Veiklos tyrimas kaip edukacinė asmenų su negalia orumo konstravimo strategija

Mokslo publikacijos / Scientific publications
Document Type:
Knygos dalis / Part of the book
Lietuvių kalba / Lithuanian
Veiklos tyrimas kaip edukacinė asmenų su negalia orumo konstravimo strategija
Alternative Title:
Action research as an educational strategy for constructing dignity for people with disabilities
Gyvenamoji ugdomoji teorija; Negalia; Orumas; Transformuojantis mokymasis; Veiklos tyrimas.
Action research; Dignity; Disability; Living educational theory; Transformative learning.
Summary / Abstract:

LTStraipsnyje, remiantis mokslinės literatūros analize, aptariamos veiklos tyrimo ištakos, apžvelgiama veiklos tyrimo sampratų ir tipų įvairovė, išskiriami veiklos tyrimo proceso etapai, apžvelgiamos šios tyrimo strategijos taikymo sritys. Aktualizuojant veiklos tyrimą kaip edukacinę asmenų su negalia orumo konstravimo strategiją apžvelgiamos veiklos tyrimo dalyvaujant ir gyvenamosios ugdomosios teorijos veiklos tyrimų charakteristikos. Atskleista, kad siekiant veiklos tyrimą dalyvaujant traktuoti kaip edukacinę neįgaliųjų orumo konstravimo strategiją aktualizuotinos Mezirow transformuojančio mokymosi, kaip kritinės refleksijos ir Freire transformuojančio mokymosi, kaip kritinės sąmonės ugdymo kryptys. Nustatyta, kad gyvenamosios ugdomosios teorijos požiūriu grįsti veiklos tyrimai taikytini konkretaus negalią turinčio asmens patirtų ugdomųjų poveikių, susijusių su jo ar jos turima negalia, orumo konstravimo patirtimis negalios situacijoje, analizei. [Iš leidinio]

ENArticle validates the constructivist approach of employing the action method in social and educational research and reveals how it can be realised in exploring the variety of dignity experiences of people with disabilities . in sociocultural areas. On the basis of the analysis of research literature, the article discusses the roots of action research; it reviews the variety of action research concepts and types, singles out the stages of the process of action research and surveys the spheres of application of this research strategy. While talking about action research as an educational strategy for constructing dignity for people with disability, the participatory strategies of action research are reviewed. It has been revealed, that in order to view the participatory action research as an educational strategy for constructing dignity for people with disabilities, J. Mezirow's transformative learning (as critical reflection) and P. Freire's transformatory learning (as the development of critical consciousness) have to be taken into consideration. It has been established that action research based on the living educational theory can be applicable for the analysis of the educational impacts experienced by a concrete person with disability. The horizons for interpretation of action research arc wide. They include research strategics, helping a concrete person to live in an acceptable way and thus create and develop living educational theories and understanding.From the point of view of different academic factions, this research strategy can be also interpreted both as a measure of post-modernity and as essentially new method of social sciences, offering an opportunity to integrate academic experiences directly into the processes of social development. It is argued that there is no one "right" way on the basis of which one could decide which action research concept is correct and which perspective it would be most efficient to generate at both scientific and practical levels. Action research could be described concisely as continuous learning by doing and striving for changes in a particular sphere. It comprises four main periodic steps of the research process: planning, acting, observation and reflection. This is a generalised definition; it does not reveal all specific characteristics of this strategy. The research is based on the social construction and transformative learning theories. The choice of a sociological social construction theory was inevitably determined by the interdisciplinary character of the research subject (dignity cannot be the object of Education Studies exclusively) and a provision that dignity is a social construct. It is important that social construction enables analysing how people experience and explain dignity in specific disability contexts and what violation of dignity looks like for people with various disability experiences. [...]. [From the publication]

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2018-07-22 12:42:45
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