rss_2.0Sciendo RSS Feed for International Journal for Transformative Researchhttps://sciendo.com/journal/IJTRhttps://www.sciendo.comhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/6471fd35215d2f6c89db7d55/cover-image.jpghttps://sciendo.com/journal/IJTR140216https://sciendo.com/article/10.2478/ijtr-2024-0001<abstract> <title style='display:none'>Abstract</title> <p>This article explains how teachers can use educational vlogging as a tool to facilitate students’ reflective practice in primary schools. Vlogging is a short duration video recording that engages the learner in critical self-reflection. The widespread accessibility of digital devices in Irish schools offer primary teachers opportunities to use vlogging as a tool to enable students to reflect on their learning, and gather learning analytics that provide insight into the learning process. The Educational Entrepreneurial Approach (EEA) (Crotty, 2014) to action research was employed to show how examining a Covid-19 school news broadcasting project provided the rationale for developing and creating an e-learning course. This course consisted of fifteen educational videos that aimed to enable teachers to facilitate student vlogging in a disadvantaged primary school. Research data was gathered through reflective journaling and validated through meetings between me as researcher (Author 1), my Supervisor (Author 2), and fellow students on the MSc. in Education and Training Management (eLearning) colleagues – hereafter referred to as MEME. Findings offer insights into the benefits and limitations of educational vlogging and detail how creating the e-learning course, <italic>Vlogging in the Primary School</italic>, was transformative for me and for the school. The outcomes indicate that educational vlogging can potentially benefit teachers and students in Irish primary schools and beyond.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2024-00012024-05-14T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2023-0001<abstract> <title style='display:none'>Abstract</title> <p>Family Drug and Alcohol Courts (FDAC) were introduced to England in 2008 following their development in the USA. Pilots launched across the country adopted a family-based strategy with the aim to improve outcomes for children that live with parents who misuse substances or alcohol. The numbers of children entering the care system has increased with ‘subsequent new borns’ being a particular concern frequently becoming ‘looked after’ by the state at birth. This article will focus upon an initial phase of a study that tracked the establishment of an FDAC pilot. It reveals how the FDAC team collaborated with Judges and a diversity of professionals and parents to create conditions through which ground-breaking practice was forged. The environment created is unique as it is one fully set within the context of each family’s lived experience. Through this approach parents have become full participants in court proceedings as opposed to purely subject to them. As a result, significant numbers of children have remained with or been returned to their families.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2023-00012023-10-01T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2022-0005<abstract> <title style='display:none'>Abstract</title> <p>In Nagaland, a state in India’s North-East region, the morung is a tribal institution that serves as an educational portal through which all young men passed as the means of learning their living heritage. Described by anthropological accounts, for a century until the 1950s, as a ‘dormitory’ for boys and young men, it is in fact much more. It is a school, both vocational and law, a premises in which tribal elders dispense wisdom, a crafts centre, a barracks, and embodies other functions too. Moreover, it is one of the most important, if not the most important, social institution that maintains instruction about what may be called a pre-materialist worldview, one that was widespread when indigenous societies were free from a science hegemony that defined what counts as knowledge.</p> <p>From the 1990s, a combination of factors caused the decline of the institution, and as tribal youth have moved into the ‘mainstream’, the morung and all that it stands for is close to being extinguished. Yet it is irreplaceable. For Naga adolescents and youth, the morung was physically where part of an unique worldview became manifest, one which valued cooperation far above competition. While there, the youth learned within sight of all that was dear to them, a learning immersion complete in many respects. Their learning used the medium of material mastery and intimacy with material laws to transport the youth, so that their awareness of nature abundant became awareness of its invisible forces both subtle and great.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2022-00052022-12-12T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2022-0003<abstract> <title style='display:none'>Abstract</title> <p>Humanity is in a tight race between planetary catastrophe and enlightenment. It’s not clear which will prevail. The old paradigm, that of materialism, individualism, and fierce competition, is failing at all levels—economic, social, political, and environmental—and bringing life as we know it to the edge of a precipice. At the same time, a “new” paradigm is emerging, one that emphasizes interconnectedness, the sacredness of all creation, universal consciousness, and cooperation. In truth, the “new” paradigm is anything but new. What’s new is that scientific discoveries are now beginning to resonate with and reinforce ancient wisdom, wisdom that has been imbedded in indigenous mythologies for millennia. It’s incumbent upon those who have already transitioned to a more sustainable “myth of meaning” to find ways to encourage others along the path. A demographic naturally resonant to holistic worldviews, but largely untapped, is that of undergraduate Honors students. This paper describes a pioneering Honors course at James Madison University that, by many measures, has succeeded in integrating science and spirituality into a new way of thinking and being.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2022-00032022-12-12T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2022-0004<abstract> <title style='display:none'>Abstract</title> <p>This article is a narrative account of my search for knowledge about the nature of consciousness, and the implications of my findings for research and education. For over three decades, I accepted the dominant script presented to me through my education, both formal and informal, which assumes that the brain creates consciousness. Further, when the brain dies, consciousness dies with it. However, the unexpected death of my partner pushed me to investigate these assumptions. Through reading consciousness studies research, I learned of considerable empirical evidence that challenges the materialist paradigm taken for granted in the educational and social cultures in which I was raised. An analysis of the literature, combined with the learning gained from my own experiences, transformed my understanding of reality. This led me to radically question the ontological and epistemological assumptions of mainstream educational and social research. I end with a call for the development of an integral framework for consciousness education that would liberate researchers and educators from the materialist paradigm that is so deeply embedded in Western culture and contribute to an emerging postmaterialist worldview.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2022-00042022-12-12T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2022-0007ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2022-00072022-12-12T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2022-0001<abstract> <title style='display:none'>Abstract</title> <p>This paper explore ideas of ‘livingness’ in education and in research, through ideas of spirituality, conversation, care and curiosity. Research ‘on’ education is distinguished from educational research, with the latter having a transformative intention, and this can overcome some of the dualisms that have become embedded in education policy and practice. Research that is surprising has this in common with dialogue, in Buber’s terms, and with transformative education. And the care for the object of study that researchers may exhibit is related to mutual care in all ethical relationships. This is an appropriate guide to curiosity. One example of such curious research is the use of conversation, conversation that is more dialogic than dialectical. In such ways, education and research can together be more ‘alive’, as can we all.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2022-00012022-12-12T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2022-0006<abstract> <title style='display:none'>Abstract</title> <p>Mental health professionals can help patients understand exceptional and paranormal experiences, integrate them into day-to-day life, and cope with confusion and anxiety that sometimes accompany them. However, a broader clinical perspective and specialized training in clinical parapsychology is needed. In the first part of the paper I argue that psychiatry as currently practiced is limited because it embraces a strictly materialist paradigm, emphasizes treatment over prevention, and relies principally on pharmaceuticals that are often ineffective and/or unsafe. A paradigm shift in psychiatry is taking place that will soon lead to novel concepts of energy and innovations in therapeutic approaches. In the second part of the paper I review the ongoing debate over consciousness, implications of novel understandings of energy for psychiatry, and research findings in physics, neuroscience and parapsychology that are contributing to a postmaterialist paradigm in psychiatry. I comment on an important problem in the philosophy of science called Hempel’s dilemma and argue that future scientific theories of consciousness will probably encounter similar conceptual limits to those faced by current theories. Following Beauregard, Trent and Schwartz (2018) I argue that different categories of theories may be needed to adequately explain the variety of human experiences and I propose an integral paradigm that acknowledges the validity of both conventional scientific explanations and postmaterialist theories of consciousness. Finally, I discuss implications of postmaterialism for research, education and training in psychiatry.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2022-00062022-12-12T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2022-0002<abstract> <title style='display:none'>Abstract</title> <p>In this article, I argue for the value of participatory methodologies, in research with children, which aims to privilege their epistemologies and living experiences in relation to the nature of self. Researching self with children raises questions about the mainstream materialist paradigm which holds hegemony over most academic disciplines – and, importantly, over the life worlds of everyday people. Children’s experiences of self, others and the world challenge the dominant materialist paradigm, requiring investigation into other metaphysical models of reality, that may have more explanatory power than materialism. I address this by appealing to a body of scholarship referred to as ‘postmaterialist’. Reauthoring our nature as human beings carries an increasing importance and urgency in the face of current ecological, economical and health crises. I argue that any research, which seeks to facilitate social transformation through everyday people, needs to begin by asking ontological questions about the nature of the self - the subject of experience who holds and reports epistemological authority over their subjective experiences.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2022-00022022-12-12T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2021-0003<abstract> <title style='display:none'>Abstract</title> <p>Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school.</p> <p>The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school.</p> <p>This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights.</p> <p>The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2021-00032021-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2021-0005ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2021-00052022-02-18T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2021-0002<abstract> <title style='display:none'>Abstract</title> <p>During my (Hafiz) childhood in Bangladesh, I experienced the negative impact of the educational system. My experiences initiated a process of conscientization leading to values-driven activism through the establishment of Education for Development and Sustainability (EDS), a child-friendly community of practice, with Trine and Alamin. In encounters with Erling and Sigrid, we became aware that our activities were in accordance with action research based on cooperative inquiry (Heron &amp; Reason, 2008). From that point of departure, we developed our own collaborative living theory.</p> <p>In this paper, we explore the research question “How did we become action researchers and what is our driving force?” by using Stoller’s (1989) autobiographical narrative method to analyse selected, lived experiences. Sharing lived experiences and engaging in activism with each other and the EDS children became the base for our conscientization, radical empiricism and contemplating involvement in EDS. Value based activism can create empathic relations and emotions through shared engagement for social justice and the realization that we create a shared reality. Hence, conducting action research with children/youth is in our experience a key to sustainable development. However, to increase the transparency and validity of our research, we needed to explore how our experiences and actions have influenced our values, emotions and decisions to conduct research, our research topic and the research in itself. Therefore, we have engaged co-researchers and participants to critically question the research practice and made it open for discussion and comments in order to see alternative ways of interpreting situations and processes.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2021-00022021-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2021-0004<abstract> <title style='display:none'>Abstract</title> <p>Kaur (2012) raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue this pattern, and face other non-learning barriers that impact on participation and accreditation outcomes (Prison Education Trust, 2018). Departing from conventional modes and methods of teaching, this article examines the transformative journeys of former offenders, and considers the role of education in supporting them to lead more productive and meaningful lives.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2021-00042021-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2021-0001<abstract> <title style='display:none'>Abstract</title> <p>I write this article as a postgraduate researcher undertaking a doctorate in Education, with an interest in research as a transformative process, and fascinated by the debate as to whether reality is objective or subjective. In reflecting on this, I recalled a significant incident that occurred when I was Professional Education Lead in an NHS hospital. I had been asked to work with a nurse, who had been disciplined as a consequence of talking about her Christian faith with a patient. The nurse was assuming that, in sharing experiences that were transformative for her, she might also transform the patient’s perception of her own illness and its meaning. As a Christian myself, I was caught in a situation where I could understand the conflicting perspectives of all key players, including the patient, her family, the nurse, and the NHS managers. I explore how I mediated my way through this situation, aiming to do justice to all perspectives, and the ethical dilemmas I faced when having to choose between personal and professional values. As a consequence of this incident, I have learned that, not only is transformation a deeply personal experience, but because it is either influenced by, or leads to, a specific world view, it supports the idea of reality being subjective rather than objective.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2021-00012021-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2020-0001<abstract> <title style='display:none'>Abstract</title> <p>An Irish Government directive to close colleges amid the Covid-19 pandemic resulted in a switch to emergency remote teaching. Many lecturers unused to practicing online began teaching students who were unfamiliar with online learning. Completion of the semester does not necessarily indicate that it is practicable for a more extended period. This paper queries four aspects of the sustainability of emergency remote teaching: its acceptance by stakeholders; its impact upon student motivation and faculty workload; and its effect upon learning outputs. Questionnaires administered to undergraduate design students and faculty captured their respective experiences of emergency remote teaching. Acceptance of an extended pivot to online learning is not guaranteed, but will surely form a central facet of academic continuity. Increased working hours associated with online teaching endangers the work-life balance of lecturers, yet the same staff must find ways to support student motivation. Faculty’s reduced expectations of student output places strain upon the sustainability of online education founded upon an unplanned pivot. The experience of emergency remote teaching has created an opportunity for all parties to leverage the affordances of online learning – the challenge will be to ensure that all aspects of any extended switch to online are sustainable.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2020-00012020-12-31T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2020-0005ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2020-00052020-12-31T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2020-0002<abstract> <title style='display:none'>Abstract</title> <p>This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the <italic>Policy on Gaeltacht Education 2017-2022</italic> (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The <italic>Digital Strategy for Schools 2015-2020</italic> refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2020-00022020-12-31T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2020-0003<abstract> <title style='display:none'>Abstract</title> <p>The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.</p> <p>The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’</p> <p>which are compulsory for NQTs and were seen as being too similar to their initial teacher education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2020-00032020-12-31T00:00:00.000+00:00https://sciendo.com/article/10.2478/ijtr-2020-0004<abstract> <title style='display:none'>Abstract</title> <p>Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry.</p> <p>I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/ijtr-2020-00042020-12-31T00:00:00.000+00:00https://sciendo.com/article/10.1515/ijtr-2019-0001ARTICLEtruehttps://sciendo.com/article/10.1515/ijtr-2019-00012019-12-02T00:00:00.000+00:00en-us-1