Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case
The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of rese...
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| Format: | Article |
| Language: | English |
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Hipatia Press
2023-02-01
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| Series: | Qualitative Research in Education |
| Subjects: | |
| Online Access: | https://hipatiapress.com/hpjournals/index.php/qre/article/view/10296 |
| _version_ | 1797800303811100672 |
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| author | Moises Esteban-Guitart Antti Rajala Michael Cole |
| author_facet | Moises Esteban-Guitart Antti Rajala Michael Cole |
| author_sort | Moises Esteban-Guitart |
| collection | DOAJ |
| description | The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance (“Aliança Educació 360”) conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves.
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| first_indexed | 2024-03-13T04:33:16Z |
| format | Article |
| id | doaj.art-8e72cc8ce4074628b0213983f343ef21 |
| institution | Directory Open Access Journal |
| issn | 2014-6418 |
| language | English |
| last_indexed | 2024-03-13T04:33:16Z |
| publishDate | 2023-02-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | Qualitative Research in Education |
| spelling | doaj.art-8e72cc8ce4074628b0213983f343ef212023-06-19T08:29:43ZengHipatia PressQualitative Research in Education2014-64182023-02-0112110.17583/qre.10296Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance CaseMoises Esteban-Guitart0Antti Rajala1Michael Cole2University of GironaUniversity of Oulu / University of Eastern FinlandUniversity of California, San Diego The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance (“Aliança Educació 360”) conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves. https://hipatiapress.com/hpjournals/index.php/qre/article/view/10296utopian methodologyaction-researchequitysocial justice360education |
| spellingShingle | Moises Esteban-Guitart Antti Rajala Michael Cole Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case Qualitative Research in Education utopian methodology action-research equity social justice 360education |
| title | Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case |
| title_full | Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case |
| title_fullStr | Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case |
| title_full_unstemmed | Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case |
| title_short | Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case |
| title_sort | expanding cycles of collaboration and critical inquiry in utopian methodology the 360 education alliance case |
| topic | utopian methodology action-research equity social justice 360education |
| url | https://hipatiapress.com/hpjournals/index.php/qre/article/view/10296 |
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