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How does didactic knowledge develop?: Experiences from a design project
Get PDFWe, the authors of the paper, have jointly conducted several design-based research (DBR) projects. The subject of this paper is a project lasting approximately 18 months, which dealt with the introduction of a new curriculum in a vocational college. We were involved in different roles: one as a representative of the research community and the other as a representative of the vocational college and thus of practice. In the project, different interests were considered: the research division wanted to generate knowledge while the practitioners were interested in implementing a curriculum and developing new forms of learning and teaching. It is not that we could always assign each of these two perspectives to exactly one of us, even though we were officially researchers and practitioners. We have always approached each other in our DBR projects.
Both perspectives have been incorporated into the paper: One author is concerned with the genesis of knowledge—how knowledge is created in DBR projects, a partly methodological approach. The other author attempts to find theoretical points of reference and reassurances about the project work. This leads to very practical considerations.
The project did not commence with an exactly defined problem; we began with broad concerns that had to be distilled into specific goals over the course of the project..
We had to conduct dialogical planning in our different roles and responsibilities. After each work phase and workshop, we reviewed and made a record of what had happened and how, the condition of the group and what it should work on in the next practical phase. This was supplemented with classroom visits and one-on-one discussions with various project participants. The information derived from these evaluations was subsequently used in the planning of the next cycle. Therefore, in the next cycle, the same project was not conducted, but a revised project was developed, which continued from where the previous cycle had ended. Thus, the problem definition continued evolving. In this paper, we have tried to concisely present how the work progressed in phases and cycles and roughly described the thought process and evaluations that shaped this project. Perceived this way, this paper serves two different interests. First, it shows how a problem definition was developed and further sharpened and what concrete result was obtained in the process. This is indicated by the subtitle. Second, it explains how knowledge is created and defines the scope and specificity of this knowledge
Gemeinsam verschieden unterwegs: Gestaltbarkeit, Mehrwert und Herausforderungen der Wissenschaft-Praxis-Kommunikation am Beispiel einer Design-Based Research Studie in der Hochschulausbildung für Soziale Arbeit
No full textDie Wissenschaft-Praxis-Kommunikation stellt in Design-Based Research (DBR)-Projekten ein zentrales Charakteristikum dar. Der Artikel diskutiert auf Basis eines konkreten DBR-Projekts mögliche Ausgestaltungsformen dieser Kommunikation und die damit verbundenen Mehrwerte und Herausforderungen. Beim referenzierten Projekt handelt es sich um die Entwicklung einer Lernumgebung zur Förderung der Entwicklung berufsrelevanter Selbst- und Sozialkompetenzen im Bachelorstudiengang Soziale Arbeit der Berner Fachhochschule. Das Vorgehen zur Entwicklung des anvisierten Lehr-Lern-Settings erfolgte dabei in Orientierung am Paradigma der Gestaltungsforschung. Der Zusammenarbeit mit unterschiedlichen Anspruchsgruppen wie den Coachs und Studierenden wurde dabei grosse Bedeutung zugesprochen. Die Wissenschaft-Praxis-Kommunikation wurde in den verschiedenen Projektphasen unterschiedlich ausgestaltet. Sie umfasste mitunter Einzelinterviews, Fokusgruppen sowie schriftliche Experteneinschätzungen. Auch variierte über die verschiedenen Projektphasen hinweg der Intensitätsgrad der Zusammenarbeit. Besonders intensiv war die Wissenschaft-Praxis-Kommunikation anlässlich der «Design-Evaluation». Insgesamt betrachtet bot die Wissenschaft-Praxis-Kommunikation für alle Akteursgruppen (persönliche) Mehrwerte und war insbesondere für die Entwicklung und Implementierung der anvisierten Lernumgebung sowie für die Gewinnung und Validierung der wissenschaftlichen Erkenntnisse hilfreich und wertvoll. Die grundsätzlich als reflexiven Dialog ausgestaltete Wissenschaft-Praxis-Kommunikation ermöglichte ein kreatives Miteinander von Vertreterinnen und Vertretern des Praxisfelds und der Wissenschaft und trug zum gegenseitigen Verständnis bei. Gleichzeitig zeigte sich aber auch die Herausforderung, bei der Gewinnung und Validierung wissenschaftlicher Erkenntnisse eine gemeinsame Sprache zu finden und im Sinne einer vollständigen Partizipation gemeinsam für sie Verantwortung zu übernehmen.
Der Artikel schliesst mit auf diesen Erfahrungen basierenden Empfehlungen für die Ausgestaltung der Wissenschaft-Praxis-Kommunikation im Rahmen von DBR-Projekten im Hochschulbereich.
Communication between science and practice represents a central characteristic of Design-Based Research (DBR) projects. Based on a specific DBR project, this article discusses possible forms of this communication and the associated added value and challenges. The project in question involves the development of a learning environment to encourage the development of professionally relevant personal and social skills as part of the BSc program in social work at the Bern University of Applied Sciences. The approach for developing the envisaged learning environment was established by following the paradigm of Design-Based Research. Great importance was placed on collaborating with various stakeholders such as coaches and students. The science-practice communication took different forms in the various phases of the project: individual interviews, focus groups, as well as written expert appraisals. The level of intensity of the collaboration also varied over the course of the various project phases. The communication between science and practice was particularly intensive when the designs were evaluated. Overall, the science-practice communication provided (personal) added value to all stakeholder groups and was particularly helpful and valuable for the development and implementation of the envisaged learning environment, as well as for obtaining and validating scientific findings. The science-practice communication, which essentially took the form of reflexive dialogue, enabled creative cooperation between representatives from the field of practice and from the scientific community and contributed to mutual understanding. At the same time, however, it became evident that it was a challenge to find a common language when obtaining and validating scientific findings and to take shared responsibility for these findings by fully participating.
The article concludes by making some recommendations based on these experiences for the design of science-practice communication within the context of DBR projects in higher education
A Contextual Reading of Ethiopian Crosses through Form and Ritual
Get PDFMaria Evangelatou’s book promises to explore new research questions and challenge Eurocentric approaches to Ethiopian crosses by presenting an analysis of their use and significance among the Christian orthodox population of Ethiopia. Unfortunately, the study fails to deliver on this promise due to a lack of direct engagement with Ethiopian voices and the relevant literature, and a reliance on publications that focus on noncontemporary or non-Ethiopian contexts. This lack of engagement with Christian Ethiopians leads to significant misinterpretations. Moreover, by adopting an approach to Ethiopian sources that fails to recognize the existence of significant shifts within the Ethiopian literary tradition, the author flattens Ethiopia’s historical dimension, and thus unintentionally reproduces the kind of Eurocentric representation of the country that she set out to challenge
Felix Girke, Sophia Thubauville, and Wolbert Smidt, eds, Anthropology as Homage: Festschrift for Ivo Strecker
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Introduction
Get PDFEthnography, as text, is the main outcome of fieldwork. It is also the most important way in which anthropologists communicate and share their findings. As a consequence, despite substantial critique by postmodern anthropology on how ethnographic texts in the past have represented the reality and life-worlds of others, ethnographic writing remains at the centre of the anthropological enterprise. But how to write? The so-called Writing Culture debate, together with feminist and postcolonial approaches, has stimulated new ways to do and write ethnography. But where much has been published on how to master fieldwork, it is still hard to find advice on how to go ‘from notes to narratives’ (Ghodsee 2016) and write a convincing ethnography. This special issue brings together a diverse range of contributions on how to write ethnography. Contributors reflect on ethical challenges, including issues of confidentiality and questions of representation. Writing is discussed as a way to construct and deconstruct truth(s). Temporalities of ethnographic writing are scrutinised and different writing styles, like vignettes and portraits, are introduced. Engagement with other modes of representation and storytelling, like film-making and photography, pushes beyond the written medium. The special issue concludes with two contributions on how to teach and learn ethnographic writing
Narrative from an Old Photograph: How Absences Make the Story and Inspire Research on Craft Apprenticeship in Benin
Get PDFGenerally, photographs are used in anthropology as documentary artefacts to support external narratives or as visual representations of situations or events from the past. Using photographs allows researchers to explore and describe situations, recreate images, and illustrate anthropological discourses within a field of research. Reconstructing the context in which an image was taken gives the picture an extra dimension that can be related to many topics. In my case, orphans, kinship fostering, schooling, and craft apprenticeship are the topics that frame my analysis of a twenty-four-year-old family photograph. The story behind this specific photograph informed my research on craft apprenticeship. The story was told by a childhood friend who was absent from this family photograph because he was forced, on the very day the photograph was taken, to start an apprenticeship as welder
PA_1 Introduction
No full textDie Beiträge dieses Panels basieren auf Forschungen, die seit November 2016 im Rahmen der DFG Emmy Noether-Gruppe Publizistische Skizzen und die Formierung ethnografisch-soziologischer Wissensordnungen (1830–1860) durchgeführt werden
PF Inherited Exhibitions. Dealing with Colonial Representations in Everyday Cultural Museums
No full textDieser Artikel setzt sich anhand konkreter Beispiele der Ausstellungspraxis mit kolonialen Darstellungsmuster in alltagskulturellen Museen auseinander
PV06 Control and Vulnerability
No full textLängst folgen öffentliche Einrichtungen den Prinzipien von Neomanagement und Sicherheitsgesellschaft. Angestellte und Führungskräfte finden sich im permanenten Ausnahmezustand, im Deadlock paradoxer Anforderungen von Emotion, Selbst und Beschleunigung, von Normerhalt, Viktimisierung und KontrollePublic institutions have long followed the principles of neo-management and a society of security. Employees and executives find themselves in a permanent state of emergency, in a deadlock of paradoxical requirements in regard to emotion, self and acceleration, maintaining norms, victimisation and control
S10_1 Regimes of breathing and concern for immunity. Cultural theoretical explorations
No full textKrisen fungieren als Situationen der Explikation des Gegebenen. Als ›immunologischer Ausnahmezustand‹ ist die Corona-Pandemie eine solche Krise: Sie problematisiert ›Immunität‹ und ›Verwundbarkeit‹. Der Beitrag wirft kulturtheoretische Schlaglichter auf diese Konzepte und befragt ihr Wechselspiel in ›Regimen des Atmens‹, jenen Immunisierungspraktiken, die in Form von Schutzmasken und Beatmungsgeräten unkontaminierte Luft und unbeeinträchtigtes Atmen als bedingte Voraussetzung des Lebens explizieren.Crises function as situations of explication of the given. As an ›immunological state of emergency‹, the corona pandemic is one such crisis: it problematizes ›immunity‹ and ›vulnerability‹. This article sounds out these concepts from a cultural-theoretical perspective and inquires their interplay in ›regimes of breathing‹, those immunization practices that, in the form of protective masks and respirators, explicate uncontaminated air and unimpaired breathing as a conditional prerequisite for life