Place-based inquiry – the art of being an inhabitant-researcher

In this presentation, I draw on my research encounters with schools and classrooms, together with contemporary movements in social theory and research, to propose a conceptualisation of ‘place-based inquiry’. Three areas of theory are drawn upon: (1) ‘Practice’ ontologies and associated moves towards ‘philosophical-empirical inquiry’ (Green & Hopwood, 2015) provide a warrant for thinking more closely and looking more closely in social research; (2) more-than-representational theory (Anderson & Harrison, 2010) problematizes the notion of the work and impacts of research, raising implications for the ambitions of research undertakings; and, (3) place-based pedagogies (e.g., Gruenewald, 2003) support a sentiment and model for an openly transformational social inquiry. These synergistic areas of theory are used here to frame a practice that recognises the more-than-representational work of research and how this work might be harnessed in more explicit and more deliberate ways to support educational change. I tentatively characterise this practice as that of an inhabitant-researcher, drawing on Orr’s (1992, p. 130) distinction between residing and inhabiting, where inhabiting involves “mutually nurturing relationship with a place”. The inhabitant-researcher attempts to engage research participants in both decolonising and reinhabiting encounters, and to make contributions that are both critical and generative, representational and more-than-representational.

Experiential learning in social science theory: an investigation of the relationship between student enjoyment and learning

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students:

•enjoyed this way of learning;
•believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and
•felt that what they have learned could be applied elsewhere.

We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.

Social-movement unionism in theory and in Sweden

Many union leaders and observers of unionism in industrially advanced countries have recently argued for stronger links between unions and social movements but their arguments leave the nature of social movements underspecified. This article reviews the literature on social movements and argues in favour of a minimalist theory of the social actor rather than choose between American and European approaches to studying social movements. Both Melucci's European approach and McAdam, Tarrow, and Tilly's American approach to integrating the European and American schools of thought on social movements are inadequate to the task of specifying social-movement unionism. Hindess's minimalist theory of the social actor and articulated arenas of conflict offers a stronger approach to understanding social-movement unionism and appreciating its strategic pertinence in particular times and places. Two episodes of contention in Sweden illustrate the advantages of a minimalist theory of articulated social-movement unionism.

Measuring social welfare: application of social choice theory

This paper questions conventional approaches to measuring social welfare through gross domestic product (GDP). This paper is divided into two parts. The first part adopts a systems approach to development and incorporates this into the theory of social choice. The second part operationalises this approach through the development of a cost-benefit adjusted gross domestic product (CBAGDP) social welfare function, which overcomes certain limitations of this traditional measure of development. The CBAGDP is then used to estimate welfare in Thailand. This approach is justified because of its normative values and its plausible results.

The welfare economics of measuring sustainability: a new approach based on social choice theory and systems analysis

This paper presents a new measure of sustainability within a welfare economics framework. Gross domestic product (GDP) can be used as an indicator of sustainability if the GDP estimates are undertaken within a cost-benefit analysis framework based on social choice perspectives. Sustainability is dependent on a healthy and functioning socio-economic and environmental (SEE) system. Economic development can damage the SEE system through resource degradation, over-harvesting and pollution. This paper addresses the tensions between economic development and sustainability by undertaking a number of SEE-based adjustments to GDP based on social choice perspectives in order to measure sustainability. These adjustments include the environmental and social costs caused by economic development such as water pollution, the depletion of non-renewable resources, and deforestation. Thailand is used as a case study for a 25 year period (1975-1999). The results show a divergence in terms of GDP per capita and the SEE-adjusted GDP per capita figure. The paper concludes that, with increasing environmental and social costs of economic development, pursuing such extreme high growth objectives without due environmental and social considerations can threaten present social welfare and future sustainability. Copyright © 2005 John Wiley & Sons, Ltd and ERP Environment.

Applying social critical literacy theory to deaf education

This article explores social critical literacy theory and its application to deaf education. It argues that critical literacy offers an approach that can lead to engagement with and empowerment over written text, repositioning students as researchers of language. Texts that represent deaf people - if only through their absence - offer an opportunity for deaf students to engage in literate practices in meaningful contexts. An example of critical text analysis is provided using articles on a contested issue: cochlear implantation.

The experiences of families of critically ill patients in Greece: A social constructionist grounded theory study

Background: The experiences of patients’ families in intensive care units (ICUs) are of international concern. In Greece however, adequate attention has not been paid to this issue.

Objective: To explore the experiences of critical care patients’ families in Greece.

Setting: The intensive care units of 3 general district hospitals in the area of Athens, Greece.

Methodology: The social constructionist version of grounded theory was used. In-depth interviews with 25 relatives of critically ill patients were carried out, and participant and non-participant observation was used to cross-validate the data obtained.

Results: Seven major categories were identified, with 32 components across all categories. The experiences of families revolved around the two core categories of “Intense Emotions” and “Vigilant Attendance”. The study conceptualised two new categories in this field, “Religiosity” and “Loss of Intimacy” and enhanced the category “Vigilant Attendance”. Three further categories were identified, namely “Caring”, “Dignity” and “Information”. The various interrelationships between the categories were also examined.

Conclusions: The study has examined the experience of Greek patients’ families from a qualitative perspective and suggests that major changes need to be made in terms of management and support.

Indigenous entrepreneurs in Australia and New Zealand : a test of social marginality theory

Focusing on the original inhabits of Australia and New Zealand, we examine the basic precept of social marginality theory, namely whether socially marginalised and disadvantaged entrepreneurs might actually be more likely to start a new venture. Using survey data and in-depth interviews, we find mixed results. For Mäori, their position of disadvantage coupled with a history and cultural attitudes favouring enterprise has led to one of the world’s highest rates of entrepreneurial activity. However, for Indigenous Australians, their disadvantage and marginal status within Australian society, compounded by a continued legacy of inequity and by internal factors, has not encouraged an enterprising culture.