Phenomenography

This study contends that phenomenography offers both a useful research method and practical tools for developing education and training for career practitioners. After introducing the basic principles of phenomenography, the study reviews previous research on its potential in developing pedagogical practices. It explores how the phenomenographic findings were utilized to design an online skills training programme for career practitioners. The study finds that phenomenographic research serves three practical pedagogical purposes: (1) revealing how learners understand certain concepts or phenomena, (2) elucidating how these understandings differ; and (3) identifying critical aspects in helping learners to widen and deepen their understanding.

This paper presents the research method, the context of the project, and the results of an analysis of the conceptions of the incorporation of a LMS into instructors’ teaching practice at a university in Western Canada. The phenomenographic analysis identified four qualitatively different categories based on faculty member’s conception of self with a hierarchical relationship of pedagogical function. Finally, the effects of these categories against future strategic planning at the university will be discussed as well as areas of further research.

According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Research, a changed learning approach is an approach supporting the individual and social development, learning skills, creativity and enterprisingness of a learner. The aim of the study is to describe which discourses are associated with the changed learning approach and whether they coincide with the indicators created in the official discourse. Also, the aim is to determine, based on language use, how the stakeholders themselves relate to the education innovation.
The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.

What is existential anthropology, and how would you define it? What has been gained by using existential perspectives in your fieldwork and writing? Editors Michael Jackson and Albert Piette each invited anthropologists on both sides of the Atlantic to address these questions and explore how various approaches to the human condition might be brought together on the levels of method and of theory. Both editors also bring their own perspective: while Jackson has drawn on phenomenology, deploying the concepts of intersubjectivity, lifeworld, experience, existential mobility, and event, Piette has drawn on Heidegger’s Dasein-analysis, and developed a phenomenographical method for the observation and description of human beings in their singularity and ever-changing situations.

Cossham, A. F. (2017).
This article briefly evaluates phenomenography as a research approach. Drawing on findings from a recently-completed research project, it explains the phenomenographic approach, outlines how it was used in the research project, and presents the advantages and disadvantages of phenomenography. It identifies three issues with using phenomenography that do not seem to have been raised elsewhere. Two issues apply generally to all such research: the nature of phenomenographic data, and an inconsistency in phenomenography itself. The third is around mental models and phenomenographic conceptions and is applicable to this research project, but has wider implications for the concept of mental models in the cognitive viewpoint of library and information studies (LIS) research.

Student council presidents’ constructs of leadership roles are explored in this study.  Using the lens of Berger and Luckmann’s Social Construction of Reality, this study attempts to identify leadership definitions, nature and processes. By doing a phenomenographic inquiry thru interviews, leadership constructs by 13 Philippine student council president are perceived in three levels of reality: skill, trait, and as opportunity to become “first among equals.”  Furthermore, discourse of leadership comes from the students’ notions of leadership ability in relation to the contextual needs of their student body. Moreover, in the co-construction of leadership discourse between council presidents and the students, findings revealed differences between male and female student leaders as situations and contexts play roles on female leadership while rule-governed attitudes and behaviors define male council presidents. Furthermore, the Filipinos’ collectivist, hierarchical and high-context natures are reinforced by the ways in which the council presidents narrate how they mediate their leadership roles.

2017. What kinds of mental models do library catalogue users have of the bibliographic universe in an age of online and electronic information? Using phenomenography and grounded analysis, it identifies participants’ understanding, experience, and conceptualisation of the bibliographic universe, and identifies their expectations when using library catalogues. It contrasts participants’ mental models with existing LIS models, and explores the nature of the bibliographic universe. The bibliographic universe can be considered to be a social object that exists because it is inscribed in catalogue records, cataloguing codes, bibliographies, and other bibliographic tools. It is a socially constituted phenomenon.

Learner agency is an important concept in current education.  This research describes the perceptions high school seniors have about their learning experiences.  Educational research indicates students’ self-regulation being an important factor in academic success, yet many educational practices still rely on teacher-centered instructional models.  Supporting learner agency could improve the quality of students’ engagement in their learning process, and help students become ready for the requirements of living in 21st Century.  In this phenomenographic inquiry into students’ perceptions of their learner agency nine high school seniors were interviewed about their engagement and learning experiences.  The analysis yielded an outcome space of four qualitatively different ways of perceiving learner agency 1. detachment from learning, 2. belonging to the school community, 3. synergy of learning ownership, and 4, unbound ubiquitous learning.  The outcome space was organized into a visual conceptualization of the hierarchical relationship between intentionality, agency, and quality of learning.  Based on the findings of this research, the recommendations for educational policy and practice include crediting informal learning, embedding choices into learning experiences, and supporting both students’ and teachers’ individual learning process.

Keywords: learner agency, learning environment, negative agency, phenomenography, learner-centered practices, deeper learning, quality of engagement, learning process.

The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generating knowledge about first-person events, or the lived experiences of students in certain educational contexts. With the rise of phenomenology and phenomenography as a method, some conceptual mistakes and associated confusion have also arisen; however, accounts examining both are limited. As a result, this paper will be concerned with the discussion of two issues: (1) for the sake of conceptual clarity, I provide a brief outline of phenomenology and phenomenography; and, (2) I then turn my attention to a critical discussion of phenomenography. In the latter case, I argue that when phenomenography departs from phenomenology it actually weakens its legitimacy as an approach to research. In order to overcome this problem, I argue that it makes sense to consolidate phenomenography within the broader research agenda of phenomenology which extends on the work of Husserl. Of course, the caveat to this idea is contingent upon a significant shift within phenomenography so it closely aligns itself with phenomenological principles and methods. As a way forward, I offer research direction to those who may be interested in the study of human experience by opening-up interdisciplinary dialogue about phenomenology, and at the same time I explore core methods used in phenomenology that extend on the continental tradition of phenomenology.

Angesichts der von Menschen verursachten sozialen und ökologischen Krisen stellt sich die Frage, wie ökonomische Bildung dazu befähigen kann, eine nachhaltige Transformation unseres Wirtschaftssystems gestalten zu lernen. Da es in den letzten 15 Jahren kaum Forschung zu Nachhaltigkeit in der allgemeinen Wirtschaftsdidaktik gegeben hat, wird in der vorliegenden Arbeit zunächst analysiert, was zentrale fachwissenschaftliche Inhalte ökonomischer Bildung für eine nachhaltige Entwicklung aus den Bezugsdisziplinen der Ökologischen Ökonomie und Umweltökonomie sein sollten.
Dabei werden die ökonomische Bewertung von Ökosystemdienstleistungen und umweltpolitische Instrumente aus Sicht von Rational Choice und Verhaltensökonomie als Schlüsselmodelle aus den Fachwissenschaften ausgewählt. Wesentliche Elemente beider Modelle werden lehrbuchartig für didaktische Prozesse aufbereitet. Weiterhin werden jeweils Unterschiede zwischen der Ökologischen Ökonomie und der Umweltökonomie herausgestellt und anhand ökonomischer, ökologischer, sozialer und ethischer Kriterien beurteilt. So wird die ökonomische Bildung mit dem aktuellen Stand fachwissenschaftlicher Forschung zusammengeführt.
Im empirischen Teil der Arbeit werden qualitative Unterschiede in den Präkonzepten von Lernenden analysiert. Dafür haben Studierende der Ökonomischen Bildung in Gruppen typische gesellschaftliche Nachhaltigkeitsdilemmata diskutiert. Es zeigen sich Differenzen zwischen den Lernenden und im Vergleich von Lernenden und Fachwissenschaft in Bezug auf ökonomische (z. B. Denken in Ziel-Mittel-Relationen), ökologische (z.B. Einbeziehung unterschiedlicher Umweltaspekte) und soziale (verschiedene Gerechtigkeitsverständnisse) Kategorien.
Aufbauend auf den Vorkenntnissen der Lernenden werden zum Schluss des Buchs Seminarkonzepte entwickelt. Diese versprechen eine hohe Lernwirksamkeit, weil sie an den Vorverständnissen der Lernenden ansetzen und es ihnen ermöglichen die anspruchsvollen fachlichen Modelle zu erlernen.

In times of ecological and social crises, one might ask these days how economics education can enable us to learn to shape a sustainable transformation of our economy. As there has been very little research concerning sustainability in economics education during the last 15 years, the dissertation starts by analyzing what are the most important contents from the relevant scientific disciplines of ecological and environmental economics, which should be part of an economics education for a sustainable development. The models of ecosystem service valuation and assessment as well as economic policy instruments for the environment from the perspective of rational choice and behavioral economics are selected. Core elements of both models are – similar to a textbook – presented in a way, in which they can easily be used in teaching and learning. Furthermore differences between ecological and environmental economics are continuously illustrated and the selected models are judged using ecological, economic, social, and ethical criteria. Thereby economics education and the state-of-the-art of research in sustainability economics are brought together.
In the empirical part, qualitative differences in the pre-conceptions of learners are analyzed. Therefore students of economics education have discussed in focus groups typical societal sustainability problems. As a result, distinctions between the learners as well as between learners and the approaches used in ecological and environmental economics are found regarding economic (e. g. thinking in mean-end-relations), ecologic (e. g. different aspects of the environment), and social (understanding of justice) categories.

Ce livre est le fruit d’une expérience unique : l’auteur a été filmé par Catherine Beaugrand et Samuel Dématraz, sans interruption, pendant 12 heures. Il présente la description aussi précise que possible de tous les instants privés et publics, sans aucune coupure, du petit déjeuner au dîner, en passant par les trajets en RER, les conversations avec des collègues, les heures d’enseignements et les moments vides. Ces descriptions sont suivies par des commentaires sur le volume humain, ses modes de présence, ses actes, son style, ses détails, ses changements et sa continuité au fil de la journée. L’auteur propose des concepts et des réflexions sur ce qui pourrait constituer l’anthropologie comme science de l’homme. C’est comme s’il y avait deux disponibilités, constate Albert Piette, l’unité humaine sans discipline, et l’anthropologie, sans objet qui lui soit propre, une sorte de mot fourre-tout ou synonyme de sociologie. En postambule du livre, l’auteur s’interroge sur ce que serait les fondements de l’anthropologie. Il convoque alors, non plus Hérodote, mais Aristote et, au fondement métaphysique, il ajoute un fondement artistique, en commentant Rilke sous forme de conseils à un jeune anthropologue. Ainsi au fil des pages se précisent les principes d’une telle science de l’homme que l’auteur ne veut pas séparer d’une éthique, une « éthique du volume » selon ses mots, dans laquelle il s’interroge sur ce qui existe et sur ce qui n’existe pas : ce qui lui permet d’attribuer une valeur centrale à l’être humain et à chaque singulier.
Le livre commence par une préface de Catherine Beaugrand.

Purpose
To introduce autoethnography as an innovative research approach within sport and physical culture, and consider its key tenets, strengths and weaknesses. For illustrative purposes, the chapter draws upon two specific autoethnographic research projects on distance running, one collaborative and one solo.

Design/methodology/approach
The design of the two projects is delineated, including methods of data collection and analysis: tape-recorded field and ‘head’ notes, personal and analytic logs, phenomenological, thematic and narrative data analysis.  Issues of representation are addressed and the chapter explores salient, but often-overlooked, ethical considerations in undertaking autoethnographic research.

Findings
Key findings of two research projects are presented, cohering around issues of identity construction and identity work, together with lived body and sensory experiences of distance running.

Research limitations/implications (if applicable)
The limitations of using an autoethnographic approach are discussed, including in relation to fulfilling traditional, positivistic judgment criteria such as validity, reliability and generalizability; more appropriate criteria are discussed, particularly in relation to evocative autoethnographies.  Novel forms of the genre: collaborative autoethnography and autophenomenography, are suggested as future directions for autoethnographic research in SPC.

Originality/value
The chapter provides a succinct introduction to the use of autoethnography in sport and physical culture, for those unfamiliar with the genre. The author also suggests an innovative variation - autophenomenography.

Keywords
Autoethnography; collaborative autoethnography; autophenomenography; distance running; embodiment

In response to the claim that our sense of will is illusory, some philosophers have called for a better understanding of the phenomenology of agency. Although I am broadly sympathetic with the tenor of this response, I question whether the positive-theoretic blueprint it promotes truly heralds a tenable undertaking. Marshaling a Schopenhauerian insight, I examine the possibility that agency might not be amenable to phenomenological description. Framing this thesis in terms of Charles S. Peirce’s semiotic framework, I suggest a way to integrate the idea of streaming experiences with that of bodily strivings, which, owing to their primitive structure, can never be represented.

This paper presents the research method, the context of the project, and the results of an analysis of the conceptions of the incorporation of a LMS into instructors’ teaching practice at a university in Western Canada. The phenomenographic analysis identified four qualitatively different categories based on faculty member’s conception of self with a hierarchical relationship of pedagogical function. Finally, the effects of these categories against future strategic planning at the university will be discussed as well as areas of further research.

Modern phenomenology, with its roots in Husserlian philosophy, has been taken up and utilised in a myriad of ways within different disciplines, but until recently has remained relatively under-used within sports studies.  A corpus of sociological-phenomenological work is now beginning to develop in this domain, alongside a longer standing literature in feminist phenomenology.  These specific social-phenomenological forms explore the situatedness of lived-body experience within a particular social structure.  After providing a brief overview of key strands of phenomenology, this article considers some of the ways in which sociological, and particularly feminist phenomenology, might be used to analyse female sporting embodiment. For illustrative purposes, data from an autophenomenographic project on female distance running are also included, in order briefly to demonstrate the application of phenomenology within sociology, as both theoretical framework and methodological approach.

Most engineering education today does not adequately prepare students to contribute to
sustainability. For example, engineering students often do not learn how to address complex
and ill-structured sustainability problems that involve different stakeholders, value conflicts,
and uncertainty; such problems are also called wicked problems. Efforts to improve
engineering education in this regard are hampered by a lack of research on how engineering
education can prepare students to address wicked problems.
This thesis aims to address this gap in two parts. The research described in Part 1 aimed to
explore what engineering students need to learn to be able to address wicked problems. For
this purpose, a pre-study literature review and two empirical studies were conducted. For the
empirical studies, engineering students were interviewed and the interviews were analyzed
using qualitative content analysis (Study 1) and a phenomenographic approach (Study 2). The
research in Part 2 aimed to link the theoretical results from Part 1 to engineering education
practice by focusing on teaching and assessment. The research in Part 2 comprises two
empirical studies in which pragmatic action research (Study 3) and design-based research
(Study 4) was used.
The results of the research include (a) a description of engineering education-specific
challenges in addressing wicked problems; (b) 3 descriptions of wicked problems and design
principles for wicked problem descriptions; (c) description of four different approaches that
engineering students have used in addressing a wicked problem; (d) 22 intended learning
outcomes, 3 assessment approaches, an analytic assessment rubric, and a rubric-based
intervention for students’ ability to integratively address wicked problems; (e) validity,
reliability, and utility evaluations of the assessment rubric; and (f) insights about students’
performance, their approaches to wicked problems, and affordances for learning in differently
scaffolded activities during the rubric-based intervention.
Conclusions from the research include that an integrative approach to wicked problems is
most appropriate, that students are able to use such an approach, but that they may need
instructional support to do so. Conclusions further include that strong cognitive scaffolding
with a highly detailed assessment rubric can support students’ understanding of the nature of
wicked problems and students’ performance in written responses to wicked problems, but
possibly also limit affordances for deep and transferable learning.

This phenomenographic study investigates the information engagement practices of experienced art and design practitioner researchers working in university contexts, with the key aim of contributing to developing the information engagement capabilities of novice practitioner researchers. The investigation takes a relational approach that focuses on
relationships between particular social practices and the contexts within which they occur.
Accordingly, consideration has been given to contemporary political and economic pressures on university research and on the position of art and design practitioner research within that context. In keeping with this relational perspective, phenomenographic interviews garnered data from 28 art and design practitioner researchers working in Australian universities.
Findings from the data analysis include six qualitatively different ways that art and design practitioner researchers experience information engagement. For librarians working with novice researchers, these findings provide examples of effective information engagement that extend beyond the perspective of information literacy standards. For curriculum developers, these findings highlight possibilities for using information engagement development to encourage art and design students to self-identify as researchers at earlier stages of their study. For administrators seeking to provide evidence of graduate attribute development, these findings show practical connections between ongoing student inquiry experiences and the development of attributes associated with independent research and self-directed practice.

Details
This book is an anthropology book, not a social and cultural anthropology book, but an existential anthropology book. It presents a critique of the theories and methods of the social sciences, which Albert Piette reproaches for side-stepping human beings, their modes of being and more generally the fact of existing. The book also offers an original combination of methods for exploring the details of existence: the particularities of each person in a group, the succession of situations in a day, and the subtlety of moments of presence. It gives rise to new theoretical propositions on what constitutes the specificity of human existence and social life.

For contents and first pages (probelesen)  : see http://www.duncker-humblot.de/index.php/leseprobe?file=LP03428546770

FÁZIK, Jakub. Metodologické aspekty výskumu informačnej gramotnosti začínajúcich študentov učiteľských programov v Bratislave. In: RAJSKÝ, Andrej, edit. Juvenilia Pedagogica 2019: Aktuálne teoretické a výskumné otázky pedagogiky v konceptoch dizertačných prác doktorandov z konferencie s medzinárodnou účasťou konanej dňa 01.02.2019 [CD-ROM]. Trnava: Trnavská univerzita v Trnave, 2019, s. 66-72. ISBN ISBN 978-80-568-0378-3. //

Príspevok prezentuje metodologické východiská a aspekty výskumu informačnej gramotnosti študentov prvých ročníkov bakalárskeho stupňa učiteľských programov viacerých fakúlt Univerzity Komenského v Bratislave. Prvá časť príspevku stručne prezentuje koncepty informačnej gramotnosti viacerých odborníkov a poukazuje na potrebu jej implementácie do sektoru primárneho a sekundárneho vzdelávania. V druhej časti autor predstavuje ústredný problém vlastného výskumu spolu s výskumnými otázkami, špecifikuje výber výskumnej vzorky s jej charakteristikami a implementáciu metodológie zberu a vyhodnocovania dát. Kľúčové slová: informačná gramotnosť, výskumy informačnej gramotnosti, fenomenografia, študenti učiteľských študijných odborov.

Background:
A rapidly increasing ageing population has significant consequences for the demography, health and wellbeing of our society. Participatory arts programmes and activities can contribute to health promotion in later life, by providing community-based, non-clinical opportunities for meaningful engagement and interaction. To date, academic research studies have mainly focused on people living with dementia and have investigated the benefits of therapeutic and / or musical interventions. However, little research has been conducted with healthy older people participating in other arts’ domains such as the visual arts or been approached through a creative ageing lens. Creative ageing is an inherently interdisciplinary field of enquiry, which sits at the intersection of arts and health and social gerontology and places emphasis on the role of creative engagement in enhancing personal growth, creativity and building social connections in later life.

Aims:
This thesis uses a mixed-methods approach to explore experiences of participatory arts engagement in later life through a study of literature and focus-group conversations. The study considers existing theory within social gerontology, arts and health and the creative ageing movement in a conceptual review, providing the context that underpins the thesis. A mixed-methods systematic review is conducted to examine the published evidence on the effect of participatory arts on wellbeing, quality of life and cognitive function and to explore distinctions between engagement in different arts domains and levels of participation. A two-stage focus group study aims to investigate whether themes developed from the review resonate with older people’s own subjective experiences of participatory arts engagement and to explore barriers to participation in the arts in later life.

Methods:
The study employs a multi-stance approach to data collection and analysis, through a mixed-methods methodology which draws on the traditions of pragmatism and phenomenography. First, a conceptual review explores key concepts in social gerontology, definitions of arts and health and approaches to ageing, including the burgeoning field of creative ageing, providing the theoretical context for the thesis. Next, a mixed-methods systematic review is conducted to identify relevant qualitative, quantitative and mixed-methods studies of the effect of participatory arts engagement in later life and older people’s subjective experiences of engagement. Quantitative results from studies in the review are analysed through an exploratory meta-analysis of the topic of subjective wellbeing and through narrative analysis, categorised by wellbeing and cognitive function domains for clarity. To employ creative methods in the analysis, as this is a study about arts engagement, qualitative findings are analysed using thematic and I-poem analysis, which places emphasis on the older people’s voice. The qualitative and quantitative analyses are then integrated to provide a combined evidence synthesis of experiences and effects of participatory arts engagement in later life.

A two-stage focus group study is then carried out to explore whether the themes developed from the review resonated with participants’ own subjective experiences of participatory arts engagement and to explore barriers to participation. The first stage of the study involves three focus group sessions with groups of older people, which took place at three locations in Cambridge. Themes from the review were used as the stimulus for conversation and provide the structure for analysis. The findings are further scrutinised using Seligman’s (2011) PERMA model of wellbeing (Positive emotion, Engagement, Relationships, Meaning and Achievement) as a framework, focusing on the elements of wellbeing which contribute to a meaningful life. Stage two of the study examines barriers to participation with a more socio-economically diverse sample of older people. This stage involves two additional focus groups which were held in Peterborough and Wisbech. Findings are re-analysed in light of the second study and identifies both barriers and facilitators to participation in the arts.

Systematic reviews play an integral role in the production of research knowledge. However, review reports often remain in academia, without the findings being shared with relevant stakeholders. By further examining the systematic review findings through focus group interviews with older people, this thesis may help to close the gap between research and practice. Additionally, enabling groups of older people to discuss the findings meant that the study could be contextualised in contemporary group settings, increasing the quality and relevance of the review and reflecting participants’ voice. Concepts developed during the analysis are discussed in the final chapter and presented in a conceptual framework of creative ageing.

Findings:
The mixed-methods systematic review identified 33 relevant studies which investigated the effects of participation in dance, visual arts, creative writing and theatre on wellbeing, quality of life and / or cognitive function for healthy older people. Quantitative analysis produced as part of the systematic review process showed statistically significant improvements to some aspects of wellbeing following engagement in dance and visual arts activities, and enhanced cognitive function in the domains of general intellectual ability and attention after participation in different art forms. The exploratory meta-analysis showed an overall combined effect size of g=0.18 indicating the effect of dance on enhanced subjective wellbeing. Qualitative findings were developed into five themes: making and creating; connections and communities; identity; the ‘feel good’ factor; and body, mind & soul. Additionally, I-poem analysis revealed an association between positive emotion and participation in dance and a poem titled ‘I feel happy when I’m dancing’ was produced as a creative output.

Findings from the review were shared in a two-stage focus group study. In the first stage of the focus group study, three supplementary themes were developed to those identified above: engagement as ritual; emotion and engagement; and ikigai. In stage two, an iteration of the theme of engagement as ritual was developed into spiritual resonance: engagement as ritual, along with a further theme around transitions of ageing. These themes elucidate the role of the arts and cultural engagement in supporting people to remain active and involved in their communities in later life and which may provide a ‘reason for being’. The study also allowed a connection to be made between the ritual of engagement in the arts and the sense of belonging felt by bringing people together creatively, in addition to the potentially detrimental effect of non-participation on subjective wellbeing. Transitions of ageing provides evidence for the role of creative engagement in challenging perceptions of ageing and enabling opportunities to explore a new sense of self in later life.

In the second stage of the focus study, barriers to participation were categorised as: infrastructure, situational and dispositional barriers, as well as factors which might facilitate participation, classified as: intra-personal, inter-personal and external factors. Infrastructure barriers emphasised the need for accessible transport links which enable older people to access arts and cultural activities, particularly in more rural areas. Personal
circumstances including finance and relationship status were highlighted as situational barriers preventing participation, while dispositional factors including low levels of self-efficacy and literacy may inhibit engagement. Findings also explicated factors which may provide solutions that improve access and inclusivity for older people wishing to participate in the arts, including offering taster sessions, befriending schemes and reducing financial and access restrictions. Finally, a conceptual model was developed which highlighted three key interwoven concepts of creative ageing: participation, connection and flourishing.

Conclusions:
This thesis substantiates existing evidence on the potential role of creative engagement in enhancing quality of life, promoting social connectedness and thus reducing loneliness in later life. It also contributes to the mixed-methods’ paradigm discourse through its innovative use of a creative method within the systematic review and the multiple-stance approach to the thesis. The study contributes new knowledge by establishing a meaningful association between creative ageing and human flourishing and provides evidence for the need for more accessible community-based arts activities which encourage older people to participate and develop positive connections. Factors which might inhibit or encourage participation should be considered in the design of creative programmes to ensure that they are accessible and inclusive to a diverse range of older people. In conclusion, creative engagement may contribute to developing more resilient, creative and healthier communities within which our ageing population are enabled to flourish. With an established evidence base on the benefits of participating in the performing arts, including dance for promoting subjective wellbeing, there is now an opportunity for us to expand our perceptions and understanding of creativity in later life through further research which embraces a broader definition of creative ageing.

Abstract
Listening to the voices of learners, also referred to as ‘student voice’, ‘pupil voice’ or ‘insider perspective’, is an aspect of inclusive education research that views learners as experts on their own lives, and provides insight into school subcultures that are relatively inaccessible to adults.
This study listened to the voices of eleven young schooling mothers to find out the factors that help or hinder their successful completion of high school.

A participatory methodology was used to listen to learners’ voices. The study’s model of inclusive research involved using a participatory approach in which the young schooling mothers assumed the role of co-researchers. The multiple data collection methods employed recognise the values of community, respect for diversity and belonging also enabled inclusive engagement by building on the participants' strengths and encouraged meaningful participation. I collected
data using cellphone messaging, learners’ journals, interviews, focus group discussions and video interviews. The multiple opportunities provided to the learners to speak about their school experiences highlighted the efficacy of the methods and revealed the learners’ preferences. Data was analysed using phenomenography, an approach that identified the qualitatively different ways in which the experiences of the young schooling mothers could be understood.

The study found that learner-managed methods (cell phone messaging, journaling and learners’ video interviews) provided unique and authentic perspectives into the young mothers’ private lives. The learners stated that they felt included in school by being involved in the research and
by voicing their experiences of school as young schooling mothers. The young schooling mothers experienced school and schooling as rapidly changing experiences of inclusion, exclusion and marginalisation. The learners identified situations when they could be treated as both the same as, and different from other learners. Recommendations to ensure the learners successful completion of high school include a differentiated recognition of difference approach and a review of policy based on a non-judgmental construction of young motherhood.

Key Terms: inclusive education, inclusion, voice research, young schooling mothers, phenomenography, exclusion, marginalisation, high school

The impetus for this thesis has grown from the challenges facing day-to-day design studio education and the recognition that the formal/informal division of educational space impacts upon student learning and engagement in higher education today. As a consequence of the changing conditions imposed by economics, politics, and technology, specialist design studio facilities are being reconfigured into studio-based classroom learning spaces (often generically termed as ‘studio’). It is, I believe, worth assessing how these recontextualised learning spaces impact upon students’ senses.

This investigation did not set out to prove or test a pre-determined hypothesis from the onset of the study. Instead, the purpose of this research study was to systematically examine the relationship between sensory affect and learning in the changing landscape of contemporary Communication Design education. However, as the study progressed, sensory affect moved from being the central emphasis of the study to being the conduit through which to investigate aspects of learning experience within the two case studies in different shared domains. To understand the component parts of studio learning, sensory affect was effectively employed via the range of practice-led methods.

The data was gathered via the systematic examination of two case studies: an art school in the UK and a college of art contained within a parent university in Australia. Real-life formal and informal learning spaces provided the naturalistic settings in which to conduct the research with two groups of Communication Design students. The participants worked within studio and studio-based classroom environments using an inductive Participatory Action Research (PAR) approach involving Participatory Design (PD) tools and techniques. Participants responded to their everyday learning experiences through detailed and reflective narrative accounts via a series of participatory group workshops and individual visual, sensory and sound ethnographic research methods.

Overall, the findings showed that the participants could either be disturbed or supported by sensory affect in their experiences of learning spaces. The Case Study 1 participants in the UK responded that their friendly, informal, day-to-day social interactions with peers and staff in their situated studio community, are integral to their collective and individual learning and practice. The Case Study 2 participants created their own offline and online community outside of the boundaries of their studio-based classroom learning spaces, mainly in cafes, at home and via social media. The findings evidenced the importance of multi-sensory research methods in drawing out relationships between place, lived experience, and community.

This research investigation travels a substantial distance towards a form of reconciliation and understanding of contemporary Communication Design learning spaces to support student engagement. As articulated throughout this thesis, this is largely a methodological investigation, which employs sensory affect as a lens to investigate the relationship between learning and practice, community, institutional management, the role of the studio, the pedagogical approach and lastly, meaning making of sensory affect. The suggestion is that when employing the proposed transferable framework – the Methods Process Model (MPM) (or elements thereof) – then the student’s individual and collective relationship with learning is supported in relation to each of these areas. This is especially pertinent as technological concerns cross-cut and impact upon studio education today. The factors that might disrupt studio learning need to be brought forward into a students’ consciousness using this framework, guided by educators, researchers and institutions. Being mindful of these issues might mean that students and educators can implement strategies to work better within the studio. Therefore, the main contribution to knowledge of this thesis, and grounded in the findings, is the support of students as they explore and engage with contemporary Communication Design studio learning, and how they reflectively examine the range of behaviours and reactions that can be drawn out from their lived experiences, through embodied thinking.

Keywords: Communication Design, sensory affect, studio education, learning spaces, case study, Participatory Action Research (PAR), Participatory Design (PD), narrative inquiry, ethnography, phenomenography.

The research started by asking the question: "How is the meaning and memory of home communicated through the films of Ingmar Bergman and Andrei Tarkovsky?" The meaning this question was seeking entailed elements such as architectural experience, perception, memories and dreams, and the research thus enquired film's mechanisms for rendering legible such ineffable concepts, with a foucs on the two particular case studies of Tarkovsky and Bergman.
Building upon claims that film has the ability to communicate direct experiences of lived space, the thesis peruses theoretical intersecting findings that encircle the research quest: architecture and film, phenomenology, as well as other adjacent fields. The aim is to draw creative splices that outline an original view on the architectural experience of home, as read throughout the work and life of these two artists. Therefore, among the main outputs of the thesis was to rewrite the biographies of Bergman and Tarkovsky based on their spatial element, a recreated life-writing in which place gains a central role of life journeys and choices. From these reconsidered biographies, new understandings about home, dwelling and place attachment are drawn.
The methodological aim of the study is to propose an architectural phenomenography (literally a writing of phenomena), a redefined view on architectural phenomenology that uses autobiographical film as a research tool to allow explorations on the concept of home. The established routes of phenomenological inquiry make use of linguistic material in order to read and write descriptions and in such a manner to reach the essence of phenomena. By replacing the majority of the linguistic research data with audiovisual material provided by the films, the novelty of the present approach lies in considering moving images as portent of inscribed phenomenological descriptions, legible through film viewing. The essential factors for selecting Bergman and Tarkovsky as the case-study filmmakers was the strength of their works to communicate the space of home in its lived form. Due to this peculiar quality, the present study looked at these works attempting to trace a method of writing spatial experience on the imponderable surface of film. Throughout the thesis, this method was termed as architectural phenomenography, and it was defined as a communicative medium through which, once spatial experiences have been written on film, they silently await a proper deciphering.
This study therefore strives to answer the silent call of these experiential moving images and to disclose them as categories of architectural experiences.

The last two decades have witnessed a vast expansion in research and writing on the sociology of the body and on issues of embodiment.  Indeed, both sociology in general and the sociology of sport specifically have well heeded the long-standing and vociferous calls ‘to bring the body back in’ to social theory.  It seems particularly curious therefore that  the sociology of sport has to-date addressed this primarily at a certain abstract, theoretical level, with relatively few accounts to be found that are truly grounded in the corporeal realities of the lived sporting body; a ‘carnal sociology’ of sport, to borrow Crossley’s (1995) expression. To portray and understand more fully this kind of embodied perspective, it is argued, demands engaging with the phenomenology of the body, and this talk seeks to contribute to a small but growing literature on sociological phenomenology, providing this particular form of ‘embodied’ analysis of the body in sport, and addressing in particular the sensory dimension of sporting embodiment.

This book is a theoretical essay that lays foundations on which to build an anthropology directly focusing on human units. In the first chapter, the author attempts to show that the evolutionary specificity of humans constitutes an argument in favour of this perspective. the consciousness of existing in time and nuanced modalities of presence call for a detailed observation of humans. the second chapter is a critique of the abundant use of the notion of relations in social anthropology. this critique is necessary because of the extent to which the various theoretical and methodological uses of relations absorb and lose existences and their details. the third chapter concerns non-humans, another major theme of contemporary anthropology. Albert Piette sees a certain debasement of the notion of existence and proposes a realist ontology, considering what does and does not exist, from the examples of divinities, animals and collective institutions. It is not a matter of being satisfied with an analysis of ontologies or local meta-physics, but also showing what really is in a situation, and not just from the point of view of people and their discourse. this analysis leads to a classification of beings and to a consideration of the importance of minimality in human existence.

Príspevok prezentuje metodologické východiská a aspekty výskumu informačnej gramotnosti študentov prvých ročníkov bakalárskeho stupňa učiteľských programov viacerých fakúlt Univerzity Komenského v Bratislave. Prvá časť príspevku stručne prezentuje koncepty informačnej gramotnosti viacerých odborníkov a poukazuje na potrebu jej implementácie do sektoru primárneho a sekundárneho vzdelávania. V druhej časti autor predstavuje ústredný problém vlastného výskumu spolu s výskumnými otázkami, špecifikuje výber výskumnej vzorky s jej charakteristikami a implementáciu metodológie zberu a vyhodnocovania dát. <strong>Available at: </strong><em>http://pdf.truni.sk/katedry/kps/veda-vyskum?juvenilia-paedagogica#2019</em> <strong>Catalog record (Uniba.sk): </strong><em>https://alis.uniba.sk:8444/lib/item?id=chamo:361683</em> <strong>Catalog record (CREPČ 2): </strong><em>https://app.crepc.sk/?fn=detailBiblioForm&sid=A2AE630F8671AF558...