2.3 CDA and Participatory Action Research: A New Approach to Shared Processes of Interpretation in Educational Research

In our research we focus on shared processes of interpretation, knowledge development and innovation in education, developing non-hierarchical research relationships between researchers. Our work is informed by a critical stance towards the current practice in Dutch education where teachers are struggling with student diversity and students with disabilities are excluded from mainstream schools. For the project we present in this book we combined critical discourse analysis, participatory action research and an emergent research design. We worked with teachers and students, supporting and stimulating them to develop a more just and inclusive practice in their schools, where all students get a fair deal. Starting point were the narratives of the teachers involved. Their stories, their struggle and their views were important. Interpretation became a process of shared meaning making at all stages of the research process, systematically integrating insiders’ and outsiders’ perspectives. Thus, the teachers and their students developed contextually-relevant and innovative solutions to the challenges they encountered in their practice, for example regarding power relations in the classroom and managing diversity, making use of the strengths of individual students and those of the group. The researchers involved brought in their knowledge and experience regarding practice-oriented research and introduced a theoretical framework for analysing and understanding current practices. In: Smeyers P., Bridges D., Burbules N., Griffiths M. (eds) International Handbook of Interpretation in Educational Research. Springer International Handbooks of Education. Springer, Dordrech

Cyber-Dependent Crimes: An Interdisciplinary Review

Online crime has increased in severity and frequency over the past two decades. However, although several scientific disciplines have commonly employed criminological theories to explain this phenomenon, mainstream criminology has devoted relatively scant attention to the investigation of cyber-criminals and their victims. Drawing on this assumption that more criminological attention should be given to this important type of crime, this article presents an interdisciplinary review of the current state of research on cyber-dependent crimes (i.e., crimes that require the use of computer technology to exist, such as hacking). We begin with a brief discussion of the ecosystem of cyber-dependent crimes and the key actors who operate within it, including the online offenders and enablers, targets and victims, and guardians. Next, we review empirical scholarship that pertains to each actor while distinguishing between nontheoretical research and theoretically driven studies. We then detail methodological and theoretical avenues that should be pursued by future research and discuss why criminological research should lead policy initiatives and guide the design of technical tools that improve the scientific community’s ability to generate a safer and more secure cyber-environment. We conclude by discussing potential ways in which cyber-dependent crime research could pave the way for the advancement of mainstream criminological theory and research