Collaborative Research Methodologies

Résumé-Les organismes de service public doivent relever de nouveaux défis parmi lesquels la satisfaction de leurs partenaires de manière efficiente. Pour répondre à de telles exigences, ces organismes doivent définir une stratégie de gestion des services et mettre en place un système de mesure de performance permettant d'apprécier les résultats obtenus.

Resumen: Este trabajo busca discutir el estatus epistemológico y los desafíos de carácter ético y político en la construcción del campo disciplinar de la antropología audiovisual. Presenta algunos aportes en este sentido de una red de investigadores y activistas en México que utilizan los medios audiovisuales en la investigación, docencia, divulgación científica y proyectos colaborativo-participativos que contribuyan a la reapropiación de objetos, imágenes, sonidos, memoria y patrimonio de culturas originarias y grupos humanos subalternos y en condición de vulnerabilidad. Palabras-clave: Antropología. Medios audiovisuales. Metodologías participativas.

Cet article présente une étude dans laquelle trois techniques d'idéation ont été expérimentées dans un contexte d'identification collective d'opportunités. Les résultats montrent que le recours à des groupes peut être utile dans un tel exercice. Ils confirment aussi l'hypothèse selon laquelle le nombre d'idées nouvelles, voire radicales, varie en fonction de la technique utilisée. Les résultats offrent des pistes et des repères stimulants pour les acteurs du développement économique. Ils sont aussi susceptibles d'inspirer des managers intéressés à mobiliser des groupes dans le but d'identifier des occasions d'affaires porteuses.

Cette brève s'inscrit dans une série de publications destinées à partager les expériences et réflexions du WeLL. Ce mois-ci, nous nous attelons à repositionner l'approche Living Lab (son caractère centré utilisateur, ses méthodes) au sein d'un panorama plus large de nouvelles manières de penser la créativité et l'innovation. En particulier, nous nous intéressons à deux approches complémentaires que sont le Design Thinking et le Creative Problem Solving (ou « C.P.S.»). En préambule: créativité vs. innovation D'après Todd Lubart, la créativité est « la capacité d'un individu à réaliser une production qui soit à la fois nouvelle et adaptée au contexte dans lequel elle se manifeste ». L'innovation, quant à elle, est définie par Teresa Amabile comme « l'implémentation opérationnelle et effective d'une idée créative au sein d'une organisation ». Qu'elle soit technologique, organisationnelle, servicielle ou encore sociale, l'innovation est donc un processus qui inclut la créativité : sans créativité, pas d'innovation. Tout un chacun peut par contre s'atteler à une démarche créative sans pour autant donner une suite concrète à ses idées : tendre vers l'innovation, c'est faire un pas de plus vers une solution qui soit à la fois désirable (c'est-à-dire qui réponde aux besoins d'une niche de consommateurs identifiée) ; viable (c'est-à-dire qui s'articule en un business plan réaliste) et faisable (tant à l'échelle technique que productive). Créativité et innovation deviennent aujourd'hui d'indispensables catalyseurs en réponse aux challenges sociétaux, économiques, commerciaux, culturels ou artistiques de notre époque. Afin de faciliter leur mise en oeuvre et leur déploiement à l'échelle de nos territoires, de nouvelles approches telles que les Living Labs ont vu le jour. A leurs côtés, d'autres démarches et méthodes coexistent comme par exemple le Creative Problem Solving (C.P.S.) ou le Design Thinking. Partons à leur découverte… Le C.P.S. : une méthode et des outils au service de l'émergence de « solutions créatives » Développée dans les années 60 par Osborn, élaborée ensuite par Parnes, Isaksen et Treffinger, la méthode du Creative Problem Solving est généralement la plus connue des entreprises. Elle consiste à structurer l'émergence, puis l'implémentation de solutions créatives. L'un des outils sur lesquels elle repose, le brainstorming, a fait sa popularité pendant une vingtaine d'années avant qu'une application aveugle et systématique de ses principes participe, en grande partie, à son galvaudage.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary. occurred. Our collaboration took place in South Africa, but we believe our experiences are relevant in any setting that involves social as well as geographical distance and inequality. Collaborative educational research Claims for the value of collaborative research on higher education are increasingly made in the literature on teaching and learning in higher education. Collaborative research is said to enhance the quality of the research outcomes (

This paper focusses on the difficulties in the production of a live drama in an educational institution from auditioning the actors to seamless performance on stage. The actors were chosen from students of literature doing their undergraduate and postgraduate studies. A postcolonial drama, The Lion and The Jewel by Wole Soyinka was chosen and the drama was staged. The researcher has been the director of the drama and a field study has been studied on the process of creating a successful drama. It involves stage management, producing the play, directing, acting, light design, set design and costume design. Stage management is one of the crucial factors in a drama which needs to be taken care of from the practice sessions to the show time. The outcome of the show relies entirely on the management of the stage. In this study Yoruba's drama is taken and replicating them was a tougher one which includes costume, realistic stage setting, lighting, sound setting and their dances. The drama is also chosen to highlight the sufferings of women in African society and how they are victimized. All these aspects are previously designed and experimented practically to find out the shortcomings in staging a live drama in an educational institution. Questionnaires are also designed and circulated among the actors for further study.

General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.

Résumé-L'innovation est un processus complexe a plus d'un titre. L'organisation des phases amont des projets d'innovation mobilise des équipes interdisciplinaires qui mettent en œuvre une multitude de méthodes. Les travaux de recherche des auteurs les ont ...

High school theatre often brings back cringe-worthy memories of stilted productions of Beauty and the Beast or cobbled together versions of A Midsummer Night's Dream; it does not have to be this way. I believe new work written for high schoolers and about high schoolers is a much needed breath of fresh air for high school theatre programs everywhere. I decided to test my theory as my thesis, I produced and directed Ball State senior Madison Bradshaw's new play 7 Minutes at Muncie Central High School. I spent the last six months preparing, staging, and writing about this process. I can now say with confidence that producing new work and allowing high schoolers to have creative agency in their theatrical work is an incredibly effective practice. This is especially true because high school theatre trains young actors and attempts to create a more genuine performance. Through this production and writing process, I have learned even more about the power of the work that I do every day. Acknowledgements Thank you so much to everyone who was a sounding board for me in the process of putting this play together, particularly my "A+" support system: Mom, Dad, and Kyra. Thank you to Dr. Dobosiewicz, Mr. Jones, and all of the Drama Club at Muncie Central High School that welcomed, with open arms, a stranger into a fantastically goofy family. Thank you most of all to our lovely and incredibly talented playwright, Madison Bradshaw. Collaborating with you on this project was an absolute honor. You are an amazing storyteller, and I feel privileged to call you my best friend. "Theatre is magic, and magic is theatre. Blessed are we that create this magic."

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

International audienceThe Base of the Pyramid (BoP) includes 46% of the world's population living on less than $ 5.5 per day. The countries at the top of the pyramid (TOP, developed countries) also have their own BoP populations. Responding to the unmet needs of the BoP involves product design as the core business of industries. Designing products for the BoP faces two main challenges. First, there is a general lack of understanding of user needs, and second, traditional industrial design methods may be limited in dealing with the BoP context. Frugal innovation is positioned as a very interesting approach with the potential to adequately respond to product design challenges for the BoP. However, design studies based on frugal innovation are still limited. In response to these problems, through an analysis and review of the literature, an exploratory study of frugal innovation proposals was carried out. Based on the results, this paper defines a set of eight frugal design criteri...

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This is an extended summary of our article (Ralyté, Léonard, 2019). To be successful, Digital Transformation cannot be considered as a matter of a single department or a single organization. Its mission consists in providing new inter-disciplinary or even transdisciplinary information services. Therefore, collective intelligence is a key for its success. A collaborative approach enabling innovation and co-creation is necessary to develop sustainable and responsible information services. As a potential solution, we propose a novel approach called Tiers-Lieu for Services (TLS). In this approach, we consider conceptual modeling as the central underpinning technique for the co-design of information services and therefore for the success of a TLS. We also report on two experimental TLS. MOTS-CLÉS : Tiers-Lieu pour les services, transformation digitale, modélisation conceptuelle, service d’information, service transdisciplinaire

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

Résumé-L'innovation est un processus complexe a plus d'un titre. L'organisation des phases amont des projets d'innovation mobilise des équipes interdisciplinaires qui mettent en œuvre une multitude de méthodes. Les travaux de recherche des auteurs les ont ...

General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.

Résumé-L'innovation est un processus complexe a plus d'un titre. L'organisation des phases amont des projets d'innovation mobilise des équipes interdisciplinaires qui mettent en œuvre une multitude de méthodes. Les travaux de recherche des auteurs les ont ...

This article explores how educators use drama in conjunction with critical inquiry to support students’ sustained notions of equity and engagement. After participating in a Mantle of the Expert (Heathcote & Bolton, 1995) — a participatory, drama in education inquiry — eleven educators enrolled in a university drama course gained a broader awareness of poverty, enabling them to refute stereotypes of homeless youth. Findings demonstrate that critical dramatic inquiry has the potential to bridge cultural divisions and increase group awareness of social justice initiatives. Additionally, for many of the participants the Mantle opened their eyes to a new pedagogy — a method and practice of teaching that was both critical and participatory.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

Les décideurs publics ... se familiariseront avec les avantages de l'approche Living Lab et les effets structurants de cette méthodologie à l'échelle d'un territoire. Les investisseurs potentiels dans les projets de Living Lab ... comprendront mieux les modèles d'affaires et les pratiques en termes de gestion de la propriété intellectuelle. Les praticiens en innovation ouverte ... consolideront leur compréhension de ce qui caractérise la méthodologie Living Lab et sauront mieux reconnaître les projets d'innovation qui s'y prêtent. Les porteurs de projets de Living Lab ... découvriront les pratiques d'autres Living Labs et pourront les comparer pour s'en inspirer. Les usagers et citoyens ... pourront s'initier aux concepts et se les approprier de manière à entrer plus facilement en dialogue avec les parties prenantes d'un projet particulier dans lequel ils seraient impliqués.

This paper asks what pedagogies are needed as Canadians are invited to reconcile colonial pasts with contemporary forms of racism and enduring colonial structures. Sharing discourses of race from youth who participated in a year-long ethnography, and moments from a drama-based pedagogical collaboration, this paper suggests ways of updating multiliteracies frameworks so as to better account for the networks of power that circulate in classrooms. This project had the dual aims of exploring discourses of difference used by students, as well as drama as a multimodal, embodied, and (post)critical pedagogy for unpacking differences embedded in the Grade 9 social studies curriculum. Drawing on feminist pedagogies, critical race studies, and Indigenous critiques of education, the author argues that embodiment and subjectivity are central to teaching and learning, and illustrates through excerpts from interviews and fieldnotes, how race, intersectionality, and White supremacy influence inter...

ESL  through THEATRE

By David Rothauser



Professor: David Rothauser

COURSE DESCRIPTION:

Do you enjoy going to the theatre, to the movies, watching television? Have you ever wanted to perform just once, but were too shy to try it? Here is a golden opportunity to gain the self confidence you know you need to SUCCESFULLY COMMUNICATE in English!
The course is an on-your-feet, kinesthetic approach to learning English.
The course is particularly effective with international students who may be shy about expressing themselves in their own language as well as in English. Using theatre as a basis for communication, students are able to break through cultural barriers (including their own) because they become involved in a dynamic process that is fun. Fun is the key ingredient, but the work is exacting. By totally immersing themselves in English students find their own key to self expression in the new language.

The course will encompass oral, written and physical expression using theatrical and filmmaking techniques.

They are particularly effective with  students who tend to be shy. The course will free them up to explore new forms of self-expression that most students have not been introduced to in their original language. By the conclusion of the course they will be able to:

• Communicate in English to a high degree.
• Express themselves verbally and physically with confidence and determination.
• Comprehend our language and culture beyond a text book experience.
• Apply the skills they learn both philosophically and practically.
• Derive joy in learning.


The key to theatre in ESL, I do believe, is the element of FUN. I try to use this in an upbeat approach to life/learning rather than in a casual sense.

While theatre encompasses nearly every aspect of life and art from visual and verbal composition to architectural design, fashion, dance, movement, debate, psycho-drama, reading, writing, singing, music, science, math, philosophy, religion, love, hate; all the emotions, sociology, psychology, listening, speaking, culture, etc, etc. it is a natural for synthesizing ESL into a living, breathing experience that students may use and draw upon the rest of their lives.

General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.

Resume L’innovation est un processus complexe a plus d’un titre. L’organisation des phases amont des projets d’innovation mobilise des equipes interdisciplinaires qui mettent en œuvre une multitude de methodes. Les travaux de recherche des auteurs les ont conduits a proposer des liens feconds entre une selection d’outils et de methodes afin de modeliser les processus et proposer une organisation pertinente et efficiente par rapport aux objectifs et aux contraintes des PME. L’objectif de cet article est de presenter plusieurs boucles vertueuses au sein de ce processus qui genere des connaissances et fond evoluer les competences te les pratiques. Abstract – Innovation is a complex process more than one way. The organization of the preliminary phases of innovation projects mobilizing interdisciplinary teams that implement a variety of methods. The authors' research led them to propose fruitful links between a selection of tools and methods to model the process and provide a relevan...

-L'innovation est un processus complexe a plus d'un titre. L'organisation des phases amont des projets d'innovation mobilise des équipes interdisciplinaires qui mettent en oeuvre une multitude de méthodes. Les travaux de recherche des auteurs les ont conduits à proposer des liens féconds entre une sélection d'outils et de méthodes afin de modéliser les processus et proposer une organisation pertinente et efficiente par rapport aux objectifs et aux contraintes des PME. L'objectif de cet article est de présenter plusieurs boucles vertueuses au sein de ce processus qui génère des connaissances et fond évoluer les compétences te les pratiques. Abstract-Innovation is a complex process more than one way. The organization of the preliminary phases of innovation projects mobilizing interdisciplinary teams that implement a variety of methods. The authors' research led them to propose fruitful links between a selection of tools and methods to model the process and provide a relevant and efficient organization with the objectives and constraints of SMEs. The aim of this paper is to present several virtuous loops within the process that generates knowledge and skills to develop innovative practices.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

RESUMO Este artigo tem como objetivo apresentar as interações e as mediações que ocorreram em uma proposta de formação continuada desenvolvida por meio da metodologia da pesquisa colaborativa durante uma pesquisa de doutorado. O estudo utilizou a pesquisa colaborativa, segundo Ibiapina, como metodologia, sendo essa uma modalidade de pesquisa que se encontra ancorada na Abordagem Histórico Cultural de Vygotsky, em que a sua premissa é conhecer a essência do fenômeno por meio de seu processo histórico real e de seu desenvolvimento, em que o sujeito é considerado parte inerente à sociedade da qual faz parte. Os dados desta pesquisa foram produzidos entre 2013 e 2016 no projeto OBEDUC, núcleo UFMS, a partir de 38 sessões, uma entrevista coletiva e envolveu dois professores de matemática. Os dados foram analisados por meio de dois eixos temáticos; Mediação e Colaboração. Como resultado, destacamos que a formação realizada no estudo, por meio da metodologia da pesquisa colaborativa, mostrou-se uma oportunidade também de pesquisa para todos os participantes, propiciou coprodução de saberes, possibilidade de reflexão crítica e de colaboração. O formato de formação criou vínculo e foi além das produções que gerou, foi uma abordagem de formação contínua, que atingiu a vontade do professor de ser pesquisador, e de cruzar os caminhos da universidade e da escola.

Este artigo tem como objetivo apresentar as interações e as mediações que ocorreram em uma proposta de formação continuada desenvolvida por meio da metodologia da pesquisa colaborativa durante uma pesquisa de doutorado. O estudo utilizou a pesquisa colaborativa, segundo Ibiapina, como metodologia, sendo essa uma modalidade de pesquisa que se encontra ancorada na Abordagem Histórico Cultural de Vigotski, em que a sua premissa é conhecer a essência do fenômeno por meio de seu processo histórico real e de seu desenvolvimento, em que o sujeito é considerado parte inerente à sociedade da qual faz parte. Os dados desta pesquisa foram produzidos entre 2013 e 2016 no projeto OBEDUC, núcleo UFMS, a partir de 38 sessões, uma entrevista coletiva e envolveu dois professores de matemática. Os dados foram analisados por meio de dois eixos temáticos; Mediação e Colaboração. Como resultado, destacamos que a formação realizada no estudo, por meio da metodologia da pesquisa colaborativa, mostrou-se u...

RESUMO-O artigo que se apresenta irá discutir a origem, a formação e os desafios que se apresentam para o professor pesquisador, dando ênfase na sua prática tanto na escola como no ensino superior. Para uma melhor organização da pesquisa, optou-se em dividi-la em três capítulos. O primeiro trata da origem e das principais características do docente pesquisador. O segundo capítulo refere-se a formação acadêmica desse profissional e no último se discute os desafios e as perspectivas no meio acadêmico frente as novas exigências que se apresentam. Percebe-se diante disso tudo, que o professor é um agente de sua própria formação e de seu aprender a ensinar, tornando-o, assim, necessariamente um pesquisador da sua área do conhecimento. Palavras-chave: Pesquisa; Formação; Professor; Ensino. Teacher researcher: prospects and challenges ABSTRACT-The article presents will discuss the origin, formation and the challengesthat present themselves to the teacher researcher, emphasizing in practice both at school and in higher education. For a better organization of research, it was decided to divide it into three chapters. The first deals with the origin and maincharacteristics of the teacher researcher. The second chapter refers to this professional and academic training in the last discusses the challenges and prospects in academia face the new demands that arise. It can be seen it allbefore, that the teacher is an agent of their own training and their learning to teach,making it thus necessarily a researcher in your area of knowledge.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

-L'innovation est un processus complexe a plus d'un titre. L'organisation des phases amont des projets d'innovation mobilise des équipes interdisciplinaires qui mettent en oeuvre une multitude de méthodes. Les travaux de recherche des auteurs les ont conduits à proposer des liens féconds entre une sélection d'outils et de méthodes afin de modéliser les processus et proposer une organisation pertinente et efficiente par rapport aux objectifs et aux contraintes des PME. L'objectif de cet article est de présenter plusieurs boucles vertueuses au sein de ce processus qui génère des connaissances et fond évoluer les compétences te les pratiques. Abstract-Innovation is a complex process more than one way. The organization of the preliminary phases of innovation projects mobilizing interdisciplinary teams that implement a variety of methods. The authors' research led them to propose fruitful links between a selection of tools and methods to model the process and provide a relevant and efficient organization with the objectives and constraints of SMEs. The aim of this paper is to present several virtuous loops within the process that generates knowledge and skills to develop innovative practices.

RESUMO Esta pesquisa tem como objetivo desvelar algumas de minhas teorias pessoais acerca do processo de ensino e aprendizagem de língua inglesa, empregando a refl exão colaborativa como instrumento para o desenvolvimento de minha prática pedagógica. Os resultados mostram que a refl exão sobre as próprias teorias e a prática pedagógica pode levar ao crescimento profi ssional e que esta refl exão, quando feita em colaboração com os pares, pode promover mudanças na maneira como alunos-professores percebem a si próprios como profi ssionais, bem como no processo de ensino e aprendizagem como um todo. PALAVRAS-CHAVE: refl exão colaborativa, teorias pessoais, mudanças, formação de professores. The collaborative refl ection as instrument to uncover personal theories and develop the pedagogical practice ABSTRACT This research aimed to uncover some of my personal theories in relation to the process of teaching and learning English as a foreign language, by means of collaborative refl ection as an instrument to develop my own pedagogical practice. The results show that refl ecting about our own theories and pedagogical practice can lead to professional development and that refl ection, if it is done collaboratively between peers, can promote changes in the way student teachers perceive themselves as professional and also in the process of teaching and learning as a whole.

New perspectives in teacher education call for ways to decentre our practices and reflect on the ideological discourses that frame approaches to teacher preparation. As a group of newly hired professors asking how best to prepare drama teachers, we realize that our life ...

Resumen: Este artículo aborda el uso de imágenes en las investigaciones socioantropológicas bajo el marco teórico-metodológico de la performance-investigación. A partir de tres experiencias desarrolladas en diferentes contextos sociopolíticos violentos y/o traumáticos en Argentina (un taller de video con maestros indígenas toba-qom, una videodanza en las ruinas de Villa Epecuén y una instalación performática sobre el movimiento feminista NiUnaMenos) se reflexiona sobre las relaciones entre performance-cámara-corporalidades y se indaga en el potencial poético-epistemológico-político de las imágenes para (re)presentar corporalidades sensi-bles. En diálogo con otros modos de indagación encarnada, el análisis sugiere cómo el uso de imágenes en un abordaje transdisciplinar e intercultural crítico activa procesos de documenta-ción y memoria, contribuye al desarrollo de estrategias participativas-colaborativas, y habilita un espacio para la descolonización de nuestra(s) mirada(s) y la transformación micropolítica. PalabRas clave: imágenes, performance-investigación, investigación-creación colaborativa, prácticas decoloniales, micropolítica. From the eye-body to the embodied-eye. The use of images in performance-research strategies abstRact: This article discusses the use of images in socio-anthropological research and their contribution to the development of performance-research methodological strategies. By bringing three research-creation collaborative experiences developed in different violent and/or traumatic socio-political contexts in Argentina (a video workshop conducted with indigenous toba-qom teachers, a video-dance in the ruins of Villa Epecuén and a performatic installation about the feminist movement NiUnaMenos) it reflects on different relationships between performance-camera-corporalities and explores the poetic-epistemological-political potential of the images to (re)present sensitive corporalities. In dialogue with other embodied research methods, the analysis suggests how the use of images in a cross-disciplinary approach can contribute to the development of participatory-collaborative strategies and enable a space for decolonizing our gaze(s) and micropolitical transformation.

This paper asks what pedagogies are needed as Canadians are invited to reconcile colonial pasts with contemporary forms of racism and enduring colonial structures. Sharing discourses of race from youth who participated in a year-long ethnography, and moments from a drama-based pedagogical collaboration, this paper suggests ways of updating multiliteracies frameworks so as to better account for the networks of power that circulate in classrooms. This project had the dual aims of exploring discourses of difference used by students, as well as drama as a multimodal, embodied, and (post)critical pedagogy for unpacking differences embedded in the Grade 9 social studies curriculum. Drawing on feminist pedagogies, critical race studies, and Indigenous critiques of education, the author argues that embodiment and subjectivity are central to teaching and learning, and illustrates through excerpts from interviews and fieldnotes, how race, intersectionality, and White supremacy influence interactions in the classroom. The paper concludes by proposing that multiliteracies and multimodal pedagogies would benefit from centralizing anti-racist and decolonizing approaches to learning, in addition to the networks in which literacy practices occur and through which meaning is made.

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.

In this thesis, the author makes the case that drama is a powerful tool for language acquisition because it develops and engages embodiment, emotion and identity, important aspect of learning and communication that are often neglected in traditional language classrooms. The thesis establishes a theoretical foundation for the use of drama in the social justice-oriented language classroom, reviews research on drama for language learning and describes common drama techniques. The author connects the theories of embodied cognition and multiliteracies to an intersectional model of identity and argues that drama helps students re-examine the way society positions them based on their embodied identities. The impact of emotions on language learning and the ways students’ emotional experiences are influenced by language and culture are analyzed, with the conclusion that drama can be an effective tool to increase students’ emotional intelligence. The author situates second language identity formation within a narrative identity development framework and proposes identity texts as a form of counter-storytelling. These texts contribute to the creation of a more just society by challenging dominant discourses and encouraging students to envision a wider range of possibilities for their future selves. The thesis concludes with a framework for implementing drama in the language classroom, which contains suggestions for creating a socially responsible drama class as well as a progression of activities that teachers can use with their own students.

O presente trabalho tem como objetivo discorrer sobre algumas dificuldades enfrentadas por professores e alunos durante o processo de ensino e aprendizagem de língua inglesa. Trata-se de um estudo bibliográfico sobre o assunto, tomando como aporte teórico os trabalhos sobre formação de professores de línguas, bem como estudos atuais da área da Linguística Aplicada ao ensino e aprendizagem de línguas. O estudo aponta que as transformações da era denominada pós-moderna, no contexto da sociedade globalizada intensificam as mudanças e os próprios desafios enfrentados por professores e alunos. Diante dessa realidade, entendemos que a formação docente é um processo ininterrupto, que nunca poderá ostentar a pretensão de se considerar concluído, uma vez que o mundo está em constante processo de evolução. Assim, a busca constante por meios e estratégias eficazes para lidar com tais entraves faz com que o tanto o alunado quanto os docentes sejam impulsionados a estar sempre buscando se aperfeiçoar ou se desenvolver profissionalmente.