Presentation on theme: "From library to logframe: Applying academic analysis of action research with Sudanese teachers within the management discourse of the development sector."— Presentation transcript:
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... 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?
The ‘library’ and the ‘logframe’
Troubling the boundaries of academia and development practice Academia Theory & abstraction Methodology & process Complexity Reflexive & critical Outside view (in university) Flexible projects (PhDs) Academic discourse Development practice Practice Results Linearity Practical & funding-oriented Participant (in ‘the field’) Funding-dependent projects Rational management
Now, let’s break down some boundaries! Think about your experience of moving between academic and professional roles. To what extent were you able to draw upon your academic experience in practitioner roles or your practitioner experience in academic studies? What challenges did you face in putting your academic knowledge into practice or applying your practical knowledge in academic contexts?
Action research with Sudanese teachers
What is action research? “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)
What did we do? Reconnaissance phase: Discussion sessions Lesson observations Action research phase: Data collection Data discussion and analysis ‘Trial of a new idea’
Being mufetih (observant and analytical) “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) Adil
‘Being close’ to the learners “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” (Jaber, Headteacher) Maryam
Problem “You find students who know what’s written in the book, but they can’t use it in real life.” Trial Weekly writing topics that “concern students’ real lives” (with ‘purpose and audience’) Outcomes “I plan to apply the approaches of writing from the beginners’ classes up to the advanced levels...If this is not successful, then I will look for new approaches to try.” Experimentalism Abdelaziz
What did we find out? Focus Mufetih ‘Being close’ Experimentalism Learners-focused Authoritative uncertainty
How to apply action research? Action research Open, specific to context Emancipatory Small-scale, relationships Messy, complex Implicit, diverse, long-term Dispositions Rational management External priorities Technical Large-scale Standardised, linear Results-driven Measurable, fixed, timeframe Technical Objectives Process Outcomes
Your ideas, please! Practical issues: What ideas do you have for steps that can be taken to scale up participatory education projects while retaining their ethical objectives? Your experience: What is your experience of translating knowledge and practices from academic to practitioner contexts or vice versa? Transferring practices: How can we draw on academic beliefs and practices in the fast-paced and results-driven education and development sector?
Thank you for your participation شكراً جزيلاً لمشاركتكم Paul Fean