Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case

Autor/inn/en	Esteban-Guitart, Moises; Rajala, Antti; Cole, Michael
Titel	Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case
Quelle	In: Qualitative Research in Education, 12 (2023) 1, S.25-51 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Action Research; Research Methodology; Decision Making; Intervention; Program Descriptions; Partnerships in Education; Equal Education; Social Justice; Educational Objectives; Foreign Countries; Criticism; Participatory Research; School Community Relationship; Philanthropic Foundations; National Organizations; Strategic Planning; Universities; College School Cooperation; College Faculty; Municipalities; Elementary Secondary Education; Critical Theory; Public Agencies; Local Government; Quality of Life; Government Role; Teacher Associations; Spain + Suchen Sie Ihr Suchwort? Projektforschung; Research method; Forschungsmethode; Decision-making; Entscheidungsfindung; Hochschulpartnerschaft; Soziale Gerechtigkeit; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Kritik; Forschungstätigkeit; Philanthropismus; Strategy; Planning; Strategie; Planung; University; Universität; Fakultät; Magistrat; Kritische Theorie; Öffentliche Einrichtung; Gemeindeverwaltung; Lebensqualität; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Spanien
Abstract	The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance ("Aliança Educació 360") conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01