From library to logframe : Applying academic analysis of action research with Sudanese teachers within the management discourse of the development sector Paul Fean Centre for International Education University of Sussex. Today we’ll think about.
From library to logframe: Applying academic analysis of action research with Sudanese teachers within the management discourse of the development sector
Centre for International Education
University of Sussex
How is it possible to apply beliefs, theorisation and processes developed through academia in the education and development sector, particularly in challenging emergency and post-conflict contexts?
Practical & funding-oriented
Participant (in ‘the field’)
Theory & abstraction
Methodology & process
Reflexive & critical
Outside view (in university)
Flexible projects (PhDs)
Think about your experience of moving between academic and professional roles.
What challenges did you face in putting your academic knowledge into practice or applying your practical knowledge in academic contexts?
“action research provides a means whereby research can become a systemic intervention, going beyond describing, analysing and theorizing social practices to working in partnership with participants to reconstruct and transform those practices.”
(Somekh, 2006, p.27)
Action research phase:
“Got to know students’ problems in detail, if they’ve got social or academic problems...Got to know the levels of the students.”
“They [the students] were happy, as they know the teacher feels interest in their problems.”
“[I learnt] nothing surprising, but learnt in detail what made the students leave education .”
(Adil in research workshop)
“Make a relationship between teacher and students, and also it encourage the students to be in the school to be near with, closer with the teacher.. because the student cannot learn from their enemy... you must be friends”
Measurable, fixed, timeframe
Open, specific to context
Implicit, diverse, long-term
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