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Good morning, everybody to this early morning session. on action, research for participation in empowerment. Unfortunately, our proper chair isn't yet here. I hope he will come soon. But I I suggest that we start with a session

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 and

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the first presentation will be by. It was

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 Amy Riley earned on the designing systemic intervention with communities.

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Thank you very much. I'm just going to take your

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okay?

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Oh, yeah, yeah, yeah. It looks like it's

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coming through

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all right. Hello, everyone. Thank you for coming down to this session. Nice and early this morning after the party, and on a Saturday it's very much appreciated. My name is Amy Mole. I'm I'm a research officer of Victoria University here in Melbourne.

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oops!

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Got a bit of a ghost slide there.

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To start things off, I'd like to acknowledge my co-authors on this paper. Theresa May, who is here in the audience.

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Boe, Klepatch, Taylor, O'rourke O'driscoll, Annette Graham, and Melinda Creek.

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so we'll start things off

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the fallout from the COVID-19 pandemic exposed, and in a lot of cases intensified structural inequalities around the world.

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The perpetuity of these inequalities provokes the reproduction of complex interrelated social problems, including unemployment, discrimination, poverty. and often these problems concentrate in communities already experiencing entrenched disadvantage.

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These problems are complex because they're held in place by interconnecting factors that reflect social structures, both localized and dynamic.

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and they're often rendered invisible. Rarely are they the target themselves of intervention efforts

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so to design interventions that really get to the heart of targeting these complex social problems. We need interventions that themselves are complex in nature, and by that we mean dynamic, nonlinear, multi-layered, and able to adapt.

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This is because we're attempting to affect change within a complex social system that itself is unpredictable and dynamic. So the question for us was, How do we design interventions that embrace this complexity

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to guide our thinking on the topic we've drawn on lessons and guidance from fields, including participatory action, research, systemic action, learning and a few others.

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For the sake of this talk we've distilled these learnings down into 5 key points that really get to the heart of our approach. So, firstly, is the importance of a process perspective that emphasizes how the importance of how we get to the final outcomes rather than just the outcomes themselves.

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And this is a perspective that's characterized by continuity, iteration, and interconnectedness.

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It also acknowledges the importance of designing and embracing processes to create opportunities for learning, improvement and adaptation connection. So on. So for us, process really matters.

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We then have co-production through social learning, and this refers to learning together through process social processes that build collective understanding. and this allows for a multiplicity of voices and vantage points across the system that we're targeting to be heard and ideally understood.

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It can also contribute to building capacity among stakeholders, empowering those most affected by the targeted problem to take action which leads us to our next point community capacity. This really acknowledges that strengthening a community's capacity to set goals, build new skills and act on complex problems is a key feature of this kind of intervention

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and building capacity within communities can also really contribute to the sustainability of interventions as they land in the community

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embedded so embedded system action learning this enables community actors to engage in the processes of action. Learning that we know are critical to change efforts.

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but by encouraging a focus on learning about the social system and what it means to act within it. We shift the focus from how ourselves or our teams behave to how the system as a whole behaves.

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and what this means in terms of our agency, to be able to affect change at that systemic level. Finally, and this will come as no surprise to anyone in the room. We need collaborative structures

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that reflect a relational infrastructure that's able to adapt to changing circumstances and tackle complex problems that by their very nature involve multiple sectors, multiple actors across multiple domains and social systems.

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So next I'll share with you some of the ways that we're applying these insights in our own research. And just very briefly, the study context. So the work I'm sharing with you today comes from a five-year project of research and action called pathways in place.

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the main focus of this project is to work with local communities to tackle complex problems via place-based systems change.

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So we're currently working with a number of communities. The work I'm sharing today is with one of our communities in the west of Melbourne, Where the university we're based in is also located.

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and where I'm also from. And there's actually no trains out there at the moment. So if you did want to visit.

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it's going to be tricky.

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Well.

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the city's at a standstill. hey?

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So just very quickly, we. But we developed a theory of systems change to guide our work in pathways in place.

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The focus of our change effort is really the processes of social reproduction. So this gets to the duality between individual practices and structural properties that, taken together, we refer to as the practices and properties of a well-functioning system, and we suggest that for a system to be well functioning, it requires these practices and process to be embedded within it, and they are adaptation, alignment, evidence-driven action, and learning and collaboration.

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So, according to our theory of change, through embedded and embedding these practices and properties within individual, organizational and environmental levels of the system. This will ultimately lead to improved population health outcomes.

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We have a paper in the pipeline outlining in great detail our theory of systems change, and we're hoping that that will be available very soon.

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So what does all this look like on the ground. When we're working with a local community. we were funded to look at education and employment pathways for young people 15 to 24 in. Disadvant, in a disadvantaged community in Melbourne's West.

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Our first step in the research process was to kind of gain a greater understanding of the dynamics in the system. you know, sort of before we jump into the community. We wanted to really understand what was going on, and so to do this, we undertook a system scan of what was already known. We brought together various data sources from administrative, like the Abs to consultation data, and drew it all together in a series of workshops.

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At this point we engaged a graphic artist to work with us to visually represent this data in a way that reflected the complexity of the system, and this included sort of multiple sectors and viewpoints.

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These efforts culminated in the development of a system map which was then used as a centerpiece for our community workshops. And in these workshops attendees were asked to add data and perspectives directly onto the map, using post-it notes.

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And so this was. This enabled us to capture sort of a more nuanced and vitally important forms of knowledge from lived experience to the underground know-how of practitioners.

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This extra knowledge was then taken back to our graphic artist, who then embedded this knowledge and these extra perspectives directly onto the existing image. And I, I will show you that in just 1 s.

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So we really focused on maintaining this process perspective throughout

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these workshops and this process, and really how to focus on embedding that social learning.

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So this was the final version of the the system map. that our that we developed with our graphic artist.

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and it represents a complex system that the complex employment and education system that young people in this community in Melbourne's West are trying to navigate as they move through secondary school into further education, employment training.

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So through applying arts-based methods, it really invites us all to consider

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parts of the system from a variety of viewpoints and perspectives, and at the same time reminds us to consistently look back up at the bigger picture.

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It reminds us also of the complexity and interrelationships between the different components of the system and how these interactions reproduce certain sets of conditions for young people in this community.

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So we then use this final version of the system map to engage in a second series of community workshops. And at this stage our aim was to define a local problem that would be the focus of our intervention.

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Here. We asked participants to identify local problems that were actionable, not solutions, which was a tricky thing to not have people jumping to to the solution, but really focusing on those local problems that were actionable in the reach of local actors and the underlying social structures that

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from the perspectives of our participants were holding these problems in place. these underlying social structures could be anything from the relationships within the community contributing to the problem, mindsets or attitudes that are holding the problem in place or the lack of resources to address the problem, so on and so forth.

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These underlying structures were ultimately the targets of our intervention. So we had. Obviously, we're trying to surface these and how people felt about them within the prism of the problems that we face every day, which are often a lot easier to grab hold of and understand sort of explicitly.

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So it was through this process that we identified a local problem that had multiple underlying causes. And this became the focus for our actions within the community.

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We're now in the process of forming an action network. And this will consist of multi-sector organizations who have leverage to affect change in the previously identified causes of our local problem.

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And we're going to be working with these organizations, to build their capacity to co-inquire and co-design a coordinated set of actions across the system.

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Through this process we're embedded embedding action. Learning that is both focused on the system and is evidence-driven, and ultimately we hope to embed the practices of a well-functioning system that I mentioned before in the day to day work of these people and these organizations through tackling a complex problem. In our case, youth unemployment in the disadvantaged local government area here in Melbourne.

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but it is early days, and we have already faced a whole range of challenges, from the need to negotiate and renegotiate boundaries to being able to to trying to be flexible and adaptive when we're constrained by often very inflexible institutional research governance structures.

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ultimately, the challenge we challenges that we face in designing systemic interventions are the result of working in complex social systems rather than against them, and no doubt there will be many more lessons to come.

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and that's all from me today. Thank you very much.

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Thank you, Amy, for the presentation.

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Azer, will you take over?

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Good morning, everyone. I'm happily surprised there so many people apologizing for being late. The Uber has been just working for 6 days. So he so we're going around. Then he drop me in front of the convention center. Then I have to walk all over here, but here we are, please to

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some some faces from ours, and then my new friend and colleague, Yolanda was worth. Yes.

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from here one of my highlights in this conference.

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So we're going to

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this session. We should have, we co-organized and should have been moderated with Eric Leanhold.

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He is not the a colleague since 82 in Sweden, the University of Mellor Dalen in Iskilstone. He is struggling for dear life. I hope to find him alive when I go back.

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so I've been in touch lately with his wife.

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If he would be in a condition, he would listen to us hopefully.

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So doing this alone, it feels a little bit longer without him, because we have organized these kinds of sessions for

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decades in Rc. 10. And this is joint session, I understand, with Rc. 26.

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That's what formally aware.

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so

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actual research. participation and empowerment.

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 I will begin by looking at context briefly, because of time. And hopefully, we will have time to discuss after the presentation

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in today.

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 a reading of the context

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has to do with paraphrase, if you are not familiar. This was his face.  He died on May second, 1,997. I don't forget that, because that's my birthday. So when I say, there, my bodies say, Oh, Pardo left us that year.

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 in Colombia.

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huh!

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You were there. Oh, this.

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Okay.

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fine. So so I said, of course, we want people to to learn how to write and how to read.

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But the catch is to read the context in order to transform the context. So in that sense, transformative

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so

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will be of abundant. To speak about the crisis of the 20 first century.

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you know. Hopefully. we want

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witness a Third World War.

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Its only positive scene is that then we won't need a Fourth World War. That will be it like the first one.

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It was the world to end all wars.

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only the fourth world, maybe ants and cockroaches would organize better than humans have managed in the Anthropocene

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 It's not climate change, it's not climate crisis. It's a climate emergency situation.

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It's a humanitarian catastrophe with 70 80 million people being kicked from home and homelands.

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It's a crazily growing gap between rich and poor. And let's remember the United Nations was created, and after the war.

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to diminish through the development they got between rich and poor. So what have we done?

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We seem that my point backwards

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to the 1930 s. Because we are seeing today, and that's one of the topics that the rest here

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a resurgence of what Umberto Echo called. If Achizmo eternal, the turn of fascism.

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you have it in in Brazil.

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from prison, Hungary.

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Germany.

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 you see today

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kind of

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that didn't happen suddenly

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you could say that what we are witnessing today is what Steve Bannon defines as a cultural warfare.

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and they have been cautiously, knowingly. Having read, grandchildren is well that never underestimate your enemy.

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so we need to learn from them.

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So that context is not during Tyson. It's not very attractive. It's problematic. So

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what are we sociologists doing in our daily. the license citizens. researchers as as teachers about it.

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we produce data. We produce theories with Theos always.

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It's been a more and more lost ways. But are we really facing up to the challenge of doing our research and

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teaching them in the way flavor will do it. that you

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teach as you learn, and as long as you teach.

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And also just in addition to this introduction for Free and Orlando's last border in Colombia.

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the research

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it's not divorced from education.

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You do research as called researchers. And at the same time it's co-educational.

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So in that sense.

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transformative risk and higher education has to do with the kind of research that provides information.

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It's redundant to say participation, because it's what kind of participation we need to problem with that mantra

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in the sixtys. It was interaction from the Seventys, and we played these ontological games at the time.

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Great.

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Some concepts.

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So people were participating crazyly. But Mussolini and Hitler, it was in high. You're right. Very participatory. Is that the kind of participation we want?

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So we're thinking about

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consciously aware citizens that participate for the common good.

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My right now, democracy.

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So let's go into the field

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the this

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last year with Emerald.

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and I will invite you to see the the outline, because we have

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several of the authors, like from our C 5, or the university in the Uk, doing participatory action of research with migrants together.

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because the idea of this transformative research is core research.

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You make

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the geometry, the oppressive geometry of the space like here, here I'm speaking, and there you are sitting listening to me. This is what Florida called the banking approach to education.

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So in

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so in a circle, in a magic circle, we look at our faces, we humanize the context, we become

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or equal in that process.

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So that's important to keep in mind. A few people know that Orlando has borrowed from Colombia and the Afr.

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He launched participatory action research in Sweden within the frame of other development by the Dakar Marshalls Foundation still going on, but he lost the punch.

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At that time. It was a punch

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really looking for alternative ways to look at development. Because if you look at the decades of development.

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shall we do? We have, since we launched the United Nations, and how many people know what ecosystem is

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we know about your ndp. We know about August.

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Ecosystem of the ecosystem had was one Lake of the United Nations, and then the Insecurity Council as ever Morales concert. Yes, in Security Council, because those are the countries producing most weapons, creating the most insecurity. Is the folks taking care of the chickens?

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No. to address my issue. How much time do I have? Could somebody

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just give me an idea, because oh, I will try to summarize. And then in the discussion, I can depend so

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to her

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doing a bit with methodology. I won't speak much about the theory. but I will speak about matter methodology. I'm taking the line, the paradigm from John Karant.

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psychologists that

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Mr. Sorry you can have his stock at one time

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and the program he causes relative determinism. which means

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we create the conditions. We construct the conditions that frame influence

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present time. At the same time, we can also change those conditions. That's the

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potency, the potential agency of human beings, a social agency of change.

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So so in that sense, it does not accept the given

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as given by God by nature as a social falcon, it will come. No.

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so it's a process look of reality.

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if and part enough.

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and it's difficult for the powerful to empower the powerless right. They are not interested.

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all these people, to gain power and interest in social control.

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So this is my

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down into this, into this issue.

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How can I give you concrete cases

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that then we can discuss according to real interest?

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Yeah, because participation research is very much, clearly, explicitly dealing with the context. Okay.

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so it first, when your work had to do with a gradient reform in

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69, 76, we had a reformist

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kind of naturalist, military reformist approach

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that broke the field and a structure in the rule structure. So we were using participatory action, research, United Nations.

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Sant emission and paraphrase there was in exile in Chile. He was part of the team of Esther in Chile. So we were in

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so research, and to

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to prepare the peasantry about half a million present families

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to take charge of the ground reform process and not replacing the

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at all

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for the military

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second, in the seventys we use this approach to decolonize ethnic identity of Chicanos of Mexican Americans

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in the counter-social supplyiatric setting was through the Chicano Council and services in Santa Barbara.

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and the aim and the results

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again, to be in charge, empowerment.

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to be able to not just deal with individual problems with the collective problems of acting racial oppression in the States.

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In the Eightys we used this approach participatory of research involved development

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in the most ambitious Agricultural Development Project in Mexico and Latin America at the time

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I of integrated and it. It was really a very rich and

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because in participatory rational research. You don't just don't research the other. You research yourself.

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And you could say we had.

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But do you know whether for many?

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Oh, oh.

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I have 2 from my presenters there already online. So you have everyone except that one.

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So I can. I can present the paper with any move all together on dialogue, so I can take a few minutes if later on, after the other presenters. Yes. So then I will say this much more to to say. Thank you for your attention, and let's move on. Thank you.

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Yeah. So the next presenter is Gabriela, who will.

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You can chess video. And if we will present something about Bologna.

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Yes, good morning.

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Gabriele Morelli: All right.

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Gabriele Morelli: Can you see my screen?

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Yes. yes.

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Gabriele Morelli: okay, perfect. So first of all, I like to thank the organizers of this session.

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Gabriele Morelli: and so going directly to the presentation. So I have divided my presentation to 3 parts. So first, I briefly present my research project, which is

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Gabriele Morelli: my ongoing research within a Phd program in urban studies at the University of Milan.

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Gabriele Morelli: So, second, I'll briefly present the elements that are more relevant for

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Gabriele Morelli: today's focus of discussion. So maybe participatory action research elements of my project. And lastly, I represent some strength and challenges that I've faced along the way.

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Gabriele Morelli: So

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Gabriele Morelli: it seems that social, and for that economy

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Gabriele Morelli: is sort of gaining momentum. Right now is a quote from the United nations task force on social.

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Gabriele Morelli: So in there's empirical evidence that in recent years, especially after 2,008 economic crisis, but again, after the pandemic number of alternative economic practices

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Gabriele Morelli: in the sense of a nonprofit oriented as spread throughout the globe. And it's increasingly common to use this category to define them which is social, into that economy. From now on I would say, just Sse.

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Gabriele Morelli: well, at the same time, there's also growing awareness that our current development body is becoming more and more unsustainable. For many reasons, ecological, social.

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Gabriele Morelli: and economic reasons. And so far, we're still kind of legging behind and changing it.

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Gabriele Morelli: In this sense. I think that it's a very important opportunity to study social society economy in more depth to understand. What are we talking about?

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Gabriele Morelli: I have identified

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Gabriele Morelli: in the literature 2 main approaches to Ssp.

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Gabriele Morelli: One that I refer to as markets, ribbon, or market Oriented approach, in which, as you see, seem more has a tool to use market approaches to fit social issues in a way.

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Gabriele Morelli: Then at the other end of the spectrum is

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Gabriele Morelli: what I like to call transformative approach.

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Gabriele Morelli: in which s is seen as a part of a process of transforming the economy in society towards a more souristic, participatory, and cooperative.

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Gabriele Morelli: way. of course. there are a number of nuances between these 2 polls, and I think they say they serve only as a guide as reference points.

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Gabriele Morelli: also, I refer to my diverse and community companies approach to frame my research.

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Gabriele Morelli: It's I think it can help losing this sort of binary thinking. And I'm also a member of the community.

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Gabriele Morelli: and I believe, especially through a participatory approach. this is back research can lead to a different understanding of the social value created by Sse beyond economic maximization.

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Gabriele Morelli: So the purpose of my research is to explore

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Gabriele Morelli: so to that economy in the Southern European urban context, namely, the city of Bologna, which is in Northern Italy.

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Gabriele Morelli: basically to investigate what it means for those initiatives to be transformative in practice. So that is to create a positive social change in that context in which they operate.

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Gabriele Morelli:  so my research is based on a case study analysis based, again in Bologna, which is the capital of the immediate reminder region which is

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Gabriele Morelli: often at the forefront of social experimentation in the Italian context have actually selected for case studies. But today I'll focus on the most relevant for this sake name

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Gabriele Morelli: discussion.

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Gabriele Morelli: And since the beginning I try to follow an action research, oriented approach and participatory approach.

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Gabriele Morelli: So this is the case that I'm going to talk about little bit.

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Gabriele Morelli: which is Kamila.

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Gabriele Morelli: It is the first food cop in Bona and Italy as well.

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Gabriele Morelli: It was founded in 2,018 and started operating in 2,019. And today has more than 600 members.

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Gabriele Morelli: And, by the way, I'm also a member of these food calls since 2,019.

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Gabriele Morelli: So this project is related to what I've been sometimes called healthternity food networks. So trying to provide access for people to healthy organic, local and ethical food production and consumption. So as an alternative to a big change of supermarkets.

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Gabriele Morelli: the foot cop does much more than carefully selecting products for its members based on a technical charter. It also engages in a wide variety of social culture and economic activities, both inside and outside the cooperative itself.

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Gabriele Morelli: So coming more closely to

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Gabriele Morelli: the participatory partial research elements.

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Gabriele Morelli: first, I just like to give a very brief theoretical reference

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Gabriele Morelli: any particular I'd like to quote a piece written many years ago by the London whatsoever, which I think is still a very effective.

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Gabriele Morelli: So she's writing participatory action research. He's the description of social research which is more conscious of its underlying assumptions, collective its nature.

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Gabriele Morelli: it's action consequences. And it's driving values.

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Gabriele Morelli: So it's about it's more about degrees of participatory action research and attempts to put it into practice and sense it.

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Gabriele Morelli: Every research is participatory. In some sense it will actually involve reflection.

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Gabriele Morelli: It depends how much conscious you are on that. This is just the timeline of my research.

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Gabriele Morelli: So in April 2,022, I proposed to the food cop to be involved in my research.

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Gabriele Morelli: In May 22,

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Gabriele Morelli: I conducted 6 participatory workshops, using a T of change as a strategic tool to discuss the social value and social change

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Gabriele Morelli: produced by the

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Gabriele Morelli: in October 22, I created a survey to evaluate the impact. a full cup and receiving also feedback from the participants

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Gabriele Morelli: of the workshops

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Gabriele Morelli: then in January this year I meant to administer sorry thanks for the support of the of some members of the Food Cop, and last April I presented the results of the survey

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Gabriele Morelli: during a general meeting of the on the call

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Gabriele Morelli: and I have to say in each of the 4 case studies interaction feedback and the opportunities where they are different. Here I'm focusing on this case because it was in some way the most successful, and also goes for reasons of time.

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Gabriele Morelli: So the During the participatory workshops I

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Gabriele Morelli: produced an hypothesis of a here of Change Taylor to the food Call. using a series of exercises discussions based on me.

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Gabriele Morelli: and as always, I I think the process was more powerful in a way than the results. Allowing for discussion of relevant issues, from the members perspective

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Gabriele Morelli: into all 10 members participating.

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Gabriele Morelli: I also used a web app to interact with them during the workshops.

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Gabriele Morelli: So I mixed both digital and analogic tools and particular. I use ment meter which provides an instant visual representation of ideas, position, perception, and so forth. So allowing to engage and interact with people live.

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Gabriele Morelli: we just going to show an example to see how it looks like these, of course. it's in Italian. So there is a language barrier. But

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Gabriele Morelli: and then this was the starting point of

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Gabriele Morelli: for discussion on values and goals of the cooperative. So here I was asking people to rate on a scale one to 10. How well they they thought the goals described in them. In a graph.

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Gabriele Morelli: We're being realized in practice. So far.

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Gabriele Morelli: so the main objective of the workshop was to reflect collectively and interactively on how to bring about the desire change. So I would like to quote a few, except that I find particularly poignant in this sense.

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Gabriele Morelli: because at the end of the day. A food copy is a consumer call.

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Gabriele Morelli: but he's also has a mentioned before. Much more than that, and this sentence, I think, captures it. Very well. So one of the participants at some point said in Camilla, I want to say of the product to be secondary, to be taken for granted.

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Gabriele Morelli: Rather, camila is an entity that accompanies a transition.

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Gabriele Morelli: Changing habits is complex.

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Gabriele Morelli:  then another participant at some point

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Gabriele Morelli: emphasize one of the core concepts that emerged during the whole process, which is that of awareness.

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Gabriele Morelli: So at some point one person said, this is interesting working on awareness, which I think is the hearth because of what we are discussing what we are trying to do

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Gabriele Morelli: in this sense. I'd like to show roughly these

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Gabriele Morelli: this graph. I created this awareness diagram through the actual research, the feedback received in the direct observation. So this is a sort of critical, reflexive part of my actual research.

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Gabriele Morelli: So here the idea is to emphasize the difference between awareness which enables, I think, a conscious change and release the concept of information, knowledge and data.

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Gabriele Morelli: I think they're often confused at the practical and level. And this has crucial implication for attempts to create social change. In fact, I believe it is crucial to recognize the relevance of mine and body

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Gabriele Morelli: functions and unconscious elements, rationality and emotions, together with medical mission, to put it with a

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Gabriele Morelli: some of the college would say, to produce a mindful change.

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Gabriele Morelli: so this is very briefly. It's a quite complex

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Gabriele Morelli: diagram is a flow chart shows it for even a presentation of Camilla's view of change that we created together in a nonlinear fashion, taken into account

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Gabriele Morelli: the external influences, unexpected outcomes, obstacles and assumptions.

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Gabriele Morelli: So, given a definition of active membership, we have created a series of 10 to the cause and effect relationships between different outcomes

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Gabriele Morelli: linking just as an example, the level of trust between members and producers with the supply of products and members, recognition of their value.

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Gabriele Morelli: which in turn may incentivize active participation in the cooperative

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Gabriele Morelli: So, to sum up,

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Gabriele Morelli: what kind of participation in

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Gabriele Morelli: so members

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Gabriele Morelli: participated in in the workshops.

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Gabriele Morelli: They also gave feedback to your integration of the questioner to investigate the impact of a food call. They gave feed. They, after the return of the question. Then, during the general meeting, after my presentation, my proposals were made to address the challenges of the project.

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Gabriele Morelli: for example, and even participation of members, economic sustainability and so forth. it's not easy to pinpoint which actions were directly stimulated by my research.

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Gabriele Morelli: But one plausible link is the creation of a new working group to investigate

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Gabriele Morelli: the reasons.

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Gabriele Morelli: for the lack of Member participation.

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Gabriele Morelli: because out of 600 members.

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Gabriele Morelli: more or less, the half of them, they participate in what you have for different reason. They are not

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Gabriele Morelli: so. Coming to conclusion. I believe that action research is a very powerful tool for addressing, pricing social issues. allowing us to go much deeper than more traditional

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Gabriele Morelli: academic forms of research.

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Gabriele Morelli: And he's not enough. recognize. Still.

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Gabriele Morelli: so, talking about the strength of my experience. So, being a member of the case, study was absolutely federal condition.

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Gabriele Morelli: I need to allow me, I think, to receive more honest and direct feedback during the process.

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Gabriele Morelli: And then

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Gabriele Morelli: experimentation with digital tools, I think, can be very useful if it's done intentionally. Also paying attention to physical connections. In fact, I think it's separation of mind and body. we's really limiting the of the results.

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Gabriele Morelli: then, holistic approach to action research. I think it requires elements of care, active listening, and sensitivity that cannot be taken for granted. It must be practiced over and over.

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Gabriele Morelli: So finally, participatory action research. It provides an opportunity for self-reflection. for project, that I often seem to lock the time

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Gabriele Morelli: or resources for it, even though it is extremely important.

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Gabriele Morelli: and then

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Gabriele Morelli: This approach, of course, requires a great deal of investment on the members of the organizations involved.

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Gabriele Morelli: and time

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Gabriele Morelli: there is also always a challenge, especially for projects that are already based on voluntary activities or ethical engagement in general. So this is A

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Gabriele Morelli: has to be carefully managed.

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Gabriele Morelli: then have to be. I have to say that that as a Phd. Student have found the fact of being lonely conducting the research

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Gabriele Morelli: and having limited research, green resources was particularly challenging for me.

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Gabriele Morelli: But then membership in a case study, I think it could be

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Gabriele Morelli:  seeing as a limiting factor in a way, or an element of bias.

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Gabriele Morelli: But first of all, and the very purpose of my of the research in some way, I think, requires participation in the project. And then my response is that, being honest and transparent about those limitations, months.

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Gabriele Morelli: and possible benefits. In other words, psychological frame, which the research takes place is the best way to address this very.

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Gabriele Morelli: And another response would be to recognize with Jenny Cameron and Katherine Gibson that actual research for diverse economies aims to help create new economic possibilities, and is founded on recognizing that new languages and shift in subjectivities.

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Gabriele Morelli: So this DVD are crucial to the change process. And this is also through for research as well. So thank you for your time.

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and is the end. My.

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thank you, Gabriela, for your presentation for finishing just on time. The next presentation is in tracking, intriguing title, disempowering for participation, and will be held by Julia Courts.

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Please come in front, and you

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this one.

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Hello! Thank you for the opportunity to present here part of my research now.

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and first at all, I'm not an original action researcher at all, you know.

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but have to handle the issue of enabling participation nonetheless.

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And however our project approaches the question of participation and empowerment

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in or through research, social research from the opposite side.

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the question I faced was.

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how do we conduct participatory research with people of high social status? What can we learn about participation and empowerment from this kind of experience.

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And as the title suggests. it will be more about this empowerment or the interplay of empowerment and disempowerment.

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Oh, yeah. So

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 first, I will carefully introduce you to the context of the project.

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And why? At all, we want a participatory technology development. make participatory

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in a participatory way, right technology development.

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And

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second, I will explain the problem that made it difficult for us to implement it participatory. Third, I will show how qualitative research helped to solve this problem precisely by using its findings to this or empower actors in the discussion-driven process.

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And However.

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this alone was not sufficient to achieve participation at I level. and and therefore I will refer to a few power structures

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that ensured, that the different voices in this process found ears

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that listen to them at all.

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So first, our project?

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why do participatory research this non-subal turn at all?

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In our context of technology development? There is a gap between the developers of technology on the one hand and the later users on the other. Engineers or computer graphics or the computer scientists are simply not users, and especially in the case of technical applications for professional work contexts

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have the problem that I do not know what is actually relevant for the later users. Users in their everyday work.

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As a result, newly developed technologies often do not address or even solve the problems that users face.

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At best. They solve one problem that at the same time they create many new problems that users must love this

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The idea is to reduce this gap between developers and users who participatory methods in an early stage of technology development. That is, when planning technical technical solutions

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in our project, we cooperate with new host surgeons and computer aquatic scientists to develop cooperative diagnostic visualizations.

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very high start of persons, and they really believe they are very important persons. You know, I am in your search and I am saving life every day. And I am a computer graphic scientist. I am really programming fancy visualizations and acting with digital data. And I am so smart. Yeah. And so in this kind.

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the chief neurosurgeon's desires and was to visually display decision-relevant data on a body like avatar.

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See it here, one example of a prototype

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In other words, medical data about patients

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until then available as text and numbers should be translated into visualizations.

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so that that doctors can see at a class at the first view what's going on with the patient and have less to eat or search in a databases.

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We sociologists were involved in the project to analyze the established cooperation of neurosurgeons and ensure that a new technology would support whether they disrupt the routines or cooperative structures already in place on the world.

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Ultimately, however, our role was to facilitate collaboration between computer graphic scientists and you are searching during seemingly endless discussions.

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How did this come about? I went into this project with the naive idea that since we all have an equal interest in the success of the project, we would simply talk to each other as equals.

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but talking to each other with non-sappal turn at eye level is not always it easy. I had to learn in this context.

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I was we at the Subur as social scientist. You know. What are you doing here? You' my service assistant. You can give me some information and deliver it.  yeah, why didn't it work? First?

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The answer is.

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and this project worked to work together 3 very different social worlds with 3 very different perspectives.

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each of them

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took its own perspective as the most relevant one, and in this respect, first, I wasn't more exemplary than any of the others, you know.

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 here's a picture of some of the people who were part of the project team

369
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and computer graphic scientists aim to develop and optimize algorithms for the visual representation of data, new surgeons, diagnosis, and 3 diseases and sociologists wanted to observe, analyze, and at least slightly criticize and improve cooperation

370
00:50:31.100 --> 00:50:40.579
during the discussions to developing this prototype. and each of these different perspectives just struggled for its own view

371
00:50:40.640 --> 00:50:49.450
to build in in the prototype. and it was also not normal for all of us that once our perspective was not acknowledged.

372
00:50:50.460 --> 00:50:55.720
Also, it was quite obvious, it obviously obviously a very relevant perspective.

373
00:50:55.940 --> 00:51:00.730
That's about how we all thought, I think today, at least. Yeah.

374
00:51:01.600 --> 00:51:13.370
Therefore, in this participatory project, those involved needed to be disempowered rather than empowered to become able to work together and get the things done.

375
00:51:14.950 --> 00:51:17.969
 some examples

376
00:51:19.170 --> 00:51:26.409
in the first phase, one your search and just said. you really know nothing about neurosurgery.

377
00:51:26.470 --> 00:51:35.690
Pick up a book and learn something first. Then you can't come back. And then he just went away. During the meeting it was just beginning.

378
00:51:35.810 --> 00:51:38.099
and then I tried to stop him.

379
00:51:38.410 --> 00:51:51.910
Then it escalated to him, shouting, You must learn our annual her to the language first. You don't have to learn your language, which is, you have to do it. And of course I have another opinion. And so it went on, Yeah.

380
00:51:52.750 --> 00:52:01.810
and But of course, another surgeon gave us who lectures because he thought we needed to know almost everything he

381
00:52:01.920 --> 00:52:11.890
you know, about new surgery. It was also very difficult for him, because for a long time no conversation was possible, as he always fell back into his monologue about neurosurgery.

382
00:52:12.980 --> 00:52:24.579
I, on the other hand, kept annoying everyone that one or the other variant of the visualization or data would not be helpful at all for the new research, and to cooperate better with each other.

383
00:52:24.850 --> 00:52:31.920
Also, the neurosurgeons themselves had no interest at all in their cooperation, but saw themselves as lone barriers.

384
00:52:32.730 --> 00:52:45.200
And our computer graphics expert just wanted to get ahead somehow. So cooperative views of the application did not matter. Anybody besides me, but I all at first talking about it to them.

385
00:52:45.710 --> 00:52:58.090
And the computer graphic scientists, on the other hand kept harping on the possibility of aggregating the data. Even so, this possibility had already been constantly rejected by the neurosurgeons.

386
00:52:58.920 --> 00:53:06.809
You see disempowering. But this empowerment was just necessary. not giving a voice but giving an ear

387
00:53:06.860 --> 00:53:19.909
to Theala was a challenging task. and this this empowerment worked out in 2 ways. Firstly, by using qualitative social research as a reflection tool for the whole group.

388
00:53:20.240 --> 00:53:30.440
and suddenly, by using some power structures to deliberately allow or stop voices, refuse or offer ears that was

389
00:53:36.040 --> 00:53:43.480
so first, qualitative social research as a method for disempowering or empowering.

390
00:53:44.870 --> 00:53:54.149
and because I had already formularized myself intensively with the new surgeon. Through observations and discussions at the beginning of the project

391
00:53:54.490 --> 00:54:04.389
I was able to identify the relevant structures of the neurosurgeons in relation to their work and report this back to the computer graphic scientists

392
00:54:04.730 --> 00:54:14.610
and thereby unsettled them. The computer graphic scientists enormously because their classic computer graphics results no longer worked.

393
00:54:15.470 --> 00:54:24.919
For example, it was difficult for the computer graphics scientists to accept the fact that a selected medical data could not be quantified that much

394
00:54:25.790 --> 00:54:32.020
because bad them from working with the data in that algorithmic way they would have liked.

395
00:54:32.780 --> 00:54:36.269
So these reactions of the computer graphic scientists.

396
00:54:36.470 --> 00:54:43.819
we also learned about their specific relevance structures which we could then feed back to the newer searches.

397
00:54:45.220 --> 00:54:58.050
For example, we had to say to the neurosurgeons. if you want to have this application, you just have to collaborate on the formalization of the medical data. You can't keep the symptoms wake

398
00:54:58.140 --> 00:55:01.980
for it to be programmable. It has to be unambiguous.

399
00:55:04.050 --> 00:55:05.860
both of them.

400
00:55:06.110 --> 00:55:12.989
Neurosurgeons as well as computer graphic scientists had to adapt their relevance structures to build this application.

401
00:55:13.120 --> 00:55:17.319
I laws advocate and opponent for both alike.

402
00:55:17.800 --> 00:55:19.110
In other words

403
00:55:19.260 --> 00:55:24.919
as sociologists, we made the structures of violence visible, that underly the conflicts

404
00:55:25.050 --> 00:55:34.600
in doing so, we enable reflection of your own position, and at least partially enabled understanding of the position of the other party.

405
00:55:34.890 --> 00:55:44.100
some sometimes so a limited acceptance off our openness to unbelcome solutions became possible.

406
00:55:44.860 --> 00:55:52.489
and interestingly, whenever one perspective was pushed into the background, another, the other was chosen.

407
00:55:53.360 --> 00:55:57.290
This empowerment and and empowerment merged here.

408
00:55:57.660 --> 00:56:09.300
but this has not always been enough to enable us to work together at eye level. because if you give a voice there must be also. You have to listen.

409
00:56:13.300 --> 00:56:20.619
 I would say. a very relevant point for the success

410
00:56:20.740 --> 00:56:29.250
after project was, as the project lead us above the working level. said, very committed to the project.

411
00:56:30.360 --> 00:56:38.349
and use their authority when a conflict again led to a complete breakdown of cooperation at a working level.

412
00:56:40.260 --> 00:56:44.280
especially for handling the nose. New assertions. This was very helpful.

413
00:56:45.250 --> 00:56:56.270
For example, the chief neurosurgeon called the stuff to order, but in a nice way, and visited some meetings with the stuff together to we enable corporation without humiliation.

414
00:56:56.490 --> 00:57:09.339
He actively tried to listen and to connect his view with the other views, and then his stuff could jump in again and knew, okay, these points, I trust, must follow, must listen to. My boss wants it that way.

415
00:57:12.040 --> 00:57:13.290
I have a finish, though.

416
00:57:14.080 --> 00:57:29.029
 The choice of territory also had an influence. of course. Then we come to them to their territory. There was much more. It was much more easy for them to

417
00:57:29.140 --> 00:57:38.230
to go trust away, to make us a tasks in the hospitals, and when we invited them to us to the university, it was our territory.

418
00:57:38.350 --> 00:57:41.049
and that helps sometimes too, very much.

419
00:57:41.260 --> 00:57:53.810
In addition. my role as a mediator in the discussion suited and called expert rounds. led to a quite powerful position, which was not at all clear to me at that time.

420
00:57:54.480 --> 00:57:59.679
As a moderator, I determine who spoke when

421
00:57:59.800 --> 00:58:03.850
which statement was taken up again, and had to be listened to again.

422
00:58:04.110 --> 00:58:08.349
and what was not heard, what was not responded to.

423
00:58:10.050 --> 00:58:10.950
and

424
00:58:12.690 --> 00:58:26.549
since I got into the habit of frequently holding material, or at what task related discussions at some point I was perceived like a teacher who gives the floor and the science homework and calls to parents. In this case, the boss.

425
00:58:26.570 --> 00:58:28.569
if things aren't going well.

426
00:58:29.200 --> 00:58:46.210
I didn't do that, and didn't ever intend to, but a new surgeon told me once, and that he had this fear that I might call his boss if he didn't follow along properly. You see, you see, our relationship really got a lot better over time that he was finally able to tell me this. Yeah.

427
00:58:46.640 --> 00:58:56.749
but at the same time I was not neutral at all. I liked to implement cooperative elements in the prototype, and it was in the controlling role that I had.

428
00:58:57.870 --> 00:59:21.610
And of course I also have my own research interest. So I certainly listened more when it came to my research topics, even more partiality. But finally, I would like to emphasize that the relationship between the non-subul term computer graphic scientists, neurosurgeons and me developed very positively after I dealt with them this way.

429
00:59:23.350 --> 00:59:28.450
Yeah. sometimes a successful engagement with a non-suppel term

430
00:59:28.690 --> 00:59:32.090
seems to need some disempowering elements. First.

431
00:59:32.240 --> 00:59:35.240
perhaps. Yeah, thank you for your attention.

432
00:59:43.470 --> 00:59:50.850
Thank you, Yulia, and as well, it's now your turn. You have 50 min to present your project with Eric on Sweden.

433
01:00:02.980 --> 01:00:09.100
So I'm not, Eric, and it's a pity she cannot be here to present.

434
01:00:09.260 --> 01:00:13.249
because this is really his line and his

435
01:00:13.660 --> 01:00:20.119
personal contribution. So I can be briefer than that, and just

436
01:00:21.110 --> 01:00:23.420
parentheses.

437
01:00:24.600 --> 01:00:25.980
Now

438
01:00:26.530 --> 01:00:33.730
in the in Toronto, in this bound. And here we have

439
01:00:34.370 --> 01:00:43.259
very good quality papers, and one problem for actual researchers is an outlet for publication.

440
01:00:43.920 --> 01:00:46.079
On the 20 eighth of

441
01:00:46.260 --> 01:00:48.990
this the

442
01:00:50.930 --> 01:00:57.860
we will have an editorial meeting of Alara, based in Australia.

443
01:00:58.000 --> 01:01:00.400
I've presented

444
01:01:00.420 --> 01:01:11.949
hopefully have a special issue of the Atlanta Journal with our contributions. It means that we need to do some kind of

445
01:01:11.970 --> 01:01:19.580
selection and electoral work. Eric is not able to do it, so I would like to have people

446
01:01:19.690 --> 01:01:37.090
interested in doing this.

447
01:01:37.280 --> 01:01:47.899
This special issue of the with a selection of Yeah. some quality papers from the last 3 meetings.

448
01:01:49.080 --> 01:02:01.629
I will try to summarize this paper from Eric in Switzerland. We have an influence from Germany and Austria.

449
01:02:01.800 --> 01:02:11.630
What is called at least one on a popular education and public education in Sweden

450
01:02:12.140 --> 01:02:17.459
had about 1 million workers going through study circles.

451
01:02:18.650 --> 01:02:25.749
which means very much in the Florence period in the seventies, very close to Sweden, and it was like a

452
01:02:25.960 --> 01:02:34.259
fruitful dialogue between the traditional Swedish of education and

453
01:02:34.780 --> 01:02:39.310
and the Latin American transformative approach

454
01:02:40.100 --> 01:02:41.870
in that framework.

455
01:02:41.970 --> 01:02:42.990
And

456
01:02:43.300 --> 01:02:45.850
David came to

457
01:02:46.070 --> 01:02:48.020
also do research

458
01:02:48.540 --> 01:02:50.390
from stunning circles.

459
01:02:50.420 --> 01:03:01.470
becoming research circles. It's a no idea. A new discussion very much along the lines of

460
01:03:01.540 --> 01:03:12.710
learning for researching Eric has been traveling the idea of knowledge democracy.

461
01:03:13.310 --> 01:03:20.760
so we have heard from previous speakers in Tehran. how

462
01:03:21.400 --> 01:03:31.830
the knowledge has been co-produced, and the Italian fellow was very good in terms of presenting the sequence, the process, where

463
01:03:32.010 --> 01:03:35.990
not just with the information and becomes an answer with the wellness.

464
01:03:37.170 --> 01:03:40.140
 so

465
01:03:40.440 --> 01:03:43.339
it will be. Core researching.

466
01:03:45.760 --> 01:03:53.529
 inclusive and done democratic. So this is an

467
01:03:55.410 --> 01:04:01.349
doctors, students and massive students are beginning to do this kind of

468
01:04:01.370 --> 01:04:08.870
research. It's now. So I'm not sure to tell you much more about it.

469
01:04:08.980 --> 01:04:18.259
But I think it's a good summary of what Eric was presenting. He's much more systematic. He has Powerpoints, and so on.

470
01:04:18.260 --> 01:04:46.520
If you have the Powerpoint, do we have access to his powerful point. It it is now, if yeah, so we know why. But then we have more time, more time for dialogue and discussion, since it's very rich session. I'm really happy to to have had this input so early on the last day of the Congress. Thank you. Bye.

471
01:04:51.410 --> 01:04:57.299
thank you. Azure. So now we have the last presentation by Nikila Ferraro.

472
01:04:57.780 --> 01:05:02.940
 Nikola, I Can you start with your presentation?

473
01:05:06.120 --> 01:05:09.390
Michela Freddano: Hi, everyone. Good morning.

474
01:05:12.280 --> 01:05:26.570
Michela Freddano: Okay. So I can share my screen now with my presentation, and I take the opportunity to to thanks everyone for the participation of these

475
01:05:26.800 --> 01:05:45.700
Michela Freddano: this session, and that is very, very interesting. And the in particular, my presentation is about an experience like this study that I did last year with the school about an experience of actual research.

476
01:05:45.700 --> 01:05:59.709
Michela Freddano: and particularly, we use the the school self evaluation report to help a school to to change and improve the aspect of the educational continuity.

477
01:06:01.160 --> 01:06:14.529
Michela Freddano: Go ahead. The way to the definition of the research to question particularly the it consists in a school, and that is a primary. And then the school level in room in Italy.

478
01:06:14.660 --> 01:06:32.520
Michela Freddano: there is a a special commitment by the school principal that have a problem. And the this problem is about the the contrast of the hex of students from a primary schools.

479
01:06:32.530 --> 01:06:54.299
Michela Freddano: and to promote the the permanency in that school at the middle level. And also, the aim is to strengthen in the relationship between teachers of primary and middle schools and promoting the negotiation, the exchange of different perspectives inside the school.

480
01:06:54.850 --> 01:07:21.419
Michela Freddano: first of all, the actual research approach that that I've been adopted during this research. the the the reason of which we, this I decided to use the actual research approach is that is because the actual research approach of for queues in particular on the day participation of actors

481
01:07:21.420 --> 01:07:46.409
Michela Freddano: the the changes. So the improvement in school improvement in particular problem solving, and also the aspect of of empowering, and the framework is that that of them self-evaluation of school that is, a managed in Italy by the national system of evaluation that they give you

482
01:07:46.410 --> 01:08:08.259
Michela Freddano: to all the school a lot of data, and evidence is that on we to school and can evaluate it themselves for reflect on their actions, and the son, in the sense of always to report, that is it to a specific tool that they can be used as a as a tool of actually desert zoom.

483
01:08:08.890 --> 01:08:36.549
Michela Freddano: That is the framework in which we move with the self Evaluation report. I'm not staying now to explain how the the Italian national system of of evaluation run. But it's important to adopt the the main aim is not the control, but the improvement of the quality of the school and the student learning achievement

484
01:08:36.560 --> 01:09:01.560
Michela Freddano: and in particularly particularly school self evaluation reports is done by each school in Italy, and each school some tasks to reflect and and read the analysis of some indicators more or less 100 indicators are

485
01:09:01.560 --> 01:09:15.080
Michela Freddano: by by the central level. The with reference is also a territorial geographical 11. Refracting also we by a guiding questions

486
01:09:15.080 --> 01:09:23.329
Michela Freddano: with the hammer to identify the strength, and we can. It weaknesses on outcomes and on process school processes

487
01:09:23.400 --> 01:09:38.600
Michela Freddano: and the at the end. It's school. A can express their judgment about the that is composed by 7 level and that explain it. The situation of the school for the specific area. So

488
01:09:38.650 --> 01:10:02.380
Michela Freddano: in a, in that areas of the processes. follow a specific a specific theoretical framework in which there are a input output outcomes and the processes and the context, and particularly for the processes that we can distinguish between the educational and organizational processes.

489
01:10:02.380 --> 01:10:14.120
And in the educational processes there is a specific area on the continuity. That is the topic that schools ask help to the researchers

490
01:10:14.280 --> 01:10:32.559
Michela Freddano: and the self-evidential report so has a an opportunity as a as the opportunities for sure reflection on this, on the reality of the schools, and to to enforce the networks between different school orders, the primary and middle in particular

491
01:10:32.560 --> 01:10:59.000
Michela Freddano: environment of the school community, and not only the members. So we done the self evolution report, and the other some point of friend, that are the the possibility to improve capacity, building it, to have a shared language and the to promote the confidence, awareness, and self evaluation. Literacy among the community.

492
01:10:59.250 --> 01:11:24.249
Michela Freddano: in the actual research approach, we adopted the in in approach, that is, more that goes through t vista, and so is a is a specific approach of the participatory approach of the actual research and because the main aim is in the

493
01:11:24.250 --> 01:11:48.779
Michela Freddano: in in this in this experience. In this case it to help a member to under the actors, to understand how they they come, and how they have come to develop particular partners of to to that, to the into action, and some time limit it. And so, and the 2 in in, in blue. We we have some example

494
01:11:48.780 --> 01:11:59.039
Michela Freddano: that. Emerged during some speech with the the school principal and the the group of teachers

495
01:11:59.040 --> 01:12:24.040
Michela Freddano: A. And in particular there is the idea, the idea that the teacher from me the school are different, and the most a more stricter than primary teacher than they teach us from the the primary school and the doctor. They require too much effort from students, and there is a day consideration of the loss of students into the passage from primary to middle school.

496
01:12:24.040 --> 01:12:48.140
Michela Freddano: and there are implicit index. This is a between teachers of different grades, different order and The role of the researcher in that case is to problematize the answer. And then people to rethink they personal ways of thinking. You know, then, to question this formula and taken for granted to so Ecolabra TV

497
01:12:48.140 --> 01:12:59.590
ere

498
01:12:59.670 --> 01:13:15.940
Michela Freddano: and they they, they aim is to they construct the narrative and to reconstruct it together and new narratives of the school. And then, in that case, in this case, the possibility of the change inside and outside school.

499
01:13:15.940 --> 01:13:31.309
Michela Freddano: so about the the activities that the I've been done, and so about what it's been done, a pre preliminary meeting with a small group of teachers and to define. But the the problem.

500
01:13:31.310 --> 01:13:41.480
Michela Freddano: And then, It's this good to see all the establish a working group for school self evaluation. About the 25 people

501
01:13:41.580 --> 01:14:07.210
Michela Freddano: and the 2 collaborators of the school principal and the 11 the teacher from primary school, and in 12 from middle school. And it's been organized the to focus group with the one with the teachers from school, from from primary school and the other one from the middle school.

502
01:14:07.230 --> 01:14:15.500
Michela Freddano: and together it had been done a workshop with the on the working group and

503
01:14:15.520 --> 01:14:38.850
Michela Freddano: and then also it had been involved also the the school community and particular parents with the questioner of for self evaluation that being administered the to all parents of students of the grade, the 3, 4, 5 and 7, 8 realized during the the last school year.

504
01:14:38.850 --> 01:15:02.039
Michela Freddano: the research elaborated and analyzed the on the data and the the results, and also all the metadata, and also the results from the qualitative part, had been presented the during the first school council and during the new school year. That is the the the the more recent, the 2022, 2023

505
01:15:02.560 --> 01:15:23.970
Michela Freddano: the preliminary meeting focus on this topic of the continuity. And in in this case, in this, a specific activity that being used, the self evolution report and the the reflection started from the strength and weaknesses, and they were self evaluation that schools to them

506
01:15:24.260 --> 01:15:43.680
Michela Freddano: previously. So we started from some indicators, from some expressions, some from some issues that I've been explained in by the school before in the the school self Evaluation report and the small group reflect on these aspects

507
01:15:43.750 --> 01:16:08.689
Michela Freddano: and also with the focus group that. I've been divided into the meet them into the primary school and to the middle school teachers. Reflect about these aria, and they about to the strength and weaknesses that they've been explained the self Evaluation report, and after they judge also did

508
01:16:08.690 --> 01:16:32.660
Michela Freddano: the self evaluation the school that I gave before, and the And then there. There was a a new evaluation of this area after the discussion that the discussing during the focus groups, and also there was the possibility to to to leave, to, to, to give some subjects

509
01:16:33.150 --> 01:17:03.039
Michela Freddano: and the suggestions from focus groups are some overlap. This adjustment are in blue, and the the reason, particularly the developing of the continued activities from at the beginning of this school year, since the degrade the 3 at the primary school, the strengthening of the vertical curriculum, promoting activities and project that together between primary med school is frankly in relationship between teacher from different orders

510
01:17:03.040 --> 01:17:28.419
Michela Freddano: developing natural territory and improved communication with this suggestions I've been taking into account to organize the They work the workshop with the all the working group and the we can see in the boxes that the main topic that they were their relationships with 3 to the relationship between teachers and relationships, school between school school and parents.

511
01:17:28.850 --> 01:17:37.719
Michela Freddano: and the name was to find the design strategy on shared continuity, and to a selected these together.

512
01:17:37.840 --> 01:17:47.000
Michela Freddano: and the the participants were 20, and particularly, they were to divide into 3 groups

513
01:17:47.000 --> 01:18:16.280
Michela Freddano: of 6 and 7 participants each one. And there are. There were some rules there were a reference in it's group and in in in each group one only one person that stay into the into the the group stable, and the all, all the all the other the the rotation in the

514
01:18:16.280 --> 01:18:41.279
Michela Freddano: other, to group every 20 min of discussion, and they are called the ambassadors of meaning, because they move the idea and the idea that that created the into the group in the to the previous group put to the other group, but to to share on idea, and to stimulate a new idea. And at the end the task of of of each

515
01:18:41.280 --> 01:18:47.809
group was to create a study book that will then be shared into the plenary session.

516
01:18:47.810 --> 01:18:55.400
Michela Freddano: And from the 3 story book he and 2 min left, we have. Yeah.

517
01:18:55.530 --> 01:19:19.990
Michela Freddano: we have only some example of that of the topic that emerged into the group, and that to focus on knowledge and listening and communication, and that are the the main topic about the inside. That we have. is some some example, but that there was a lot of production within the groups, and finally the question for parents that that involved with

518
01:19:19.990 --> 01:19:29.030
2,210 respondents, that there was a minister at the on June and July 2,022,

519
01:19:29.030 --> 01:19:51.730
Michela Freddano: Online? And particularly in blue, we can see the questions and the the questions. So we're focused on, especially on the on the reason of the choice of of parents to stay or not in the school, and the factors that influenced the decision, and and so on.

520
01:19:52.050 --> 01:20:15.680
Michela Freddano: And then for, concluded the for conclude for conclusion, we can see that actual research work on the team of school continuity with the environment of teacher of these different school grades, have the aim of improving school continuity, and in particularly the tools that being adopted, the has a focus group or workshop.

521
01:20:15.680 --> 01:20:40.680
A with the use of the tool of the school self evaluation, report, help teachers and school to reflect on on their own on the the continuity and to construct a new suggestions to to improve in the next year. So I I think that these can be a a a in experience not very useful

522
01:20:40.680 --> 01:20:52.710
Michela Freddano: an example very useful about the the possibility to construct, to gather the narration of the the proper store history. Thank you very much.

523
01:20:57.320 --> 01:21:08.270
Yeah, thank you. Miquita. we have now half an hour left, and I think we start with question and answers, and I, okay, Azim, will you?

524
01:21:10.720 --> 01:21:20.340
Thank you. Grazia Mission? And I think it was a fantastic session. So why don't we start shortly with mission.

525
01:21:20.500 --> 01:21:23.070
You are in Emilia, Romania.

526
01:21:23.810 --> 01:21:27.480
which what you shortly explain to us

527
01:21:27.570 --> 01:21:41.439
the difference, the regional difference as a context in many Romania, as a progressive kind of region. From what they say Melanie represents in the rest of Italy today. And then.

528
01:21:42.620 --> 01:21:45.980
if this. the problem

529
01:21:46.340 --> 01:21:47.440
is

530
01:21:47.850 --> 01:22:06.680
evident with teachers, I imagine, in Italy, in Brazil, was painfully clear about mental health, depression, and teachers abandoning the field. If there is anything like that happening in in your region being progressive, you know, more progressive than others.

531
01:22:06.890 --> 01:22:11.040
And then Marine Montesori

532
01:22:11.050 --> 01:22:23.349
and Paul of Ray shared a view of education that you convey in your presentation. Like Maria Montessori was working with the

533
01:22:23.720 --> 01:22:28.319
I think it's 2 children in in Naples.

534
01:22:28.370 --> 01:22:31.440
and and both

535
01:22:31.980 --> 01:22:33.500
Freedom and

536
01:22:33.630 --> 01:22:36.020
Maria Montesori

537
01:22:36.200 --> 01:22:42.420
had this thing in common. They saw education not in the classroom.

538
01:22:42.540 --> 01:22:53.460
not sequencecribed, reduced to the classroom, but as a social movement like a popular movement. So if you could comment on this 3 points, thank you.

539
01:22:55.090 --> 01:22:58.399
This cover still is present. And

540
01:22:58.580 --> 01:23:02.620
with regard to the first question on the region of immunia Romania.

541
01:23:04.910 --> 01:23:07.090
Michela Freddano: yeah, in

542
01:23:08.560 --> 01:23:25.469
Michela Freddano: it, it it's about me, about Amelia Romania. as a a tradition on to research as a as a approach to to involve a teacher in and in particularly we can define the

543
01:23:25.470 --> 01:23:48.099
Michela Freddano: the training actual research. I I don't know if is there at the correct translation but there is the all in approach of participation of democracy in into the policy, into the educational parties, in particularly in the school of policy.

544
01:23:48.270 --> 01:24:17.780
Michela Freddano: and they're also in school at the at the at the level of the school. I it the very usually to to work with with the school at that. Ask it to involve a teacher in the research also, because, in their contracts and their former contacts, they have also, they, they, they they point to to do research, not only to train, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to.

545
01:24:19.550 --> 01:24:31.079
Michela Freddano: I don't know if if I reply, all that this is the case. There is a specific case in Roman in A, the capital of Italy. So it's another school.

546
01:24:33.120 --> 01:24:39.469
yeah, I think the question where questions were addressed through gay capabilities is still present.

547
01:24:41.040 --> 01:24:44.379
Yes, I am. Yeah. So

548
01:24:45.730 --> 01:24:53.219
Gabriele Morelli: well, I I'm not sure the the question was just to me, and if I'm not sure I got it correctly, so could you, please.

549
01:24:53.450 --> 01:24:54.660
Gabriele Morelli: We formulated

550
01:24:58.560 --> 01:25:04.020
well, it was both to Michelle, but also to you

551
01:25:05.790 --> 01:25:07.590
so

552
01:25:08.540 --> 01:25:09.850
I will

553
01:25:10.110 --> 01:25:16.130
bring you a specific question, Sarah Ahmed. She and

554
01:25:18.120 --> 01:25:23.059
questions in the sense that

555
01:25:24.070 --> 01:25:31.179
in your presentation, taking my view, is that you raise awareness.

556
01:25:31.480 --> 01:25:38.329
Through raising awareness, you facilitate social action for transformation.

557
01:25:38.590 --> 01:25:49.899
Sarah Ahmet took the line from a kind of phenomenology, not a traditional one, but through praxis you change your awareness.

558
01:25:49.930 --> 01:25:54.710
So it's like entering to the same field from 2 different angles.

559
01:25:54.750 --> 01:26:03.719
So if I'm clear with the question, if you'd like to comment because you have taken the say, the traditional Korean approach.

560
01:26:03.740 --> 01:26:10.889
And then we have this kind of constructive criticism from Sarah Ahmet. If you want to comment on that.

561
01:26:11.270 --> 01:26:16.040
and then the link between education and social movements and transformation.

562
01:26:16.310 --> 01:26:26.259
Because you're working with the cooperative, the case study, which is a micro vision. How could you link the micro with the macro vision. Thank you.

563
01:26:26.610 --> 01:26:29.140
I'm in my clear. Maybe

564
01:26:33.180 --> 01:26:36.359
Gabriele Morelli: so regarding

565
01:26:36.730 --> 01:26:38.070
Gabriele Morelli: Afraid it.

566
01:26:38.170 --> 01:26:43.380
Gabriele Morelli:  kind of critic

567
01:26:43.400 --> 01:26:44.600
Gabriele Morelli: to a

568
01:26:44.700 --> 01:26:55.089
Gabriele Morelli:  to the approach. that I was referring to. I think I mean the

569
01:26:57.340 --> 01:27:01.600
Gabriele Morelli:  The process that I mentioned

570
01:27:03.410 --> 01:27:05.070
Gabriele Morelli: that was

571
01:27:05.090 --> 01:27:07.880
Gabriele Morelli: made possible through

572
01:27:09.540 --> 01:27:13.610
Gabriele Morelli: awareness. which means

573
01:27:13.690 --> 01:27:17.820
Gabriele Morelli:  going

574
01:27:18.280 --> 01:27:20.920
Gabriele Morelli: beyond just

575
01:27:21.560 --> 01:27:27.170
Gabriele Morelli: The process of passing information

576
01:27:27.840 --> 01:27:31.430
Gabriele Morelli: from one to another involves

577
01:27:33.350 --> 01:27:36.219
Gabriele Morelli: experience and and practice

578
01:27:36.350 --> 01:27:39.350
Gabriele Morelli: by definition.

579
01:27:40.910 --> 01:27:43.180
Gabriele Morelli: it means

580
01:27:44.840 --> 01:27:49.109
Gabriele Morelli: like being able to. observe in a way.

581
01:27:49.250 --> 01:27:50.370
Gabriele Morelli: hmm.

582
01:27:51.590 --> 01:27:54.310
Gabriele Morelli: what is happening.

583
01:27:54.980 --> 01:27:56.570
Gabriele Morelli: to

584
01:27:58.300 --> 01:28:02.910
Gabriele Morelli: a person's mind and body. When

585
01:28:02.920 --> 01:28:03.970
Gabriele Morelli: during

586
01:28:05.100 --> 01:28:08.439
Gabriele Morelli: they change when the change is happening.

587
01:28:09.330 --> 01:28:10.530
Gabriele Morelli: and also

588
01:28:10.670 --> 01:28:13.389
Gabriele Morelli: being able to do it.

589
01:28:13.490 --> 01:28:16.409
Gabriele Morelli: not only at the individual level, but also

590
01:28:16.780 --> 01:28:20.670
Gabriele Morelli: at the collective level. That's the probably the most

591
01:28:20.700 --> 01:28:26.130
Gabriele Morelli: challenging part. And I think.

592
01:28:27.430 --> 01:28:35.900
Gabriele Morelli: yeah, this is probably one of the most probably challenging aspects like, how to use.

593
01:28:36.350 --> 01:28:37.040
okay.

594
01:28:37.150 --> 01:28:49.359
Gabriele Morelli: these 2 of awareness in and from a micro level to socially to more social and political level.

595
01:28:49.740 --> 01:28:51.740
Gabriele Morelli: And

596
01:28:52.470 --> 01:28:57.659
Gabriele Morelli: yeah, regarding to the the of social movements. so here I

597
01:28:57.950 --> 01:29:02.730
Gabriele Morelli: I didn't spend much time talking about the the context and the

598
01:29:03.050 --> 01:29:09.210
Gabriele Morelli: the food cop I also took for granted everybody knows what a food company is about, but

599
01:29:11.110 --> 01:29:16.730
Gabriele Morelli: the one of my hypotheses is that in order for

600
01:29:16.740 --> 01:29:20.700
Gabriele Morelli: so that's the economy initiative to be

601
01:29:20.810 --> 01:29:23.470
Gabriele Morelli: connected to

602
01:29:23.510 --> 01:29:27.350
Gabriele Morelli: to social movements. And

603
01:29:27.860 --> 01:29:31.530
Gabriele Morelli: not just being

604
01:29:32.740 --> 01:29:39.089
Gabriele Morelli: working with public administration or promoted by

605
01:29:39.240 --> 01:29:46.500
Gabriele Morelli:  my welfare cuts, and and so forth, but they have to be

606
01:29:46.540 --> 01:29:52.410
Gabriele Morelli: dial up with sort of movements, and in in the in this case. So the foot talk was is

607
01:29:53.430 --> 01:29:58.010
Gabriele Morelli: was actually burned out of. I was created out of

608
01:29:58.380 --> 01:30:08.090
Gabriele Morelli: so that you purchase group and Farmers network, which was created many years ago in the city of Bologna. And it's in content, constant

609
01:30:08.190 --> 01:30:20.189
Gabriele Morelli: creation of a network with different kind of software movement Association, not only the local level, but even at the national and international level.

610
01:30:20.680 --> 01:30:30.120
Gabriele Morelli: So yeah, I guess then there's the question of scalability. But then maybe it's it's a very broad issue.

611
01:30:30.400 --> 01:30:40.319
Gabriele Morelli: but I think the fact that, for example, before 2,018, we had no food cop in Italy, and there's no low

612
01:30:40.340 --> 01:30:54.609
Gabriele Morelli: about food costs in Italy. Now we have 6 we got, which is not that many, but still, in a few years these process created in different cities and very different. We did very different urban contexts.

613
01:30:54.870 --> 01:30:58.590
Gabriele Morelli: there was sort of a multiplier effect.

614
01:30:58.620 --> 01:31:04.440
Gabriele Morelli: So which means there's something behind it, something concrete behind.

615
01:31:05.890 --> 01:31:10.999
Gabriele Morelli: Sorry it was bit bit long. But that was a complex question.

616
01:31:11.040 --> 01:31:17.609
Yeah, thank you for that. We have a next question in the room. please introduce yourself before asking the question.

617
01:31:19.000 --> 01:31:26.120
 hmm, maybe. Okay, Please come

618
01:31:26.240 --> 01:31:28.719
here to be seen by the

619
01:31:37.640 --> 01:31:57.119
so Hello! My name is Kelius Sherp. I'm from the University of Technology in Dortmund, and I'm a sociologist of technology. So my question goes towards the the tools of participation, and especially to Gabriela. So Hello! And Amy

620
01:31:57.120 --> 01:32:15.219
Because I was wondering And As as Julia. Because we're in the same project, said. You know we're working on the tools of of participation. And what sparked me in. In Gabriella's talk was the the mixing of the digital and the analog tool. So I was wondering, you know.

621
01:32:15.220 --> 01:32:31.919
what is the do you see? A shift, or what is the difference between the digital and the analog tools? You just mentioned it at the end, you know. how do they figure in the in the process of participation. and for for Amy. I thought it was

622
01:32:31.920 --> 01:32:46.819
very interesting that you mentioned visual representations for the first instances. So the map and then the diagram. But when you describe the later parts, you know I I was missing like, are there no more tools, you know? Is it? Is it tool? Less? Is it just

623
01:32:46.820 --> 01:33:07.750
talking and and workshops, or or those formats? And because I also saw your talk on feminist and platforms? thank you. feminism and platforms, I think you can answer that. So how how do these tools format the ways we participate? And you know especially visual representations for using that in these kinds of participations. Thank you.

624
01:33:08.610 --> 01:33:11.960
Okay, thank you. as I did suggest that Amy answers first

625
01:33:14.100 --> 01:33:15.280
started.

626
01:33:16.070 --> 01:33:20.929
No, just this. And so everybody can see.

627
01:33:21.150 --> 01:33:34.439
Thank you very much for your question. I yeah. But potentially may not have been as clear as I could have been, you know, in terms of our methods on the Kip project. So we really used the map

628
01:33:35.070 --> 01:33:59.529
as a tool throughout the the entire process. People when we did it in person. So we actually did do quite a few online sessions as well. At the time this was all happening, Melbourne had been in Lockdown for a very long time. So we had gotten used to using digital tools meeting digitally, things like that. So we actually used an online whiteboard in the online sessions.

629
01:33:59.920 --> 01:34:06.330
similar kind of process, though basically the images and the the visualization

630
01:34:06.780 --> 01:34:15.960
sort of provided the shared language gave a a platform for everybody to be able to enquire together, and this was done by

631
01:34:16.000 --> 01:34:17.950
adding on the perspectives

632
01:34:18.160 --> 01:34:32.429
with the post-it notes directly into the areas of the map that they were relevant. The second part, when we had sort of the updated map that again was used as a tool to inquire together, and at that point it was more looking at.

633
01:34:32.540 --> 01:34:47.050
Okay, we see this system. This is what people are dealing with. Now, where do we start to see the points of friction or tension. Where do we start to see problems emerge for young people from the perspective of practitioners from the perspective of young people? themselves. So

634
01:34:47.480 --> 01:34:58.340
the visual. The visualizations have been a really integral part of our entire our entire approach. I think it just makes it a lot more accessible for people. it becomes a lot less

635
01:34:58.750 --> 01:35:19.540
intimidating, I think, especially when you're working with communities. The community we worked in is very culturally, linguistically diverse. So sort of takes this barrier of participation down a little bit when you can sort of visually represent common experiences and very complex experiences. So hope that answers your question.

636
01:35:21.250 --> 01:35:28.149
Thank you, Amy and Gabriela, on a question on analog and digital tools.

637
01:35:29.010 --> 01:35:33.149
Gabriele Morelli: Yes, sir. So the use of digital tools?

638
01:35:33.340 --> 01:35:40.920
Gabriele Morelli:  for sure. I think it. It changes in way the

639
01:35:41.150 --> 01:35:44.520
Gabriele Morelli: the interaction and

640
01:35:44.770 --> 01:35:48.680
Gabriele Morelli: during the the workshops.

641
01:35:49.310 --> 01:35:55.100
Gabriele Morelli: the the reaction of the participants. we're

642
01:35:55.170 --> 01:35:59.799
Gabriele Morelli: particularly open to the use of these alternative tools.

643
01:35:59.920 --> 01:36:17.180
Gabriele Morelli:  I think. obviously, it depends what tools you're using. But in this case, a standpoint of 90 meter, for example, is that it allows people to participate, but also in a way it protects

644
01:36:17.260 --> 01:36:21.369
Gabriele Morelli: privacy. So it's not showing who is

645
01:36:21.590 --> 01:36:23.329
Gabriele Morelli: saying what and

646
01:36:23.510 --> 01:36:27.400
Gabriele Morelli: So you cannot really,

647
01:36:27.730 --> 01:36:40.039
Gabriele Morelli: you know, connect position an answer or a vote to the person who is saying so. If he does want to to to clarify, he is not forced to

648
01:36:40.420 --> 01:36:45.859
Gabriele Morelli: And so I I've seen that it stimulated the

649
01:36:45.970 --> 01:36:48.909
Gabriele Morelli: discussions and candidate. He will grow

650
01:36:49.580 --> 01:37:09.250
Gabriele Morelli:  but for sure. Yeah, it you need. You need, I think, also to go for analogic zoom as well. it's not too long. They they're not enough. They luck more direct commerce communication, and also I use it in a

651
01:37:09.350 --> 01:37:29.100
Gabriele Morelli: I propose to use it during the general meeting at the of the food call and There was some people like disagreeing with the method. So you have to be really careful in explaining what the tool about what is, what are you using for? And

652
01:37:29.710 --> 01:37:34.570
Gabriele Morelli: yeah, like, the to be clear about the

653
01:37:35.350 --> 01:37:38.200
Gabriele Morelli: the context. And the reason why you're using it.

654
01:37:41.530 --> 01:37:42.340
Okay.

655
01:37:42.770 --> 01:37:49.009
thank you. I've got a question for Yulia.

656
01:37:49.450 --> 01:38:10.890
You talked to you talked about disempowerment for participation. It reminded me of a project and conducted on using enterprise, social media for participation. And one of the results was that enterprise, social media have the tenants to empower the powerful instead of empowering the

657
01:38:11.080 --> 01:38:12.280
week

658
01:38:12.730 --> 01:38:22.430
people in the company and in your research, it's about a participation process with people who

659
01:38:23.590 --> 01:38:33.970
are all powerful or think they are powerful. have you done research in groups where there are distinct groups from Greek and powerful people?

660
01:38:45.440 --> 01:38:52.460
 Up to now I haven't done research in such diverse groups. But

661
01:38:52.650 --> 01:38:56.600
the dynamics as it's a really long-term project

662
01:38:56.660 --> 01:39:02.299
it took around 7 years now. and this relations

663
01:39:02.309 --> 01:39:03.589
developed a lot.

664
01:39:03.639 --> 01:39:12.320
and the power relation changes her project face. What are the tasks

665
01:39:12.400 --> 01:39:14.599
or the other responsibilities?

666
01:39:14.610 --> 01:39:20.819
Then some of them become some faces more powerful and in some less

667
01:39:21.120 --> 01:39:23.240
and

668
01:39:24.969 --> 01:39:28.640
 It would be very interesting

669
01:39:28.980 --> 01:39:32.920
to make the distance

670
01:39:33.160 --> 01:39:36.719
bigger between these power

671
01:39:36.780 --> 01:39:40.699
resources or power understandings of the people.

672
01:39:40.750 --> 01:39:48.360
To make. For example, to bring patients inside these constellations, for example.

673
01:39:48.719 --> 01:39:56.859
But we haven't done yet. Yeah and all. But I think I I would like to try it.

674
01:39:56.930 --> 01:40:00.770
And I think this

675
01:40:01.040 --> 01:40:05.549
also in other contexts, this idea of

676
01:40:06.559 --> 01:40:09.740
this empowering, not the the

677
01:40:09.809 --> 01:40:12.049
marginalized groups, but

678
01:40:12.219 --> 01:40:18.389
people who have to do with this marginalized groups and are powerful.

679
01:40:18.660 --> 01:40:24.010
a relevant task, perhaps. Yeah, for the future. Yeah.

680
01:40:24.120 --> 01:40:25.430
yeah, thank you.

681
01:40:25.530 --> 01:40:29.930
just a question to this. Okay, as a

682
01:40:32.180 --> 01:40:34.500
thank you. Thank you.

683
01:40:37.230 --> 01:40:43.930
But do you accept that one of the roles that was mentioned? There is facilitation.

684
01:40:44.549 --> 01:40:50.660
It's not that, it's like it. Comment on that. Yes, and then there is

685
01:40:50.840 --> 01:40:53.109
a new tradition

686
01:40:53.360 --> 01:41:00.110
in anthropology or sociology, doing this kind of work, for example, to study corporations.

687
01:41:01.000 --> 01:41:13.940
 and there was no, because usually researchers research the powerless. Yes, but seldomly. You go into such

688
01:41:14.480 --> 01:41:15.750
structures.

689
01:41:15.760 --> 01:41:29.470
Imagine doing participatory actual research in Dave that was at the World Economic Forum or the Bricks meeting, or the G. 7 meeting that that should be an interesting provocation for us.

690
01:41:36.190 --> 01:41:48.620
I know I'm actually not going to ask a question. I'm just going to suggest that we have a look at the chat because I think there.

691
01:41:51.920 --> 01:42:04.709
Okay, So the question is, the chat is one for everybody, so I will take it as a last question, and give you the opportunity to Ask your question first.

692
01:42:06.590 --> 01:42:07.420
So

693
01:42:07.970 --> 01:42:23.670
just very briefly to to Julia, I really like your phrase, the nonsense, Ofolton. So it comes off the comments we were just making. I think that's a good concentrating for ourselves that we need to ask the questions of the surgeons and the other people as well.

694
01:42:25.870 --> 01:42:27.740
Thank you for that. Zoom.

695
01:42:30.740 --> 01:42:34.040
Yeah. The question from the shed was,

696
01:42:34.320 --> 01:42:49.590
If anybody of the presenters can recommend some practical handbook for such as it's Pacific Paterry Action research. And so it's a question address and all the present presenters. And

697
01:42:50.260 --> 01:42:54.519
maybe we start with the presenters from the from Italy first.

698
01:42:54.840 --> 01:42:59.050
Do you have any recommendations regarding handbooks?

699
01:43:04.240 --> 01:43:07.339
If not, is that from the presenters in the room?

700
01:43:09.220 --> 01:43:15.400
 it's a good idea. It's, you know, making people have.

701
01:43:15.550 --> 01:43:24.460
Maybe we don't have yet produced a handbook as as you invite us, but that's a good invitation and provocation for us to do it.

702
01:43:24.480 --> 01:43:35.450
because we have enough materials to feel. Not just a special issue of this Alara journal, but I think we could have materials

703
01:43:35.570 --> 01:43:40.250
from the last 3 Venus to

704
01:43:40.290 --> 01:43:46.490
to produce or invite open for contributions.

705
01:43:46.630 --> 01:43:50.739
So I think it's a great idea, and quite needed.

706
01:43:50.920 --> 01:43:57.750
especially as we are not looked with same respect by

707
01:43:57.920 --> 01:44:10.369
quantitative Positivist conventional research. So that would be a good opportunity to say, Here we are, you know, Eric Lynch, in his total thesis.

708
01:44:10.450 --> 01:44:26.659
she says. and I think it was hinted in your presentation about trust that we actually provide more validity. unreliability. Yes, because we're using methods that are open and more explicit

709
01:44:26.710 --> 01:44:29.950
value, explicit and normal conventional research.

710
01:44:30.080 --> 01:44:41.690
So that could be a way to enhance our horizon. And yeah, I would say. the legitimacy. I don't like to much that work. Thank you.

711
01:44:44.230 --> 01:44:58.099
Michela Freddano: If it's possible. in in Italy we have some some books about us to research a as a methodology and and the

712
01:44:58.620 --> 01:45:09.239
Michela Freddano: the the the book, How to Use the During the at University for the for training students in I in Niagara education.

713
01:45:09.290 --> 01:45:24.900
Michela Freddano: But it's I think, that as agreeing on really, it could be important to to collect experience and to realize something at international

714
01:45:24.900 --> 01:45:39.770
Michela Freddano: level with the some of the actualization. Take into account also the fact that now it it does. It was the the pandemic and the something change, and that there are some changes

715
01:45:39.860 --> 01:45:48.399
Michela Freddano: and that the that the need the more updating also in this in this view. And

716
01:45:49.170 --> 01:45:50.529
Michela Freddano: I think this.

717
01:45:51.350 --> 01:45:52.130
Thank you.

718
01:45:52.720 --> 01:46:20.110
Can I just be sure that the question was about a textbook for this area? Yes, I hesitate to say this, but I wrote a little book in 1,984 that became Australia's best-selling social research book. And it's called, Do it yourself. Social research and I wrote it for groups who are wanting to do action research themselves. And then that became the textbook in the schools

719
01:46:20.110 --> 01:46:40.189
and our universities, and everybody used it. So I wrote a sequel called Everyday Evaluation on the Run, which is even more about the participatory action of search approach versus the epistemology than the human relations. And then, finally, a final book called Building in Research and Evaluation.

720
01:46:40.210 --> 01:46:46.080
Human Inquiry for Living Systems, which is about how to do that throughout life.

721
01:46:46.970 --> 01:46:48.150
Thank you.

722
01:46:48.420 --> 01:47:11.009
I I would suggest that. I give now, as a result of the opportunity to close this session and

723
01:47:11.110 --> 01:47:20.430
see, your book is an excellent text introduction for all of us, but the idea of the Harm book is to collect experiences from all over the world.

724
01:47:20.670 --> 01:47:26.740
so I think they are complementary. Now, if I

725
01:47:26.770 --> 01:47:36.770
as to close the session, I was saying, we had the quality. It's we have learned from everyone here.

726
01:47:36.780 --> 01:47:42.649
So we are costulers, colors.

727
01:47:43.780 --> 01:47:46.980
And then, I would say, moving forward.

728
01:47:47.200 --> 01:47:53.970
 to publish, to publish eventually the Handbook. As you suggest.

729
01:47:54.550 --> 01:47:57.220
Also, we have this a special issue.

730
01:47:57.230 --> 01:48:07.809
So, and we need in a way to find channels for publication. There are different journals today. The one I have more contact is Alada.

731
01:48:08.060 --> 01:48:34.459
and they are open to the idea. So we should have before we depart. Maybe maybe a small editorial group that we'll discuss how to go beyond, because, Eric, I'm afraid he's not able. So maybe you, Stefan, that sitting in the board and the shitam, you are an editor and maybe volunteers that want to be. And then we could discuss later on today

732
01:48:34.460 --> 01:48:45.329
how to you want you. And of course it's open. I'm not saying, you know, I'm not nominating. I'm saying people I know that could be interested.

733
01:48:45.410 --> 01:48:58.119
But is that a good idea? Could we decide if we? And initially, of course, you I mean you were invited to to the first book as well, but you were too busy, so so should we

734
01:48:58.240 --> 01:49:07.999
make a vote and decide if we move with the idea of publication, not just proceedings, but a special issue of

735
01:49:08.010 --> 01:49:30.029
this Alara journal and eventually hangbook. But we need to to move concretely. Organization. So I will say, thanks everyone. I think we you know, we're more than I thought maybe the 1 2 persons here. No, it was really a substantial statement that we are. Yes, we are.

736
01:49:30.690 --> 01:49:34.570
That's it through. Thank you that.

737
01:49:36.140 --> 01:49:43.999
Yeah, this is for the crew of remarks. But I'm there's Kubernetes, was all just say something.

738
01:49:45.500 --> 01:49:48.049
Gabriele Morelli: Oh, yeah, I'm just sorry before I was just

739
01:49:48.060 --> 01:49:58.330
Gabriele Morelli: talking with a microphone off. So I'm sorry. Just very late in here in Italy. Now I just I wrote in the chat. A few recommendations.

740
01:49:58.550 --> 01:50:09.649
Gabriele Morelli: yeah, I was just I just to mention the handbook of divers economies which is not strictly connected to actual research. But there's a lot in connection to it, and it's

741
01:50:09.690 --> 01:50:10.870
Gabriele Morelli: it's very.

742
01:50:10.880 --> 01:50:21.649
Gabriele Morelli: It's very helpful. And then the the introduction to action research by Greenwood and Levin is also very, very helpful. I I think

743
01:50:21.970 --> 01:50:22.960
Gabriele Morelli: that was just

744
01:50:23.510 --> 01:50:26.100
Gabriele Morelli: sorry. Sorry.

745
01:50:26.540 --> 01:50:40.420
Yeah, thank you. And thank you for everybody. And his action research handbook. Of course, the the Major. Yeah. and in particular to the people from Italy who attended this session from out of the middle of the night.

746
01:50:40.500 --> 01:50:54.779
I will. I hope you can now repose and have a good rest of the night, and to everybody here in the room. I wish a beautiful day and a beautiful stay in in May one, if you

747
01:50:54.790 --> 01:51:17.529
and for there was to travel back a beautiful by voyage, and maybe in the front of the room. Yeah. Okay, those who are interested in the publication just a meet in the front of the room. And you can talk about this, and again, thank you for everybody.

748
01:51:18.540 --> 01:51:19.980
Thank you very much.