Call for abstracts flyer 2014 PRINT
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The 5th International Conference on Sociology and Social Work will be held August 26-27, 2015 at the University of Chester in England. The conference will explore the relationship between sociology and social work, with a focus on identity, narrative, and the life course. Presentations may address one of five sub-themes: professional identities in sociology and social work, using identity theories with service users, narratives in social work past and present, the life course and issues like aging, or utilizing critical perspectives like feminism or Marxism to understand social issues. Abstracts of no more than 400 words are due by March 2, 2015 and can be submitted electronically.
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Journal of Community & Applied Social PsychologyJ. Communi.docx
Journal of Community & Applied Social Psychology
J. Community Appl. Soc. Psychol., 13: 426–438 (2003)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/casp.748
The Emancipatory Character of Action Research,
its History and the Present State of the Art
BEN W. M. BOOG*
Department of Adult Education and Social Intervention, University of Groningen, Grote Rozenstraat 38,
9712 TJ Groningen, The Netherlands
ABSTRACT
Right from the start, action research was intended to be emancipatory research, and it still is. This
article will underpin this by outlining its history and the present state of the art. Though a variety of
action research approaches have developed along divergent theoretical pathways, it will be stressed
that these approaches share the most important characteristics of action research and are basically
different applications of different action theories. They are all supported by a participatory
worldview and are meant to be a double-sided process of research, self research and education direc-
ted at individual empowerment and collective empowerment and/or emancipation. Since the rela-
tionship between the researcher and the subjects being researched is crucial for the success of action
research as an emancipatory or empowering activity, this article will maintain that the most impor-
tant task of action researchers is to develop refined heuristics concerning this communication.
The article will end by making some recommendations for the improvement of action research as
an emancipatory practice. Copyright # 2003 John Wiley & Sons, Ltd.
Key words: emancipatory action research; action theory; emancipation; empowerment; participatory
worldview; relationship between researchers and researched subjects
INTRODUCTION
The historical development of action research reveals that it had emancipatory intentions
from the very beginning, and that this basis has become increasingly sophisticated with the
refinement of action research into different approaches. Action research is designed to
improve the researched subjects’ capacities to solve problems, develop skills (including
professional skills), increase their chances of self-determination, and to have more influ-
ence on the functioning and decision-making processes of organizations and institutions
from the context in which they act. Emancipation implies that the generated results of
action research are two-sided. On the one hand are the specific improved action competen-
cies of the researched subjects in the local situation in the specific research project. On the
other hand are the general enhanced action competencies in other comparable problematic
situations in the future, sometimes even in broader contexts. In addition, every action
* Correspondence to: Ben W. M. Boog, Department of Adult Education and Social Intervention, University of
Groningen, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands. E-mail: [email pr ...
Develop a 3-5 page outline of concepts you would like to apply to .docx
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The Action Research Dissertation: A Guide for Students and Faculty text
2
Action Research Traditions and Knowledge Interests
As we discussed in Chapter 1, action research is a cover term for several approaches that have emerged from different traditions. Everyone who uses action research for a dissertation should be steeped in the particular tradition they are working out of and its attendant methodological, epistemological, and political dilemmas (e.g., participatory action research [PAR], teacher research, community-based participatory research, etc.). We do not pretend to provide this level of grounding in this chapter, but we do try to provide some sense of how these traditions relate to each other and where students and faculty can go for more extensive accounts. There are several historical overviews of action research, but most are told from a particular intellectual and social tradition, such as the overviews provided by Anderson et al. (2007, practitioner research); Argyris, Putnam, and Smith (1985, action science); Bullough and Pinnegar (2001, self-study); Chambers (1997, participatory rural appraisal); Cochran-Smith and Lytle (1993, teacher research); Fals Borda (2001, participatory action research); Greenwood and Levin (2006, action research); and Maguire (1987b, feminist participatory action research). In this section, we will try to be as inclusive as possible so that students consulting this book for guidance on their dissertations can find their particular tradition of action research represented. There is also a need for a participatory dialogue among these traditions, which academic departmentalization has tended to balkanize into self-contained scholarly communities and bibliographies.
Historians are in the business of creating—not discovering or interpreting—historical meaning. In this chapter, we have done our best to get our “facts” straight, but the meaning one makes of them will depend on who is telling the story. To our knowledge, no attempt at a comprehensive history of action research exists, and our intent is not to provide one here. While the previous chapter attempted to offer some common elements of action research, there may be as much variation across action research traditions as there is between action research and some mainstream approaches to research. Some action research is group oriented and some is individual oriented; some is done by those within the setting and some is done by change agents from outside the organization in collaboration with insiders; and some is highly participatory and some is much less so. Similarly, some see the goal of action research as improving practice or developing individuals, whereas others see its goal as transforming practice, participants, organizations, or, in some cases, even society. Debates rage within action research around these issues.
To the extent possible, our goal in this book is to present all of these perspectives in an evenhanded way. ...
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- 1. Call for Abstracts 5th International Conference on Sociology and Social Work New Directions in Critical Sociology and Social Work: Identity, Narrative and Praxis Key Notes Professor Stephen Webb Professor Jan Fook Dr. Paul Michael Garrett The 2015 conference on Sociology and Social Work will explore the relationship between sociology and social work with particular focus on identity, narrative and life course. The conference aims to examine the ways by which such theoretical constructs, examined in detail within critical sociology, might be further extended by social work education, research and practice. For example, might identity theories be able to enhance the role of social workers around adoption and foster care or in work with older people? Can recognition of the many ways by which social workers interact with users and care givers during key stages of their life reinvigorate life course perspectives? How might methodological developments in narrative research stimulate good social work practice?’ The conference also intends to examine the continued potential role of critical sociology in social work. According to Terry Eagleton (2006) critical perspectives and theory appear to have largely disappeared, like British traditions such as‘thatching’or European‘clog dancing’ they remain something of a‘dying art’. Yet in order to fully appreciate the complex social problems that social workers face in fulfilling their challenging and seemingly ever changing roles, accommodating such a wide a range of theories may be more relevant than ever. In converse, the conference seeks to explore the potential ongoing relevance of different branches of sociology to social work alongside the important role that social work has to play in influencing this discipline. We are keen to encourage abstracts that touch upon one or more of the following five sub-themes: 1. The management of professional identities within sociology and social work 2. Using identity in sociology and social work with users and care givers 3. Narratives and social work: Past, present and future directions in sociology and social work 4. Social work and the life course: Safeguarding, mental health, ageing and disability 5. Critical social work and praxis: Utilising feminism, post-structuralism, Marxism or new insights to understand inequalities, power, diversity, role and appreciate social and political context The conference is also eager to encourage the presentation of new perspectives within sociology and social work as well as hear about new forms of practice or research that may move out of the realms of the traditional or reductive. Presentations on research at an early stage or indeed which is experimental are also encouraged. Papers may take different forms and can include single presentations or group, practitioner or user -led voices. Submission of abstracts Alongside a hub of oral papers there will also be some scope for poster presentations, symposium and workshops. Format for Abstracts is available via: http://www.chester.ac.uk/node/26716 and should be no more than 400 words and sent to: new.directions@ chester.ac.uk. Please indicate which subtheme your paper is addressing and also your preferred form of presentation. Deadline for submission of abstracts is: March 2nd 2015 If you have any further enquiries about the conference, please contact Dr. Karen D. Roscoe: k.roscoe@chester.ac.uk Wednesday 26th & Thursday 27th August 2015 University of Chester, England