unknown, which impresses us from the outside. It is about learning to accept, reject, and respond physically to externalities and subjectivities in ways that allow us to better entertain difference. In this sense, reflexivity is less about self-introspection, self-reflection, "self-conscious practices...in thinking and writing" or self-emanating contemplation of how one "positions and includes oneself in relation to a subject os study" (Marcus 1992, 489; as it is characteristically defined in the social sciences) than about learning to recognize others' constructions of us through 'their' initiatives, spaces, bodies, judgements, prescriptions, proscriptions, and so on. In metaphorical and material terms, reflexivity is about allowing our 'bodies' to become 'places' for 'fielding difference.

This paper explores roles and interventions in IS action research. I draw upon a four-year research project about electronic medical records, conducted in close collaboration with a community partner. Following a self-reflexive stance, I trace the trajectory of the research engagement and the different roles I occupied. To better understand the complex nature of collaboration found within action research projects, I propose conceptualizing action research as a network. The network framework directs our attention to the collective production and the conditions through which roles and interventions come to exist. Thus, interventions and roles can be seen as network effects—they are enacted and supported by the network. Accordingly, roles and interventions are neither simply static and fixed nor fluid and flexible; rather, these are products of past and present attachments. I demonstrate how the different attachments existing in the network at different points in time enable the configuration of particular actors with capacities to enact different roles and interventions in a diversity of contexts and settings. Finally, I illustrate what happens when these attachments are missing and how this influences the researcher’s agency.

On December 1, 2011, the full professors at Claremont School of Theology unanimously recommended two of my colleagues and me for tenure.  Provided that the Board of Trustees approves their recommendation and two extremes never come to pass (either “financial exigency” compels my institution to start laying off people willy-nilly or I do something professionally or morally egregious enough to be dismissed “for cause”), I now have a job for life! :)

Diese Forschungsarbeit stellt die Vorstudie zur Arbeit ›Intergeschlechtlichkeit aus medizinischer und nicht-medizinischer Perspektive‹ (Marek 2019) dar. Darin nähert sich die Autorin anhand eines ethnografischen Interviews mit einer intergeschlechtlichen Aktivistin dem Thema Intergeschlechtlichkeit im Modus der Zeugenschaft (in Anlehnung an Werke von Bernhard Waldenfels). Ziel dieser Methode ist es, den besonderen Anforderungen an eine inhaltliche und selbstreflexive Auseinandersetzung der Forschenden mit erkenntnisrelevanten Asymmetrien zwischen der eigenen und der Erfahrungswelt der Gesprächspartner_innen im Deutungsprozess Rechnung zu tragen.

The purpose of this article is to investigate how dramaturgy as a theoretical concept (Pavis, 2014; Szatkowski, 2017) can act as a methodological platform in relation to arts-based research. In artsbased research, the researcher has the opportunity to adopt an exploratory approach to research practices, as well as applying a wide range of research approaches and themes. The arts-based research strategies can make it challenging for the artist-researcher to navigate in a methodological
field, which, in line with increasingly divergent interpretations, becomes progressively complex. This article examines and presents a proposal on dramaturgy as a reflexive methodology. The author suggests that dramaturgy as a reflexive methodology provides the artist-researcher with a broad interpretation repertoire, where dramaturgical components such as divergence, fragmentation, transformation and polyphony are the guiding principles for the reflexive research process.

Key words: Arts-based research; dramaturgy; reflexive methodology; performative research

Dansk:
Artiklens hensigt er at undersøge, hvordan dramaturgi som et teoretisk koncept (Pavis, 2014; Szatkowski, 2017) kan fungere som en metodologisk platform i relation til kunstbaseret forskning. I kunstbaseret forskning får forskeren mulighed for at antage en eksplorerende tilgang til forskningspraksissen samt anvende en bred vifte af forskningstilgange- og tematikker. Den kunstbaserede forsknings strategier kan gøre det udfordrende for kunstner-forskeren at navigere i et metodologisk
krydsfelt, som i takt med flere og flere divergerende tolkninger bliver mere og mere komplekst. I denne artikel undersøges og præsenteres et forslag om dramaturgi som refleksiv metodologi. Jeg foreslår, at dramaturgi som refleksiv metodologi tilfører kunstner-forskeren et bredt tolkningsrepertoire,
hvor dramaturgiske komponenter som divergens, fragmentering, transformering og flerstemmighed er styrende for den refleksive forskningsproces.

Nøkkelord: Kunstbaseret forskning; dramaturgi; refleksiv metodologi; performative research

Keywords: butoh, site-specific performance and dance, poetic enquiry, performative writing, ecological performance, reflexive phenomenology
Abstract: [stories]… conjugating butoh … go, how? … creviced articulations of (academic) bodies morphing … a corporeal text … a table of contents of the poetic performa-tive … performing poet … an exegesis of arriving : humbled leavings … nuanced sea/landscape … evocations of site … of dance … word waves … always questioning … white sandy grit (in teeth and crotch : … poetic scholarship) … verbing …

Este escrito presenta el uso de técnicas de Análisis Factorial Confirmatorio (CFA), como una nueva aproximación al problema de la medición de la producción académica de profesores universitarios. Para este propósito se usa como ejemplo ilustrativo el caso de la producción académica entre 1997-1998 de 513 profesores del área de psicología de universidades Norteamericanas. A partir del análisis presentado es posible identificar tres variables latentes para describir la productividad de la muestra: tasa de producción individual, tasa de producción colectiva y probabilidad de inflación. Los resultados sugieren la necesidad de aproximaciones novedosas a las políticas de medición y fomento de la producción académica, orientadas no sólo a aumentar las tasas de producción, sino a disminuir la probabilidad de inflación.

The article proposes the use of Confirmatory Factor Analysis techniques as a new approach to the measurement problem of faculty productivity. For this purpose, the author uses an analysis of scholarly productivity with data of 513 professors in the field of psychology in North America, between 1997 and 1998. Based in this analysis it is possible to identify three latent variables that describe the productivity of the sample: one factor that captures the inflation of all the observed variables, one factor that measures individual productivity and a factor that measures the joint productivity of faculty members. The findings suggest the need of novel approaches to policies for measurement and support of faculty productivity. These policies should be oriented not only to increase the productivity rates but also to decrease the probability of inflation.

A questionnaire about how academic performance is evaluated and the importance of teaching and research was completed by 265 faculty at a UK research university. Factor analysis followed by t-tests showed that male faculty had a more realistic understanding of how their research is evaluated, rate the importance of research to their careers more highly, and are more likely than women to work over hours through choice. Women faculty are more likely than men to work over hours because of teaching workload and rate the importance of a teaching qualification more highly, despite giving similar ratings as men to the importance of teaching to their career. The implications for differential rates of promotion are discussed.

The DEHub Virtual Worlds Working Group (VWWG) consists of Australian and New Zealand higher education academics investigating the role that virtual worlds (VWs) play in the future of education. A sub group of the VWWG that includes Higher Degree Research (HDR) students and supervisors have been meeting regularly in the VW of second life. Many of these HDR students are the only student within their institution researching VWs. In many ways they lack the peer support that is so important to facilitate an expedient and successful completion of PhD candidates’ dissertations. Through the regular VW meetings the HDR VW group have overcome the isolation of working alone and have developed a strong collegial network that extends beyond their individual institutions. These students and supervisors represent a cross section of researchers who are using VWs as a vital resource for their investigations, collegial networking and student-supervisor communication. Meeting with like-minded HDR stud...

Drawing from Narrative Theory, Reflexive Inquiry, and Critical Pedagogy, the intent of this thesis is to position narrative as perspective, process, and product that together frame a transdisciplinary method to construct theoretically new ways of conceptualising and practising learning. My aim in this research is to provide a methodological means of explicating dominant stories that, for me, are problem saturated. Evoking the power of metaphor and utility of analogy, my goal is to position counter-narratives as a way to bring together theory and practise in a space where readers might reflexively examine their own experiences and, therein, improve praxis. Join-up is central to this process as I untangle learning moments situated within three unique learning environments: schools; the field; and corporate learning organisations. After critically deconstructing experiences of praxis that are operating and transformative, I aim to reconsider them in terms of the metaphors they present. The pervasive and recurring question throughout involves the role of personal meaningfulness in creating spaces for individuals to join- up with learning. Specific questions include: “How does remembering self in moments of praxis construct educational perspectives through narrative?”; “What does a critically-framed reflexive narrative methodology uniquely contribute to understanding praxis?”; “What metaphors are common within each of the three unique learning environments?”; and “What might these commonalities suggest regarding the role of join-up in learning/leading praxis?”

... And even this dimension of self-reflection of science reveals the social impli-cations of the ... archive research, as I did not expect to experience interactional problems with staff, clothes associated with ... In some cases inter-action with PAs (young women and men) was in a relaxed ...

ABSTRACT L a crisis ambiental y social que aqueja al planeta hace urgente practicar y rescatar valores para que el pensamiento científico se construya con la gente y no para la gente (Funtowicz y Ravetz, 2000). La educación juega un papel importante en esta empresa por lo que debe renovar su contrato social para que sea catalizadora de reflexiones sobre los impactos de los productos científicos y tec- nológicos en la sociedad. Una estrategia educativa es la alfabetización tecnocientífica con un enfoque CTS (Ciencia, Tecnología y Sociedad) porque impulsa acciones ciudadanas que repercuten en el diseño de políticas sobre ciencia y tecnología.