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Education for the future: Participa...

Gormley, Kevin James.

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Education for the future: Participatory research as a link between non-formal adult education and community development in Brazil.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Education for the future: Participatory research as a link between non-formal adult education and community development in Brazil./
作者:	Gormley, Kevin James.
面頁冊數:	326 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1709.
Contained By:	Dissertation Abstracts International61-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9972965
ISBN:	0599783176

Education for the future: Participatory research as a link between non-formal adult education and community development in Brazil.
Gormley, Kevin James.

Education for the future: Participatory research as a link between non-formal adult education and community development in Brazil. - 326 p.

Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1709.

Thesis (Ph.D.)--University of Minnesota, 2000.

Since the mid-1970s, participatory research (PR) has provided an alternative approach to low-income community development systems that rely on outside experts to implement predetermined solutions. PR empowers disadvantaged people by recognizing them as co-researchers who work together for the purpose of gathering information and implement solutions to community problems.

ISBN: 0599783176Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Education for the future: Participatory research as a link between non-formal adult education and community development in Brazil.
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245 1 0 $a Education for the future: Participatory research as a link between non-formal adult education and community development in Brazil.
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500 $a Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1709.
500 $a Adviser: Josef Mestenhauser.
502 $a Thesis (Ph.D.)--University of Minnesota, 2000.
520 $a Since the mid-1970s, participatory research (PR) has provided an alternative approach to low-income community development systems that rely on outside experts to implement predetermined solutions. PR empowers disadvantaged people by recognizing them as co-researchers who work together for the purpose of gathering information and implement solutions to community problems.
520 $a This research project evaluated whether a PR study could fulfill its practical and theoretical goals when applied to an educational development project in an urban, low-income community of Northeastern Brazil. Consequently, the research team raised three consecutive questions: (1) How should this community define its educational needs? (2) How should this community strive to locate resources associated with the needs previously defined? (3) How should this initiative be developed such that the work could be sustained? By addressing these questions over a nine-month period of time (September 1997--June 1998), the research participants struggled together in an effort to evaluate the community's liabilities, to identify its assets, and to construct processes that would lead to educational improvements in the area.
520 $a The practical results for the community included assembling a list of 45 educational necessities, and prioritizing four needs (teaching material, teacher training, improvements to community schools, and need for a municipal school). The group also developed and collected plans to address these needs, assembled a list of technical assistants and agencies willing to help implement the plans, and received training in the skills needed to facilitate such activities.
520 $a Theoretical contributions included the development of a interpretive theoretical model for PR and corresponding coding system, an explanation of the new theoretical model in relation to a pre-existing one (i.e., a hybrid model), and a review of the strengths and weaknesses of PR theory. Additional supplements to PR as a form of research include a taxonomy of participation, a description of a pedagogy for this form research, additional details of PR methods, and a multi-level communication model for interacting with participants from a different language and culture. These findings and conclusions are offered to enhance the popular and academic understandings of PR as a tool for non-formal adult education and low-income community development.
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