Developing Participatory Approaches for Use in an Action Research Project with Teachers Who Support Children with Visual Impairment in Kenya and Uganda: Reflections on the Relational Praxis between Participants and Research Institutions

Autor/inn/en	Lynch, Paul; McLinden, Mike; Douglas, Graeme; McCall, Steve; Muturi, Mary; Bayo, Asher; Mwaura, Martha; Muga, John
Titel	Developing Participatory Approaches for Use in an Action Research Project with Teachers Who Support Children with Visual Impairment in Kenya and Uganda: Reflections on the Relational Praxis between Participants and Research Institutions
Quelle	In: Research in Comparative and International Education, 7 (2012) 3, S.282-295 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2012.7.3.282
Schlagwörter	Foreign Countries; Research Design; Research Methodology; Action Research; Participatory Research; Researchers; Specialists; Visual Impairments; Teaching (Occupation); Praxis; Teaching Methods; Program Evaluation; Program Effectiveness; Interprofessional Relationship; Evaluation Methods; Cultural Pluralism; Nongovernmental Organizations; Kenya; Uganda; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Forschungsdesign; Research method; Forschungsmethode; Projektforschung; Forschungstätigkeit; Researcher; Forscher; Visual handicap; Sehbehinderung; Teaching; Lehrberuf; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Kulturpluralismus; Kenia; Großbritannien
Abstract	Participatory research is a broad term covering a range of approaches that are characterised by a focus on "action-oriented" research involving researchers and participants working in collaboration to bring about positive change. These approaches emphasise engagement with co-researchers and the development and implementation of context-appropriate strategies that seek to empower and transform at a number of levels. This article explores the dynamics of a multi-agency and multinational research programme that investigated the working practices of specialist teachers of children with visual impairment in Uganda and Kenya. The research utilised a range of participatory methods, including workshops and a dedicated practice journal, to provide opportunities for participants to record information about their practice and share their experiences with colleagues. The article analyses the effectiveness of the approach, with a particular focus on the "relational praxis" between the project partners. This analysis highlights the complex nature of the collaborative relationships when research is transnational and operates across cultural, social and environmental contexts. Considerations are offered for research design in this area. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10