Appendix: Mirror Data Produced for Participatory Workshop Phase of WoTE-NZ

2020 ◽  
Keyword(s):  
Participatory Workshop

scholarly journals Forging Political Cadres for Re-Peasantization: Escuela de Acción Campesina (Spain)

2021 ◽  
Vol 13 (7) ◽  
pp. 4061
Author(s):  
David Gallar-Hernández
Keyword(s):  
Food Sovereignty ◽  
Participant Observation ◽  
Training Process ◽  
Ethnographic Interviews ◽  
Participatory Workshop ◽  
Global North ◽  
Training Schools ◽  
Ethnographic Methodology ◽  
La Via Campesina

Bolstering the political formation of agrarian organizations has become a priority for La Vía Campesina and the Food Sovereignty Movement. This paper addresses the Spanish case study of the Escuela de Acción Campesina (EAC)—(Peasant Action School), which is a tool for political formation in the Global North in which the philosophical and pedagogical principles of the “peasant pedagogies” of the Training Schools proposed by La Vía Campesina are put into practice within an agrarian organization in Spain and in alliance with the rest of the Spanish Food Sovereignty Movement. The study was carried out over the course of the 10 years of activist research, spanning the entire process for the construction and development of the EAC. Employing an ethnographic methodology, information was collected through participant observation, ethnographic interviews, a participatory workshop, and reviews of internal documents. The paper presents the context in which the EAC arose, its pedagogical dynamics, the structure and the ideological contents implemented for the training of new cadres, and how there are three key areas in the training process: (1) the strengthening of collective union and peasant identity, (2) training in the “peasant” ideological proposal, and (3) the integration of students as new cadres into the organizations’ structures. It is concluded that the EAC is a useful tool in the ideological re-peasantization process of these organizations.

scholarly journals Experiencing Your Education: What Engineering Education Can Learn from Dialogue

2011 ◽  
Author(s):  
Janna Rosales ◽  
Gloria Montano
Keyword(s):  
Engineering Education ◽  
Social Intelligence ◽  
Engineering Students ◽  
Interdisciplinary Collaboration ◽  
Team Work ◽  
Participatory Workshop ◽  
Communications Skills ◽  
Political Economic ◽  
Professional Degrees ◽  
Memorial University Of Newfoundland

What do engineers need to know beyond the textbook? Success as an engineer today also depends on the ability to hone skills such as team work, social intelligence and interdisciplinary collaboration, qualities that extend far beyond engineering itself. Dialogue education is one effective method being used in higher education to enhance student success, and it offers intriguing possibilities when paired with the curriculum for professional degrees. When students participate in dialogue education they not only sharpen professional communications skills, but also cultivate a richer understanding of the diverse perspectives which they encounter as they learn to engage constructively with the world around them. What can engineering education gain from dialogue education? In March 2011, the MetaKettle Project (Faculty of Engineering and Applied Science, Memorial University of Newfoundland), sponsored the "Dialogue Lab", a participatory workshop for graduate and undergraduate engineering students. The purpose of this workshop was to explore the ways that dialogue can be used as a practical and effective tool within the engineering profession in order to construct positive social, political, economic, civic and personal outcomes. This paper will report and reflect upon the results of the Dialogue Lab and examine what role dialogue can play in engineering education. 

scholarly journals The Academic Knowledge Management Model of Small Schools in Thailand

2015 ◽  
Vol 8 (11) ◽  
pp. 266
Author(s):  
Chamnan Tumtuma ◽  
Chalard Chantarasombat ◽  
Theerawat Yeamsang
Keyword(s):  
Knowledge Management ◽  
Research And Development ◽  
Field Study ◽  
Qualitative Data ◽  
Small Schools ◽  
Group Discussion ◽  
Management Model ◽  
Base Field ◽  
Academic Knowledge ◽  
Participatory Workshop

<p class="apa">The Academic Knowledge Management Model of Small Schools in Thailand was created by research and development. The quantitative and qualitative data were collected via the following steps: a participatory workshop meeting, the formation of a team according to knowledge base, field study, brainstorming, group discussion, activities carried out according to knowledge, summarizing and revising the operation, organizing an exhibition to show the work results, and the creation of a website. The results showed that the subjects had knowledge of how to manage knowledge, became more academically capable, and were satisfied with knowledge management at the highest level.</p>

scholarly journals 1E1-2　A report on participatory workshop of KAIZEN on work environment for cooking workers at supply center of school　lunch

2013 ◽  
Vol 49 (Supplement) ◽  
pp. S192-S193
Author(s):  
Fumiko MATSUDA ◽  
Thor IKEGAMI ◽  
Yuriko TAKEUCHI ◽  
Yuki MIZUNO ◽  
Koji YANO ◽  
...  
Keyword(s):  
Work Environment ◽  
School Lunch ◽  
Participatory Workshop

Designing better on-farm research in Australia using a participatory workshop process

2007 ◽  
Vol 104 (1-3) ◽  
pp. 157-164 ◽  
Author(s):  
David Lawrence ◽  
Nick Christodoulou ◽  
Jeremy Whish
Keyword(s):  
Participatory Workshop ◽  
On Farm

scholarly journals Adapting Cultural Heritage to Climate Change Risks: Perspectives of Cultural Heritage Experts in Europe

Geosciences ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 305 ◽  
Author(s):  
Elena Sesana ◽  
Alexandre Gagnon ◽  
Chiara Bertolin ◽  
John Hughes
Keyword(s):  
Climate Change ◽  
Cultural Heritage ◽  
Climate Change Adaptation ◽  
Best Practice ◽  
Climate Change Impacts ◽  
Structured Interviews ◽  
Adaptation To Climate Change ◽  
Participatory Workshop ◽  
Climate Change Risks ◽  
The Uk

Changes in rainfall patterns, humidity, and temperature, as well as greater exposure to severe weather events, has led to the need for adapting cultural heritage to climate change. However, there is limited research accomplished to date on the process of adaptation of cultural heritage to climate change. This paper examines the perceptions of experts involved in the management and preservation of cultural heritage on adaptation to climate change risks. For this purpose, semi-structured interviews were conducted with experts from the UK, Italy, and Norway as well as a participatory workshop with stakeholders. The results indicate that the majority of interviewees believe that adaptation of cultural heritage to climate change is possible. Opportunities for, barriers to, and requirements for adapting cultural heritage to climate change, as perceived by the interviewees, provided a better understanding of what needs to be provided and prioritized for adaptation to take place and in its strategic planning. Knowledge of management methodologies incorporating climate change impacts by the interviewees together with best practice examples in adapting cultural heritage to climate change are also reported. Finally, the interviewees identified the determinant factors for the implementation of climate change adaptation. This paper highlights the need for more research on this topic and the identification and dissemination of practical solutions and tools for the incorporation of climate change adaptation in the preservation and management of cultural heritage.

Institutional Networks for Inclusive Coastal Management in Trinidad and Tobago

2002 ◽  
Vol 34 (6) ◽  
pp. 1095-1111 ◽  
Author(s):  
Emma Tompkins ◽  
W Neil Adger ◽  
Katrina Brown
Keyword(s):  
Resource Management ◽  
Trinidad And Tobago ◽  
Coastal Zone Management ◽  
Social Institutions ◽  
Zone Management ◽  
Resource Managers ◽  
Participatory Workshop ◽  
The Social ◽  
Semistructured Interviews

The authors consider the role of institutional networks in integrated and inclusive coastal-zone management in Trinidad and Tobago. Drawing on theories of social institutions, a framework for understanding the institutional prerequisites for participatory management is developed. In this framework, distinction is made between institutions at the community, formal-organisational, and national regulatory levels and the means by which institutions adapt to and learn about new issues in terms of networks of dependence and exchange are characterised. The immediate networks between actors (their spaces of dependence) are augmented by wider networks between institutions at various scales (their spaces of exchange). This framework is applied to a case study of resource management in Trinidad and Tobago. Semistructured interviews with key government urban and economic planners, fisheries regulators, and other agents in Trinidad and Tobago, and a participatory workshop for resource managers, are used to identify the perceived opportunities and constraints relating to integrated and inclusive resource management within the social institutions. The findings are analysed through an exploration of the spaces of dependence and exchange that exist in the various social networks at the different institutional scales. The prescriptive relevance of this approach is in the demonstration of the nature of change required in social institutions at all scales to facilitate integrated and inclusive resource management.

scholarly journals Advancing girls' education in light of COVID-19 in East Africa: A synthesis report

2021 ◽  
Keyword(s):  
East Africa ◽  
Grey Literature ◽  
Initial Study ◽  
East African ◽  
School Closures ◽  
Participatory Workshop ◽  
Study Results ◽  
Key Informant ◽  
Synthesis Report ◽  
Desk Review

More than a billion students around the world have been affected by school closures in the past year and a half (March 2020 to August 2021) due to the COVID-19 pandemic. The persistence of the pandemic and the severity of the risks posed by the disruption of education necessitate a strong understanding of the present state of girls’ education in East Africa. This study aimed to understand the current problems posed by COVID-19 for girls’ education in Kenya, Tanzania, and Uganda; identify the gaps in understanding with regard to these problems; and illuminate solutions. The study is based on a rapid desk review of peer-reviewed and grey literature, coupled with nearly 30 key informant interviews with a range of East African organizations working on education and/or gender issues. These methods were complemented by an interactive, participatory workshop in which interviewees and other education stakeholders validated and supplemented the initial study results. Key findings from the study are summarized in this report.

scholarly journals Assessing Participatory Practices in a Cultural Preservation Workshop of the Sriwijaya Museum

2021 ◽  
Vol 32 (2) ◽  
pp. 165-178
Author(s):  
Adiwan F Aritenang ◽  
Zahara Sitta Iskandar ◽  
Pingkan Safitri ◽  
Riela Provi Drianda ◽  
Laila Zohrah
Keyword(s):  
Digital Technology ◽  
Cultural Preservation ◽  
Color Analysis ◽  
Community Members ◽  
Heritage Preservation ◽  
Political Will ◽  
Digital Museum ◽  
Participatory Workshop ◽  
History Of ◽  
Cultural Heritage Preservation

Among the great maritime trading empires of history, the Sriwijaya empire ranks among the most splendid and rich ones. Still, few people know about this empire and recognize it as an important part of the history of Indonesia. This study examined participatory practice in historic preservation by investigating stakeholders’ perspectives on the potential application of digital technology in the Sriwijaya Museum in Palembang. We introduced photogrammetry and color analysis technologies to identify some possible improvements to be implemented in the museum in the future. We invited some community members interested in Palembang’s history and in using digital technology in museums to participate in a two-day participatory workshop. Pre-workshop and post-workshop questionnaires were distributed to identify the participants’ expectations for and responses to the workshop. Moreover, we also interviewed several participants. The study revealed that all participants agreed that both technologies have great potential to provide narrations in the museum and support thematic activities such as arts, culinary, and music performances. This paper highlights the importance of the local community’s commitment and the government’s political will to realize a roadmap for the city’s cultural heritage preservation and digitization movement.   Abstrak. Di antara kerajaan perdagangan maritim besar dalam sejarah, Sriwijaya termasuk yang paling megah dan terkaya. Namun, hanya sedikit orang yang mengetahui dan mengakui Kerajaan Sriwijaya sebagai bagian penting dari sejarah Indonesia karena penggalian lebih banyak artefak dan sisa-sisa rumit. Tulisan ini bertujuan untuk mengkaji praktik partisipatif dalam pelestarian sejarah dengan mengkaji perspektif pemangku kepentingan tentang potensi penerapan teknologi di Museum Sriwijaya. Kami memperkenalkan teknologi fotogrametri dan analisis warna untuk mengidentifikasi beberapa perbaikan yang mungkin diterapkan di masa depan. Kami mengundang beberapa anggota masyarakat yang tertarik menggunakan teknologi di museum untuk berpartisipasi dalam lokakarya dua hari tersebut. Kuesioner pra dan pasca dibagikan untuk mengidentifikasi tanggapan dan harapan peserta terhadap lokakarya. Selain itu, kami mewawancarai beberapa peserta. Studi tersebut mengungkapkan bahwa semua peserta sepakat bahwa kedua teknologi tersebut berpotensi diterapkan untuk memberikan narasi di museum dan mendukung kegiatan tematik, seperti seni, kuliner, dan pertunjukan musik. Kajian tersebut menyoroti pentingnya komitmen masyarakat lokal dan kemauan politik pemerintah untuk mewujudkan peta jalan gerakan pelestarian warisan budaya dan digitalisasi kota.   Kata kunci. partisipatif, workshop, pelestarian budaya, alat digital, Museum Sriwijaya.

Pigeonholing or learning instrument?

2019 ◽  
Vol 43 (3/4) ◽  
pp. 354-374
Author(s):  
Henriette Lundgren ◽  
Brigitte Kroon ◽  
Rob F. Poell
Keyword(s):  
Human Resource Development ◽  
Qualitative Comparative Analysis ◽  
Perceived Usefulness ◽  
Personality Testing ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type ◽  
Participatory Workshop ◽  
Emotional Safety ◽  
Hrd Professionals

Purpose While factors that influence test takers’ reactions to personality testing in selection contexts have been well researched, little empirical research evidence exists to determine whether these factors also apply to test takers’ reactions in the context of management development (MD). The purpose of this study is, therefore, to explore what explains different test takers’ reactions in the context of MD programs. Design/methodology/approach A qualitative longitudinal approach with three phases of data collection was used, resulting in participatory workshop observations and 11 semi-structured interviews with participants from two different contexts. Data were analyzed using Qualitative Comparative Analysis (QCA). Findings The findings show that test takers’ reactions vary; some are more accepting, others are more neutral or rejecting, where perceived usefulness, clarity of purpose and perceived respectfulness are identified as distinguishing factors. Individuals also differ in terms of their awareness of assumptions and their perceived emotional safety, two emerging factors that are relevant in the MD context. Research limitations/implications Data were collected during the MD workshops and three months after, but no records of immediate test takers’ reactions were included, which could be an addition for future research. Practical implications The findings of this study suggest that human resource development (HRD) professionals have significant impact on test takers’ reactions when it comes to encouraging self-reflection and learning along personality tests. Originality/value This study adds to existing research by offering insights into factors in MD settings where participants are concerned about aspects of fairness, learning and behavioral change.

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