Exploring the landscape of reflection

open4noopenFrison, Daniela; Fedeli, Monica; Tino, Concetta; Minnoni, ErikaFrison, Daniela; Fedeli, Monica; Tino, Concetta; Minnoni, Erik

The Emergence and Evolution of Institutions: The Complementary Approaches of Carl Menger and Thorstein Veblen

This paper is an attempt to compare Carl Menger and Thorstein Veblen,’s conceptions of institutions. It is shown that although Menger stresses on the emergence of institutions, Veblen is much aware of analyzing their evolution. On this basis the idea of a dialogue between the two authors is propose and its characteristics are presented.Menger, Veblen, institutions, evolution, emergence

Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr

Investigación-acción a través del video participativo. Una experiencia de aprendizaje en san Lorenzo, Castellón, España

The aim of this paper is to analyse a Participatory Action Research (PAR) process undertook as part of a summer school in 2014, in the neighbourhood of San Lorenzo, Castellón–Spain. The methodology of Participatory Video (PV) was used to introduce action learning amongst attending international students; to visualize the work of local practitioners and to enhance the voice of the local community. To carry out the analysis of this experience, an original framework is developed (the ePARC cube). The cube features three axes that represent the dimensions the PV process touches upon: 1. participation, 2. knowledge, and 3. public deliberation. From this three dimensional perspective, we argue that a genuine participatory process raises issues that often cross-cut. We conclude that to take full advantage of the momentum a PV process could reach in a community to affect social change; more engagement from policy makers should be sought.El objetivo de este artículo es analizar una experiencia de investigación-acción participativa (IAP) desarrollada en el año 2014, en el barrio San Lorenzo de Castellón, España dentro del marco de una escuela de verano. El Video Participativo (VP) fue usado para generar aprendizajes entre los y las estudiantes internacionales participantes, así como para visualizar el trabajo social de profesionales locales y amplificar la voz de la comunidad. El artículo presenta un nuevo marco de análisis, el “Cubo ePARC”, para identificar los aprendizajes más relevantes. Los tres ejes del cubo representan las dimensiones en las que consiste el proceso de VP: 1. participación 2. Conocimiento y 3. Deliberación pública. Desde esta perspectiva tridimensional, el artículo sugiere que en un proceso participativo genuino muy frecuentemente estas dimensiones se superponen. El texto concluye que para sacar el máximo provecho del proceso de VP en una comunidad es necesaria la implicación activa de los responsables de políticas públicas en el proceso

A Call for Self-Study in Middle Level Teacher Education

To promote dialogue and in response to calls for rigorous, large-scale, empirical studies as the standard that will move the field of middle level education forward, a collaborative of middle level teacher researchers submit three counterpoints to the appeals for consideration by the research community: 1) the power of the insights the authors’ gained from using the alternative research method of self-study; 2) the authenticity of using alternative research methods that mirror the uniqueness of a field predicated on the distinctiveness of educating diverse young adolescents; and 3) a reframing of “generalizability” from a “results” perspective to one of generalizability of the process that self-study methodology offers

The researcher’s erotic subjectivities : epistemological and ethical challenges

Aquest article pretén aprofundir en la qüestió de la rellevància potencial i la importància d’incloure reflexions sobre el desig i la sexualitat de la persona que investiga en els resultats de la seva recerca. Analitzem críticament l’excepcionalització de les interaccions sexual(itzade) s en la recerca: quines són les raons per les quals el contacte sexual(itzat) entre la persona que investiga i les persones participants es considera no ètic o problemàtic, i quines són les conseqüències del fet d’evitar la intimitat —o l’(auto)censura en relació amb el debat— en el treball de camp? Aquest debat ens porta a defensar una aproximació ètica alternativa a la prescrita pels protocols ètics institucionals. L’aproximació ètica que plantegem es basa en la premissa que la producció de coneixement mai no es dona fora dels nostres cossos i que la relació de recerca no és fonamentalment diferent de cap altre tipus de relació. El que proposem és una ètica relacional de la recerca que creï espais per al debat obert i en diàleg amb altres persones sobre les conseqüències (potencials) de les nostres accions com a investigadors/es/éssers humans en unes relacions d’asimetria de poder canviants.This paper aims to deepen the conversation about the potential relevance and importance of including reflection on the desire and sexuality of the researcher in research outputs. We critically scrutinise the exceptionalisation of sexual(ised) interactions in research: why is sexual(ised) contact between researchers and participants considered unethical or problematic, and what are the consequences of the avoidance of—and/or the (self-)censorship with regard to discussin —intimacy in the field? This discussion leads us to argue for an alternative ethical approach than that prescribed by institutional ethical protocols. The ethical approach that we envision is based on the premise that knowledge production never occurs apart from our bodies and that a research relationship is not fundamentally different from any other human relationship. What we propose is a relational research ethics that creates space for discussing openly and in dialogue with others the (potential) consequences of our actions as researchers/human beings within relationships of shifting power asymmetry