JournalTOCs

Forskning & Forandring : Research and Change
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This is an Open Access Journal

Open Access journal
ISSN (Online) 2535-5279
Published by Cappelen Damm Akademisk

[6 journals]

Leder
- Authors: Janne Madsen, Erik Lindhult, Ulrik Gensby
  Pages: 148 - 153
  Abstract: Leder vol 4 no 2
  PubDate: 2022-01-11
  DOI: 10.23865/fof.v4.3705
  Issue No: Vol. 4, No. 2 (2022)
Lærende kortlægning
- Authors: Peter Hagedorn-Rasmussen, Anita Mac, Henrik Lund, Pelle Korsbæk Sørensen, Rikke Thomsen
  Pages: 1 - 22
  Abstract: Artiklen argumenterer for, at jo mere praksis er involveret i at udforske og definere problemstillinger i deres arbejdsliv, des bedre er mulighederne for, at der konstrueres relevante forståelser og handlekompetence. Artiklen benævner denne teoretiske og metodiske tilgang som den lærende kortlægning. Denne står i kontrast til traditionelle surveybaserede kortlægningstilgange, der definerer problemstillinger på en abstrakt og dekontekstualiseret måde. Den lærende kortlægning er baseret på aktionsforskning og læringsteori, der vægter deltagernes involvering i udviklingen af problemstillinger. Læring skabes transaktionelt i mødet mellem forsker- og arbejdspraksis og er inspireret af pragmatismen. Metodisk er den lærende kortlægning baseret på en række delprocesser, der både inddrager deltagernes erfaringer og viden - og forskningsbaseret viden, der perspektiverer og forstyrrer deltagernes erfaringer. Ved at skabe forstyrrelser og kritisk udforske eksisterende erfaringer, skabes nye erkendelser og betydningsindhold både for deltagerne og forskerne. Det er erkendelser, der ikke ville kunne begribes gennem traditionel dataindsamling. I det metodiske design anvendes bl.a. udsagnskort, perspektivsamtaler og spejling. Gennem analyse af én ud af 17 cases i et samarbejdsprojekt mellem et universitet og arbejdspladser, vises eksemplarisk hvilke processer, erkendelser og rekonstruktioner af problemforståelser, der etableres. Afslutningsvis diskuteres styrker og udfordringer ved den lærende kortlægning.
  PubDate: 2021-12-22
  DOI: 10.23865/fof.v4.3319
  Issue No: Vol. 4, No. 2 (2021)
Collaboration, movement and change: An intra-active action research
approach
- Authors: Moa Frid
  Pages: 23 - 39
  Abstract: This article elaborates an intra-active approach to action research, with examples from a recently started action research project carried out in collaboration with three preschools. The aim of the article is to contribute to the discussion about how practice-based research for change can take shape. Therefore, these questions are asked: Which concepts are central and what is produced in intra-active action research' Which potentialities for change are enabled via an intra-active approach to action research' New materialism theories, starting with Barad, are used to rethink action research, focusing on collaboration, movements, and change. An analysis workshop within the project, starting in circular and horizontal movements, inspired by Deleuze and Guattari through the work of Lenz Taguchi, is revisited. The intra-actions in the workshop produce both generative and undermining processes. Therefore, the intra-active action research approach implies that staying in the complexity of practices, rather than seeking to reduce the ‘messiness’, holds potentialities for change that unwind from the middle.
  PubDate: 2021-12-22
  DOI: 10.23865/fof.v4.3303
  Issue No: Vol. 4, No. 2 (2021)
“It is not that I didn’t already know these places, but I never
thought of them like this.” Methodological approaches to community
research in early childhood education in Denmark
- Authors: Signe Hvid Thingstrup, Karen Prins, Mikkel Boje Smidt
  Pages: 40 - 61
  Abstract: The aim of this article is to discuss how participatory methods might contribute to research concerning the development of inclusive, socially just and community-oriented pedagogical practices within the field of early childhood education, as well as contributing to shared knowledge production about relations between kindergartens and local communities. The article starts from a critique of dominant political and institutional approaches in Denmark to patterns of cooperation between kindergartens, parents, and local communities, which often in practice lead to top-down and compensatory approaches to cooperation, in which parents are expected to adapt to the agendas of the institutions. We argue that there is a need to develop alternatives to these approaches. This article explores how kindergartens might respond to the needs and views of parents and local communities, rather than the other way around. We explore this by asking what (local) communities for children and parents are and might be, and how kindergartens as significant shapers of children’s lives and experiences might create links between children’s lives inside and outside of the kindergarten. We discuss how communities, pedagogues and children might cooperate in pedagogical research processes and how such research processes affect (understandings of) children’s lives, communities, and kindergartens. Furthermore, we look at how these cooperations and insights might contribute to the development of more inclusive, community-oriented pedagogical practices. Our findings show that shared explorations of the many relations between kindergartens and communities have the potential to build more respectful and reciprocal dialogues and innovative pedagogical practices. Yet at the same time they show that this is an unfinished, imperfect endeavor that requires continuous attention to the complex and changing nature of communities, and to the closures and exclusions entailed by any community practice. Also, the findings point to an understanding of communities as performative phenomena that develop and grow through the very process of involvement and shared engagement. We argue that participatory, community-oriented pedagogical research methods should reflect these dynamics. The article describes and discusses research methods, showing how participatory research methods can deepen our understanding of the complex roles of early childhood education for children and communities, while also inspiring inclusive and community-oriented pedagogical practices.
  PubDate: 2021-12-22
  DOI: 10.23865/fof.v4.3288
  Issue No: Vol. 4, No. 2 (2021)
Insideraktionsforskning: En farbar vej til organisatorisk
kapacitetsopbygning
- Authors: Anne-Birgitte Rohwedder, Jan Rohwedder, Lea Sørensen
  Pages: 62 - 85
  Abstract: Denne artikel undersøger, hvordan insideraktionsforskning kan bidrage til at opbygge organisatorisk forandringskapacitet eller med andre ord: Hvordan insideraktionsforskning kan bidrage til, at organisationen bliver i stand til at håndtere den aktuelle forandring, der knytter sig til aktionsforskningsprojektet, og samtidig opbygge kapacitet til at kunne håndtere fremtidige forandringer. Det særlige ved insideraktionsforskning er, at den akademiske forsker er fuldgyldigt medlem af den organisation, hvori forskningsprojektet er forankret.
  Artiklen er metodisk baseret på self-study-processer af forfatternes egne erfaringer som insideraktionsforskere i to projekter. Empiriske data består primært af forfatternes logbogsnoter, som er undersøgt gennem kollaborative analyseprocesser med afsæt i en teoretisk konceptualisering af insideraktionsforskningens første-, anden- og tredjepersons forskningspraksis (Coghlan & Shani, 2015; Reason & Torbert, 2001; Torbert & Taylor, 2007). I artiklen undersøges en række interventioner knyttet til insideraktionsforskningens første-, anden- og tredjepersons forskningspraksis, og der peges på en række mekanismer, der synes at tilskynde til opbygningen af organisatorisk forandringskapacitet. I litteraturen bliver insideraktionsforskning som selvstændig forskningstilgang ganske ofte beskrevet af outsiderforskere (forskere, som ikke selv har professionel erfaring fra den organisatoriske praksis, hvori forskningsprojektet er forankret) eller af insidere og outsidere i fællesskab (Reed & Procter, 1995). Denne artikel adskiller sig ved at være baseret på forfatternes egne empiriske erfaringer som insideraktionsforskere. Forfatterne opfordrer i forlængelse heraf andre insideraktionsforskere til at vurdere artiklens ”trustworthyness” i egne organisatoriske kontekster. English abstract English title: Insider Action Research: Moving towards organizational change' This article examines how insider action research can help in building an organizational change capacity. Change capacity is defined as the capacity to handle the current need for change and at the same time build a capacity to handle future changes. Insider action research differs from other action research in that the academic researcher is a full member of the organization in which the research project is rooted. The method of this article is inspired by Self-Study processes that examines the authors’ own experiences as insider action researchers. The empirical data consist primarily of the authors’ logbook notes, which were analyzed collaboratively. The theoretical framework for the analysis of data is the conceptualization of insider action research first, second, and third-person practices (Coghlan & Shani, 2015; Reason & Torbert, 2001; Torbert & Taylor, 2007). The article examines interventions within first, second and third person insider action research practices, and point out a number mechanisms that seem to encourage building change capacity. Insider action research is most often described by outsiders, who do not themselves have professional experience in being an insider action researcher (Reed & Procter, 1995). This article differs from those because it is based on the authors’ own empirical experiences, and thus contributes with supplementary, and new knowledge about insider action research. The authors encourage other insider research researchers to assess the article’s “trustworthiness” in their own organizational contexts.
  PubDate: 2021-12-22
  DOI: 10.23865/fof.v4.3305
  Issue No: Vol. 4, No. 2 (2021)
Forskerpositionen mellem facilitator og faglig ekspert i aktionsforskning
- Authors: Merete Cornét Sørensen, Mikkel Snorre Wilms Boysen
  Pages: 86 - 105
  Abstract: Formålet med artiklen er at undersøge og diskutere relationen mellem forsker og felt med særligt fokus på, hvilken betydning forskernes domænespecifikke ekspertise og interesse kan have for samspillet med deltagere fra praksis og for forskningens resultat. I visse aktionsforskningstekster beskrives forskeren som en interesseløs facilitator af brugerinvolverende praksisser og af brugernes forandringsinteresse (Duus et al., 2012; Lewin, 1997). I andre aktionsforskningstekster beskrives forskningsprocessen som grundlæggende initieret af forskerens forskningsinteresse og faglige baggrund indenfor det specifikke felt, der forskes i (Dewey, 2005; Hildebrand, 2008). Når disse teoretiske og metodiske tilgange sammenholdes, fordrer det en nærmere diskussion af betydningen af forskerens domænespecifikke ekspertise og interesse. Med afsæt i et konkret aktionsforskningsprojekt, som artiklens forfattere har ledet og deltaget i, argumenteres i nærværende artikel for, at domænespecifik faglig ekspertise kan have afgørende positiv betydning for 1) den måde, forskerne kan indgå i konkrete samspil med praktikerne fra feltet på, og 2) den måde, resultaterne af de konkrete praksisser kan forstås, analyseres og vurderes på. Ligeledes argumenteres for, at potentielle ulemper kan imødekommes via metoder, der bl.a. involverer såkaldt appreciative inquiry og kollaborative analysestrategier. Artiklens teoretiske udgangspunkt og inspirationskilde er pragmatisme. English abstract English title: The role of the researcher between facilitator and professional expert in action research The purpose of the article is to investigate and discuss the significance of the researcher’s interest and domain-specific expertise within action research. According to some action research scholars, the researcher’s role can be described as a relatively neutral facilitator of the participants’ visions, experiments, and changes of practice (Duus et al., 2012; Lewin, 1997). According to other action research scholars, the research process must fundamentally be initiated, led, and formed by the researcher’s interest and domain-specific knowledge (Dewey, 2005; Hildebrand, 2008). When these theoretical and methodological approaches are compared, a schism emerges that requires a closer discussion of the implications of different research positions and the significance of domain-specific knowledge in action research. Based on a specific research project, it is argued that the researcher’s domain-specific expertise can have a decisive positive significance for the way the researcher can engage in concrete interactions with practitioners and engage in development of practice. Furthermore, it is argued, that the researcher’s domain-specific expertise is crucial for the way empirical data can be analyzed and assessed. At the end of the article, pros and cons are discussed regarding the different research positions outlined. The article draws on pragmatism as its theoretical outset and inspiration.
  PubDate: 2021-12-22
  DOI: 10.23865/fof.v4.3310
  Issue No: Vol. 4, No. 2 (2021)
Hvordan skapes rom for «omvendt deltakelse» i bærekraftig lokal
samfunnsutvikling – aksjonsforskningens roller og bevegelser
- Authors: Mikaela Vasstrøm, Kirsten Paaby
  Pages: 106 - 127
  Abstract: Det er økende oppmerksomhet på potensialer for borgeres engasjement i bærekraftig omstilling og lokaliseringen av FNs bærekraftsmål. Flere forsknings- og policyrapporter etterlyser bedre forståelse for hvordan bærekraft kan «oversettes» og implementeres i lokal planlegging og handling. Bærekraftig samfunnsomstilling krever bedre forståelser for hvordan offentlige/kommunale systemer kan samarbeide med borgerinitiativer – samtidig som de lokale initiativene bevarer selvstendighet og lokal forankring. I denne artikkelen tar vi utgangspunkt i en aksjonsforskningsprosess med borgerinitiativer i Oslo og ByKuben, Oslo kommunes senter for byøkologi. Vi utforsker hvordan det kan skapes rom for deltakelse mellom borgere og kommunale planleggere med utgangspunkt i borgernes initiativer, og diskuterer hvilke roller aksjonsforskning kan ta i slike prosesser. Inspirert av omstillingsteori og teorier om rom for deltakelse og kritisk utopisk aksjonsforskning, diskuteres hvordan ulike forsker roller kan åpne rom for «omvendt deltakelse» i bærekraftig lokal samfunnsutvikling. Vi definerer dette som aksjonsforskerens «dobbeltbevegelser» mellom borgere og det kommunale system. English abstract English title: Creating spaces for reversed participation in local sustainability transitions - the roles and movements of action research The potentials of citizens engagement and initiatives in sustainable transitions and the localization of the SDGs have gained increased interest in policy and research. Several reports call for a better understanding of how universal values of sustainability can be “translated” and implemented in local government actions. Local sustaiblity transitions require better understanding of how local government systems can collaborate with citizens initiatives - while sustaining their independency and local anchoring. In this article we take point of departure in a participatory research process with citizens initiatives, local authorities and ByKuben the Centre of Urban Ecology in Oslo. We describe three initiatives and explore how spaces of participation can be shaped between citizens and local authorities grounded on the citizens initiatives. Further, we depict the different roles of action research during this process. Inspired by theories of transition/transformation, and spaces of participation, we discuss how critical utopian action research can create spaces for “reversed participation” in local sustainable development. We define this as the action researchers “double movement” between citizens and the local authorities.
  PubDate: 2021-12-22
  DOI: 10.23865/fof.v4.3311
  Issue No: Vol. 4, No. 2 (2021)
“It’s fun but at the same time difficult”: Experiences of and
- Authors: Matilda Lindberg, Susanna Hedenborg
  Pages: 128 - 147
  Abstract: Swedish compulsory school education rests upon the foundation of democracy, and the Curriculum for the compulsory school, preschool class and school-age educare 2011 (Skolverket, 2018) stresses that children should have the opportunity to take initiatives. Research shows that children are not able to have any influence on activities in Physical Education and Health (PEH). Usually, they have to follow the teacher’s instructions and reproduce specific movement patterns. This article discusses a research project that challenged traditional ways of teaching PEH, in order to give 10-year-old children the opportunity to have an influence on PEH. The project involved 10 circus lessons in which the children were encouraged to explore movement and put their own ideas into practice. In terms of theory, the approach is based on Hart’s (1997) Ladder of Children’s Participation. Data were collected through participant observations, video observations, interviews, and a field diary. The results show that the children participated in varying degrees and experienced attempts to increase their influence in different ways: Some found it fun and free, while others found it difficult and boring. One important conclusion is that influence and participation need to be practised – both by children and by teachers. Circus activities, because of the playfulness and creativity involved, may be very suited to practising influence and participation.
  PubDate: 2021-12-22
  DOI: 10.23865/fof.v4.3299
  Issue No: Vol. 4, No. 2 (2021)