Participatory research in EE: some issues of epistemology and methodology

The conference theme of epistemology and methodology suggests an interest in epistemological issues in environmental education research. I have argued previously that for too long there seemed to be a blindness in environmental education research: that there was an unwarranted assumption that all research in environmental education was and should be conducted within an applied science conceptual framework that did not recognise nor problematise the epistemological assumptions of research. In this paper I intend to address the issue of epistemological coherence between the substantive subject matters of environmental education on the one hand and research, methodology on the other. The paper will draw upon two recent international environmental education projects to explore issues concerning the nature, status and role of research in environmental education. A number of features of community-based environment development projects in two different settings will be described, illustrating the complexity and contextuality of environmental issues as subject matters for environmental education. The implications for research that seeks to acknowledge and respect relationships within community contexts will be considered in relation to the following questions: Whose research agenda? The importance of project partnerships Participants' preconceptions about the nature of research. What is 'rigor' in participatory research in environmental education'?

Seeking industry perspectives to enhance experiential education in university-industry partnerships: going beyond mere assumptions

Setting up and running a program with an industry experiential learning component is based on certain core assumptions. A shared vision of what constitutes a satisfying placement is essential. In this paper we present findings from research into the operation of an Australian Bachelor of Business Information Technology program. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of a relevant professional body. Industry mentors identify pragmatic reasons for industry involvement in experiential learning programs. They identify some seven skills required of a good industry mentor, and report eight features of a meaningful/satisfying placement

Operating a studio within a research culture: the urban heart surgery design research forum

The question of whether or not design can be considered research has perplexed schools of architecture ever since they were first introduced into universities. It was at the center of the Oxbridge union debates in the early 1900s. It formed one of the corner stones of the Oxford conference on education organized by the RIBA in 1958 (Martin 1958) and came under scrutiny again in the UK with the introduction of the Research Assessment Exercise (RAE) in 1992. While the arguments both for and against are considerable1, “in order to understand the questions and the possibilities of architectural research and to respond to the difficulties that confront us now, we have to have a model which acknowledges what schools of architecture really are, and could be, and then work with that” 2.
Drawing on professionally oriented research models, such as qualitative ‘clinical research’, from Medicine and the Health Sciences - where the processes of exploration, observation, investigation, recording and communication are conducted in-situ by the ‘practitioner-as-researcher’ 3 - the following paper outlines an initiative introduced in 1999, referred to as the ‘Urban Heart Surgery’ 4. The program actively integrates students entering their second degree program into a studio based design research culture and allows them to engage in critical discourse by working on high profile strategic design projects in three areas significant to Victoria’s future growth: Metropolitan Urbanism, Urbanism on the Periphery, and Regional Urbanism.
With a growing core of industrial and community based partnerships, including: four regional councils (Bendigo, Ballarat, Geelong and Warrnambool) and three metropolitan municipalities (Melbourne City, Port Phillip and Wyndham), the forum actively facilitates a graduate/practice research agenda through the ARC linkage grant program.

'Research as dialogue' and cross-cultural consultations : confronting relations of power

ln this paper, we discuss methodological issues that emerged as we worked through a small empirical research project, 'Engaging Aboriginal students in education through community empowerment'. Recent national policy statements (see, for example, MCEETYA 2000,. NBEET 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self-determination and improve educational outcomes. In keeping with these recommendations, our project aimed to challenge assimilationist frameworks and sought to 'empower' members of the local Aboriginal community through participation in the project. 'Research as dialogue' was a guiding principal and a primary aim was to listen actively to all key stakeholders in the remote community setting, particularly to lndigenous parents, students and teachers, in order to identify current strengths and concerns regarding the provision of culturally inclusive schooling. A proposed second stage of the project is to develop, on the basis of these consultations and in collaboration, community-based education projects that engage non-attending Aboriginal students. Here we discuss the consultative processes undertaken in stage one of the project, and critically analyse the difficulties as well as potential strengths of trying to form collaborative partnerships as researchers across cultural differences and with diverse community groups.

Putting literacy in the middle: key learnings from the middle years literacy research project

This article discusses the Middle Years Literacy Research Project and its design. The authors report on key findings and recommendations from the research. In particular the authors look at what is distinctive about teaching adolescent learners in middle years and what does the research show that is distinctive about teaching, the ways that literacy is understood and talked about, its various positioning in the middle years and, connections between effective literacy and effective learning. The article describes a Four Resources model as a framework for literacy teaching and learning for middle year education; literacy leadership, coordination, professional development and collaborative partnerships; and, what school strategies have the most potential to bring about long-term change and improvement in students' literacy and learning outcomes.

Educational research in a global economy of knowledge production : what troubles a traveling textworker?

The first (and most specific) postcolonial intersection to which this paper refers was constituted initially by an Australian-South African institutional links project (funded by the Australian federal government) and subsequent collaborations and partnerships between Australian and South African academics arising (directly or indirectly) from this project. In this paper I will focus on activities that were intended to enhance research capacity in educational leadership and in environmental education, with particular reference to appropriate methodologies and supervision practices. Other postcolonial intersections to which this paper will refer include those that have been formed as a result of international students from various locations in Africa and Asia studying at Deakin (either on-campus or by distance modes). My purposes in the paper are (i) to examine, through cases and examples, some ways in which difference (with particular reference to race, ethnicity, language and location) might be linked to individual and/or community dispositions to take up (or to reject) specific research methodologies and epistemologies, and (ii) to consider the implications of such differences and dispositions for academic practices directed towards developing 'communities of understanding' at postcolonial intersections.

'Research as dialogue' and cross cultural consultations : confronting relations of power

The 'rescuing' of Indigenous children (from their communities) through education, and the notions of assimilation associated with that, is an aspect of colonialism that has persisted into the so-called 'post-colonial' era. Recent national policy statements (eg. MCEETYA, 2000; NBEET, 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self determination and improve educational outcomes. In this paper, we report on the initial stage of a small empirical research project, Engaging Aboriginal Students In Education Through Community Empowerment.

'Research as dialogue' was a guiding principal and a primary aim was to listen actively to all key stake holders in the remote community setting, particularly to Indigenous parents, teachers and service providers, in order to identify current

strengths and concerns regarding the provision of culturally inclusive schooling; and then, to develop, on the basis of these consultations and in collaboration, community-based education projects that engage non-attending Aboriginal students.

In this paper, we critically analyse the difficulties as well as potential strengths of trying to form collaborative partnerships as researchers, across cultural differences and with diverse community groups. For example, what does 'acknowledging' very different cultural perspectives actually mean to/in this kind of research process? The ways in which relations of power amongst all parties are played out in/through such an approach is also opened up for scrutiny and further discussion.

Ethics guidelines for international multi-centre research involving people with intellectual disabilities

This position statement endorsed by the International Association for the Scientific Study of Intellectual Disabilities is designed to promote and facilitate research projects affecting and involving people with intellectual disabilities. The paucity of dedicated research infrastructure and expert ethical review processes to oversee research in this field, especially in developing countries, is asserted as a major issue to be addressed by both the scientific community and governments. International multicenter collaboration has been proposed as a means of addressing these problems. The statement draws on internationally recognized documents outlining the ethical considerations involved in human research activities. It interprets these documents in light of the particular needs and interests of people with intellectual disabilities and incorporates international consultation involving researchers from a variety of disciplines. It affirms the importance of ethical decision making in local communities. Specific recommendations are made concerning ethical review processes, research design considerations, consent processes and the conduct of research involving and affecting people with intellectual disabilities, their families and communities. Research proposals, especially those for international, multicenter projects, need to take into account cultural diversity among participants and differing legal requirements across jurisdictions, while at the same time maintaining the scientific rigor of the research protocol. Promoting partnerships between researchers and people with intellectual disability, together with their families, advocates and local communities are important considerations when developing research projects. Similarly, the development of strategies to both communicate findings to participants and their communities, and to promote their community's access to the benefits of these findings are all important ethical considerations.

Nutrition and mental health research in Australia and New Zealand: A review of progress and directions for the future

This review summarises nutrition and mental health research in Australia and New Zealand between 1986 and 2006. The method used to identify papers for inclusion was a search of computerised databases: Medline, Cinahl and Meditext 1986–2006, with subsequent bibliographical review. Key search words were nutrition, diet, mental disorder, mental illness, weight, physical health, Australia and New Zealand. Inclusion criteria included: English language, original data in peer reviewed journals, and examination of some component of nutrition in people with a mental illness. The review of thirteen papers found that the evidence base for dietetic practice in mental health has developed through small assessment and interventional research, often with multidisciplinary collaboration. Future research should include quality and outcome measures with intersectoral partnerships. Dietitians are well positioned to lead and participate in mental health research and to implement research findings to improve the nutritional status of this vulnerable group.

Building collaborative partnerships: a key to increasing Indigenous Victorian peoples' access to country

This article reports on a qualitative research study undertaken with Indigenous government employees to explore ways in which Indigenous communities can access programs involving caring for Country' (knowledge, responsibility and inherent right to protect the traditional natural landscape) on their traditional land and, in so doing. improve their health. Factors that optimise such nature-based projects are the capacity of their intention to build relationships, consultation. transparency, consistency, education and training between Indigenous communities. government and the general public. Government agencies need to develop strategies where partnership and collaboration are effective with Indigenous communities and within the agencies themselves, in order to resolve controversial issues surrounding access to Country.

Music teacher education partnerships as professional development

This paper reports my reflections of a school and university partnership carried out in Semester One 2008 by the Bachelor of Teaching (Primary/Secondary) music education specialist at a University in Melbourne. As students have a specific 'situated learning' experience at a primary school, their five-week visit during the ten-week semester acts as onsite professional development by both the music teacher and myself. Here students are able to reflect and discuss both content and pedagogical knowledge. They are also given the opportunity to teach small groups whilst being mentored by the music teacher and myself. I contend that by universities providing such opportunities as good exemplars of best practice in music education as a form of professional development students can only improve teaching and learning and be better prepared when entering the teaching profession.

In this paper I report on my pre-service music education students' experience as school based music teaching and learning as an effective form of professional development. My reflections are supported by my observational notes are informed by self study methodology I consider the link between tertiary and school partnership as a way forward to improve both the teaching and learning of music education. Universities in Australia are increasingly encouraged to forge pathways with schools where students and teacher educators have the opportunity to observe best practice, engage in teaching and learning onsite and reflect on both content and pedagogical knowledge. Such practice promotes educational praxis for a sustainable future.

Building capacity for rural health : the role of boundary crossers in coalition maturity for partnerships with external agents

The concept of partnership has entered policy rhetoric and is urged as good practice in a variety of domains including health. Rural communities tend to have fewer resources available for the provision of services such as health than their metropolitan counterparts, and so could be expected to benefit from partnerships with external agencies. Indicators of coalition maturity for working in partnership with external agents in order to build stronger communities are distilled from the group development and partnership research literature and considered in the light of the experiences of the University Department of Rural Health in community engagement. The chapter draws on experiences of two rural community coalitions working to plan and negotiate health service provision. The coalitions were analysed against the indicators. A key indicator of maturity and readiness for working in partnership with external agents is related to the behaviour of ‘boundary crossers’. Boundary crossers are defined as people who move freely between two or more domains and who understand the values, cultures and language, and have the trust, of both. Domains can be within a community or be the community and an external sector. Community health professionals, especially those in senior positions, often act as boundary crossers between the community and broader domains such as regional/state health services or policy, although other community members can fill the role. Other key indicators of coalition maturity for working in partnership with external agents include local leadership that empowers the community, a willingness of community coalitions to take risks and mould opportunities to meet their vision, and a culture of critical reflection and evaluation of past actions.

This chapter analyses the impact of boundary crossing behaviour on community readiness and partnerships with external agents that are intended to build rural community capacity to plan and negotiate health service provision. It is argued that the characteristics and modus operandi of boundary crossers who are members of rural community coalitions affect the level of maturity of the coalitions and community readiness to work with external agents. An understanding of the characteristics and modus operandi of boundary crossers provides valuable insights for external agents in designing their approach to partnerships that build rural community capacity for health.

Building capacity for rural health : the role of boundary crosser and the impact of their behaviours on community readiness partnerships

The concept of partnership has entered policy rhetoric and is urged as good practice in a variety of domains including health. Rural communities tend to have fewer resources available for the provision of services such as health than their metropolitan counterparts, and so could be expected to benefit from partnerships with external agencies. Indicators of coalition maturity for working in partnership with external agents in order to build stronger communities are distilled from the group development and partnership research literature and considered in the light of the experiences of the University Department of Rural Health in community engagement. The chapter draws on experiences of two rural community coalitions working to plan and negotiate health service provision. The coalitions were analysed against the indicators. A key indicator of maturity and readiness for working in partnership with external agents is related to the behaviour of ‘boundary crossers’. Boundary crossers are defined as people who move freely between two or more domains and who understand the values, cultures and language, and have the trust, of both. Domains can be within a community or be the community and an external sector. Community health professionals, especially those in senior positions, often act as boundary crossers between the community and broader domains such as regional/state health services or policy, although other community members can fill the role. Other key indicators of coalition maturity for working in partnership with external agents include local leadership that empowers the community, a willingness of community coalitions to take risks and mould opportunities to meet their vision, and a culture of critical reflection and evaluation of past actions.

This chapter analyses the impact of boundary crossing behaviour on community readiness and partnerships with external agents that are intended to build rural community capacity to plan and negotiate health service provision. It is argued that the characteristics and modus operandi of boundary crossers who are members of rural community coalitions affect the level of maturity of the coalitions and community readiness to work with external agents. An understanding of the characteristics and modus operandi of boundary crossers provides valuable insights for external agents in designing their approach to partnerships that build rural community capacity for health.

Leadership for rural school community partnerships

This paper presents a model for examining effective leadership for rural school community partnerships, derived from Australian research supported by the Rural Industries Research and Development Corporation. The research team investigated effective school community partnerships in five different Australian rural locations. Four government and one independent school featured in the study. Partnership effectiveness was confirmed by seeking advice from a range of experts including State, Commonwealth, independent school and Catholic education authorities, as well as rural education professionals. The particular focus of the study was on the community outcomes of such partnerships.

The model is consistent with, but further develops, earlier partnership models. It uses the leadership process, rather than the leader, as the unit of analysis. The model outlines a five-stage process of partnership development: trigger, initiation, development, maintenance and sustainability. While the stages of the process appear to be consistent across study sites, the way in which the model is implemented differs according to context, with factors such as the level of maturity of the school community partnership influencing the process. The flexibility of the model, in terms of better understanding the contextualised nature of educational leadership, suggests it has broader application beyond rural school community partnerships.