Participatory Worldview Research Articles

Driving the zero-carbon construction strategy: key barriers and enablers

PurposeIn the fast-changing field of zero-carbon construction there is a gap in understanding how zero-carbon construction strategies are experienced in practice. This paper aims to identify the key barriers and enablers to driving a zero-carbon construction strategy by industry, policymakers and educators.Design/methodology/approachThe research was conducted in two stages. The first stage used a literature review to determine thematic areas from which to develop discussion points for the second stage of the research, which gathered insights into key barriers and enablers to driving a zero-carbon construction strategy from analysing recorded discussion with industry, policymakers and educators. This study adopts a qualitative research methodological design underpinned by dialectical approach of enquiries involving 31 participants. The philosophical standpoint aligns with a constructivist participatory worldview based on multiple stakeholder perspectives. Data involving virtual and face-to-face engagement held simultaneously in Australia and India were transcribed, coded and synthesised to identify the barriers and enablers to driving zero-carbon construction strategy.FindingsThe paper identified key barriers and enablers driving zero-carbon construction strategy. Barriers included limited awareness of industry dynamics; fixed mental models of professional practice; complexities in identifying appropriate skillsets; difficulties associated with reviewing education and training models and integrating sustainable strategies at early stages of projects. Enablers included: fostering education reform and supporting frameworks and procurement strategies for developers and clients; implementing efficient building designs, construction and operationalisation of zero-carbon buildings and; utilising an industry-led integrated approach. A framework was developed to provide an illustrative view of the linkage between the research projects’ focus areas and emergent themes.Originality/valueThe paper provides zero-carbon action priorities for four significant stakeholder groups in the build environment, developers, building occupiers, educators and government. As the priorities are derived in the research from examination of current literature and analysis of stakeholder viewpoints, this paper presents a unique, realistic and timely identification of barriers and key enablers driving zero-carbon construction strategies. Methodology applied in terms of data collection involved a public discourse and a unique technology-driven collaborative approach where participants simultaneously contributed across countries and time zones in a synchronous manner across key topics related to driving the zero-carbon construction strategy.

Higher Education Policy and Access for South Sudanese from Bidi Bidi, Uganda

This paper explores the influence of HE education policy formulation and practice on refugee access and resilience among South Sudanese from Bidi Bidi settlement, in Uganda. |The study adopted a qualitative approach, using exploratory case study design within the advocacy/ participatory world view philosophy. Data was collected from 27 participants -12 undergraduate students from 2 private Ugandan universities; 13 government and non-government organization (NGO) officials, 2 officials from public and private universities, all involved in refugee education. Data collection was through literature review, key informant, and student in-depth interviews, and a focus group discussion. Findings reveal that HE policy formulation is in principle incorporated in development of the Education Response Plan (ERP) for refugees and host communities. The HE policy formulation process in Uganda excludes input from refugee students and higher education institutions (HEIs). The process traverses a value chain with intersecting complexities including; refugee demographics, non-binding supra-state policy, donor preferences for basic education and emergency interventions, negative perceptions on HE returns, hostility and refugee exclusion, and students’ personal challenges. As a result, HE is relegated to the fringes, with no objectives and activities in the ERP, thus influencing refugee access and resilience. Relatedly, support for refugees is largely from HEIs and NGOs, within their silo, independent guidelines. This study adds to discourse on refugee access and can inform higher education policy formulation as well as enhance refugee access and resilience, especially in light of the UNHCR 15 by 2030.

Towards participatory worldview in education and research: A philosophical inquiry on the question- Why participatory?

This article portrays the author’s philosophical inquiry on the prospects of a participatory worldview in education and research. To this, the author begins his inquiry process, reflecting upon his own personal/ professional shift from rational (analytical) academician to the transformative educational practitioner. The reflection further depicts his continuous growth as a participatory researcher. Reflecting upon his personal/ professional journey, which is parallel to the spiral of human civilization from participatory to (post)positivist to constructivist to transformative to participatory again, the author makes philosophical observation at genealogical progression (spiral) of participatory worldview both in the East and the West. Also, the author observes current developments in the field of quantum science and renders how such developments have paved manifold ways for a participatory worldview in Social Science, particularly in education and research.

Cultivating Spiritual Intelligence for a participatory worldview: The contribution of Archetypal Cosmology

ABSTRACT Humanity finds itself in a collective liminal space between worldviews, on a trajectory from a dominant scientific materialism towards a participative worldview informed by a spiritual and archetypal consciousness. This paper suggests that Spiritual Intelligence (SQ), the cognitive ability to find higher meaning, value, and purpose in life through transcending rational intelligence may help to birth and reinforce the emerging worldview. The dominant modes of thinking embedded within educational institutions, however, remain within the confines of the mechanistic-materialist model. Nurturing SQ requires multiple ways of knowing, a pedagogy based on engaging the head, heart and accessing our inner experience and intuitive voice. This paper identifies one recent expression of a participative worldview - Archetypal Cosmology - that is not only consistent with post-materialist views of consciousness but can also contribute to cultivating and developing SQ. Archetypal Cosmology is based on an enchanted cosmos in which the microcosm of the psyche is reflected in the macrocosm of the universe through a mysterious yet empirically observable planetary synchronicity. After reviewing the key tenets of SQ and Archetypal Cosmology, the paper: (i) highlights a correspondence between the principles of SQ and the planetary archetypal meanings suggesting that SQ may be a type of Archetypal Intelligence; (ii) illustrates how Archetypal Cosmology provides another mode to cultivate SQ; (iii) suggests that the synthesis of SQ and Archetypal Cosmology, both multi-sensory ways of knowing that include the imaginal, symbolic, mythical and spiritual, may help bring about new modes of thinking to bridge the sciences and humanities.

Is Personal Life Purpose Replacing Shared Worldview as Youths Increasingly Individuate? Implications for Educators

This conceptual paper integrates scholarship from psychology, sociology, education, and philosophy to pose and consider important questions regarding how life purpose and worldview relate, especially in turbulent socio-cultural times. This exploration can help educators consider life purpose not as an individual attribute but rather as a practice . Both worldview and life purpose can be given from a culture or can be chosen by the individual, with more cultures increasingly incorporating individualized choice. However, it is important that individualization not become solely self-focused. Individuals’ purposes interact to weave a participatory worldview of personal contributions to the common good: “threaded” life purposes compose the social fabric of shared worldviews such that worldview and life purpose reciprocally compose each other to maintain self-regulation despite turbulence or transitions in social institutions. On this view, educators are challenged to design practice opportunities for students to strengthen the prosocial interdependence of their life purposes within the community, by acting in situations in which others are influenced by—and provide feedback on—the student’s purpose-pursuing actions. Ideally, students interact with people who have different purposes so everyone can master interweaving diversity to strengthen society. Thereby, educators support skills to value prosocial interdependence. https://doi.org/10.26803/ijlter.18.5.2

The Participation Imperative in Co-operative Inquiry: Personal Reflections of an Initiating Researcher

Participation has become an imperative in international development. In particular, participatory approaches to development research are believed to support empowerment through collective development of knowledge and action. Yet there are broad interpretations of participation, ranging from passive participation and information exchange to empowered participation through self-mobilisation. As such, development researchers may claim to use a participatory approach without yielding power and agency to citizens involved in the research. This is a reflexive article about a development researcher’s experience in applying a participatory worldview through co-operative inquiry, a research approach that attempts to engage emancipatory forms of participation. The article begins with a critical analysis of literature regarding participation, the participatory paradigm and participation in the co-operative inquiry. The author then analyses her personal experiences, challenges and strategies as initiating researcher to actualise empowering forms of participation in three co-operative inquiries. The article emphasises that researchers must “let go” of their power, control and personal agenda to support empowering participation.

Professional engagement in child protection: promoting reflective practice and deeper connection with the lived reality for children

Abstract This paper uses first person inquiry and presentational form to argue the case for a sensory approach to understanding professional connection and disconnection with children who may be being abused. The approach is underpinned by an epistemology or theory of knowledge which stems from a participatory world-view where appearances are not permanent or separate from us: the act of perception takes place between the active sensible world and our own bodies, where ‘otherness’ expresses itself directly to our senses. Thus perception, conceived in this way, can lead to right action in the moment; or discounting what is actually being said by a child and disconnection. Buber’s notion of the ‘I-You’ is used to explore feelings and the movement to relation when professionals witness children’s ‘stories of suffering’ (Buber, 1965; Laub, 1992; Jones, 2008). The paper concludes by arguing the case for practitioners to become researchers of their own practice in rigorously facilitated inquiry groups. It is argued that this form of practitioner-research serves to quality assure frontline practice, and create new knowledge (or practice wisdom) such that feelings can be constructively worked with to improve connection with the lived reality for children.

Undernutrition in older people in Australia.

Despite being preventable and treatable, undernutrition remains a problem for many older people in tertiary healthcare settings. Nurses have a crucial role in assisting people who are unable to eat independently and are uniquely positioned to implement solutions that will lead to better nutritional care. However, what is known about the management of undernutrition is not informing nursing practice. This study used action research, underpinned by the 'participatory world view', to address the theory-practice gap. Data and between-method triangulation were used to collect and analyse qualitative non-participant observations and action research group data. Set Up Ready For Dining (SURFD) was developed and implemented by nurses to improve patient mealtimes. Findings show that nursing practice in nutritional care is influenced by technique within the healthcare context that emphasises operational efficiency, and by the choices that nurses made around being the patient advocate during mealtimes.

Nursing practice in nutritional care: a comparison between a residential aged care setting and a hospital setting

To explore the similarities and differences in the nursing practice in nutritional care between a residential aged care setting and a hospital setting. Despite being preventable and treatable, undernutrition remains a problem for many older people in residential aged care and hospital settings. Nurses have a crucial role in assisting people who are unable to eat independently and are uniquely positioned to implement solutions that will lead to better nutritional care. During 2007-2010, an action research study was conducted, underpinned by the principles of the participatory world view to address undernutrition in a residential aged care setting and a hospital setting. The multimethod approach of data and between-method triangulation were used to collect and analyse qualitative non-participant observations and action research group data. Non-participant observations and action research group data were qualitatively analysed using the Analytic Hierarchy. How nurses chose to participate in the provision of nutritional care and assert their autonomy when changing practice to nutritional care affected the quality of the resident/patient mealtime experience. Operational efficiency influenced the choices that nurses made about the type of intervention to implement to improve nursing practice in nutritional care. Nurses required management approval to change practice in nutritional care. The reasons for undernutrition are multifactorial and more research is needed to investigate the organizational structures and processes that affect the delivery of nutritional care across role functions, how these affect the continuity of care and the nurses' role in defining the culture around resident/patient mealtimes.

Sakramentele kerkwees herontdek

Rediscovering a Sacramental Ecclesiology The demise of a participatory world view – characterized in this article as a world view of transcendence in immanence – has had far reaching consequences for the understanding of the church, the embodiment par excellence of transcendence in immanence. This article traces the radical separation of transcendence and immanence with special reference to the influence it has had on ecclesiological understanding by contrasting it with the sacramental, participatory world view of the first millennium of the church’s existence. The central claim of the article is that the rediscovery and subsequent recovery of a truly sacramental understanding of the church is of vital importance to the current context, characterized as it is by schisms and seemingly irreconcilable antagonisms. Such a recovery would not entail an impossible return to premodern times, but would encompass the inflected, interpretive performance of salient themes from the time prior to the advent of modernity.

From agricultural extension to capacity development: exploring the foundations of an emergent form of practice

This essay argues that capacity development is a response to changes in the organization and practice of agricultural extension as these changes have excluded small resource farmers. In this essay I trace the changes in the organization of agricultural extension through to the emergence of the concept and practice of capacity development. The idea of capacity development is then examined as presented in the existing literature where it is concluded that capacity development is a somewhat vacuous concept. It is then argued that capacity development needs to be understood in the context of an emerging participatory worldview. The foundations of this participatory worldview are then articulated, including the dimensions of a participatory epistemology. The concept of capacity development is then revisited examining the implications of this new worldview for the practice of capacity development followed by the conclusions.

Praxis, ethics and power: developing praxeology as a participatory paradigm for early childhood research

The discipline and practice of participatory, practice-led research has grown rapidly in recent years and it is now widely accepted as making an important and serious contribution to the knowledge base of early childhood. Despite this progress recently we have come to understand that our worldview has needed to shift again in response to the troubling paradoxes we face in attempting to live out our participatory vision in our research practice. We are conscious too of the need to respond to a continued and sometimes reasonable professional critique of the robustness of our participatory methods. It is this shift in perspective that is set out in this article, and has led us to accept that praxis in itself is not enough, and that to realise authentically a participatory paradigm in our research requires us to develop a worldview in which reflection (phronesis) and action (praxis) done in conjunction with others, needs to be immersed within a more astute awareness about power (politics) and a sharpened focus on values (ethics) in all of our thinking and actions. We see this mix of phronesis, praxis, ethics and power at the heart of a ‘praxeological’ worldview in modern early childhood research. This paradigm is helping us to shift our research work into what we hope will be a more profound and intensely participatory, and thus more authentically democratic, phase. In this article we aim to share our developing vision of ‘praxeological research.’ We look at its key elements; trace its roots, theoretically and conceptually; and explore the particular contribution it can make in research. We exemplify how an early childhood praxeologist with a participatory worldview might ethically operate in their inquiries, and consider what methodologies they might use and what challenges they might face in attempting to make praxeology a part of their ‘life of inquiry.’ Finally, we shall explore issues of power, status, visibility and progress within the research world of early childhood.

Integrative Review of Research Related to Margaret Newman’s Theory of Health as Expanding Consciousness

Since 1978 when Margaret Newman first introduced her theory of health as expanding consciousness, the theory has been widely expanded upon by Newman and nursing scholars around the world. This manuscript provides an integrative review of research related to the theory of health as expanding consciousness and analyzes strengths, limitations, and directions for the future. A consistent method of praxis within a unitary, participatory worldview was found. Health as expanding consciousness praxis provides a lens for guiding and interpreting meaning and has cross-cultural appeal and utility.

Reclaiming time for nursing practice in nutritional care: outcomes of implementing Protected Mealtimes in a residential aged care setting

To improve nutritional care and the mealtime experience of older people in a residential aged care setting by assisting nurses to create change to their practice and to the mealtime environment. Despite being preventable and treatable, inadequate nutrition remains a problem for many older people in residential aged care and tertiary health care settings. Nevertheless, many organisations are uniquely positioned to implement solutions that will lead to better care. The study used a qualitative, action research approach, grounded in the participatory worldview. The multimethod approach of data and between-method triangulation were chosen to assist in understanding the multidimensional issues associated with resident mealtimes and the provision of nutritional care. The collection of non-participant observations was informed by aspects of the Developmental Research Sequence. Action group meetings and non-participant observations were qualitatively analysed using the Analytic Hierarchy. Protected Mealtimes was tailored for the residential aged care unit. The most significant change involved the transformation of system processes by creating the space in nurses' busy schedules and thus reclaiming time for nurses to reconnect with nutritional care. Fixed role boundaries were made flexible by assisting individuals to understand and extend their roles in nutritional care. Most importantly, sustainability of Protected Mealtimes was achieved and long-term changes around nutritional care continued to be resident focused. This study demonstrates that lasting changes to nursing practice in nutritional care can be achieved by applying the principles of a participatory worldview and action research. CHANGE is challenging to achieve in complex health care organisations. This study bridges the gap between theory and practice and has shown that nurses can create change by employing a participatory worldview and action research as part of their toolkit for problem solving.

Research-as-if-Practice

Living with the symptoms of lung disease is challenging. The impact difficult breathing has on individuals and their families is frequently underestimated, with health care limited to managing physical manifestations of the origins of difficult breathing. This study describes a distinct approach to family nursing practice named partnership, which is based on a participatory worldview. Five couples in which the wife had severe breathing difficulties participated in the study. The research process is described as as-if-practice. The partnership process was illustrated in the theme "finding coherence in life with symptoms and treatment regimens." The outcome of the process was illustrated in the interrelated themes of "living life fully and taking things as they come" and "efficient use of health care." The study shows how the meaning that unfolded in the process reveals the insights of all participants into the families' health predicaments and what can be done with that insight.

Research as the Researcher's Story

When we were given the challenge of expressing our views of research as the researcher?s story, we intended to talk primarily about the ways in which our personal lives mediated our research work. While this remains one of the aspects of what we want to share, in our negotiations and conversations about writing this column we became aware of what brought us together to write a common article on this topic. We both share a commitment to research that is grounded in the ideals associated with participatory inquiry or what has been described as the participatory worldview (Reason & Bradbury, 2001).

The Subjective-Objective Rhythm of Research

Cowling and Shattell share their thoughts on participatory inquiry within a worldview that presents reality as a co-creative process that recognizes a multiplicity of ways of knowing. They present the five dimensions of a participatory worldview as it informs the emergence of story in the research process. They conclude their column with examples from their own work, Cowling's on women survivors of child abuse, Shattell's on Latino mental health.

A Unitary Participatory Vision of Nursing Knowledge

This article responds to the calls by Margaret Newman for clarifying and expanding the nature of nursing knowledge. The unitary worldview proposed by Newman and the participatory worldview of action research are explicated, highlighting their respective major elements. A synthesis of unitary and participatory worldviews, grounded in a union of the elements of each, is proposed as a vision for the development of nursing knowledge. The unitary, participatory vision described offers the potential for inclusiveness and transcendence of previous perspectives of nursing knowledge.

Towards A New Paradigm for Economics

What is the Paradigm claimed by the author? The model of treating homelessness and hunger arises from a typical adoption of the utility function. The utilitarian approach a la neoclassical utility analysis and lexicographic method is the same. The author raises this exception but never frees his own analysis from it. Thus the author drifts in normal science and no breakthrough is realized that would truly break through the neoclassical background methodology and instead treat the problem of hunger, homelessness, poverty, empowerment and entitlement etc (as many variables can be sensibly included) into a relational model. The Qur'an mentions about the paired (participatory) worldview of knowledge that can solve the problem of scarcity. A hadith mentions that poverty can lead to disbelief (Ibn Hajar, n.d.), that is to the abandonment of all values and purposes of life. These are great principles upon which the worldview of Tawhid and human wellbeing can be essentially modeled and taught with conceptual and positive implications. None of these exist in the paper. --

Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning through Practitioner-Based Collaborative Action Inquiry

Practitioner research is a topic of growing interest and scholarly writing in the field of education in general and adult education in particular. This article describes a particular form of practitioner research that rests on a participatory worldview and draws heavily from theory and practice in adult learning and action research. Practitioner-based collaborative action inquiry strives to create social space in organizations and other social institutions for generative learning. It is argued that this form of adult education practice is critical in the implementation of emergent forms of knowledge creation and meaning making that have been described as Mode 2 knowledge creation. A robust example of this form of inquiry and the role of adult-learning theory and practice in facilitating it is described in detail as a practice-based example.