Learning in Collaborative Moments (original) (raw)
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Learning in Collaborative Moments Practising Relating Differently with Dementia in Dialogue Meetings
Anthropology in Action, 2019
In this article, we describe experiences with dialogue evenings within a research collaboration on long-term care and dementia in the Netherlands. What started as a conventional process of 'reporting back' to interlocutors transformed over the course of two years into learning and knowing together. We argue that learning took place in three diff erent articula-tions. First, participants learnt to expand their notion of knowledge. Second, they learnt to relate diff erently to each other and, therewith, to dementia. And third, participants learnt how to generate knowledge with each other. We further argue that these processes did not happen continuously, but in moments. We suggest that a framework of collaborative moments can be helpful for research projects that are not set up collaboratively from the start. Furthermore, we point to the work required to facilitate these moments.
Dementia, 2019
The 'Buddy Pairs' pilot project, launched at the University of Edinburgh, created opportunities for people affected by dementia (people living with a diagnosis and care partners) and dementia lab researchers to participate in knowledge exchange conversations through experiential lab tours. The primary aims were to raise awareness and understanding of current dementia research and its practices, as well as allow biomedical researchers to learn about the lived experiences and research concerns of those affected by dementia. This scheme found success by flipping normative 'speaker-audience' communication setups and foregrounding the expertise held by, and communication needs of, people affected by dementia.
Learning new ideas and practices together: A cooperative inquiry
This article recounts the learning processes and experiences of five family therapist colleagues from the Trondheim Family Therapy Center in Norway in learning to use challenging new conversational practices in their work with couples. These therapists undertook their learning together, adapting John Heron's Co-operative Inquiry to also make sense of the learning process itself. Through reading and viewing videotaped demonstrations, through team discussion and practice, from personal reflections, and through feedback from clients, these therapists learned to use Johnella Bird's relational language-making approach. Data from these different aspects of the learning process were mapped using Adele Clarke's Situational Analysis to depict the complexities of that process. The results are discussed with respect to the challenges faced by therapist teams wanting to learn and use new ideas and practices in a practice setting.
Collaborative Research Inquiry: A Few Entanglements, Which Take a Long Time to Work Out
Collaborative Research Inquiry: A Few Entanglements, Which Take a Long Time to Work Out, 2019
Karen Barad (2003, 815) has developed the concept of intra-action, which she contrasts with a model of interaction that “presumes the prior existence of independent entities/relata.” For Barad, “it is through specific agential intra-actions that the boundaries and properties of the ‘components’ of phenomena become determinate and that particular embodied concepts become meaningful.” Exploring this concept as it relates to sensorial knowledge practices and affect, I came to realize that practices of sustainable future-making go beyond spotting trends and making projections. The dialogic contexts of intra-action allow for participants to be actively involved in their own practice of learning and research. Importantly, research itself becomes a practice of future-making.
Integrative Psychological and Behavioral Science, 2007
As social and cultural psychologists of learning, we are persuaded of the crucial role of interaction in development and learning. But how do we experience this assumption in our own research practices and in our collaboration with colleagues? Taking as our object of study our own participation in a European Research and Development project that aimed to enhance interactive and argumentative skills in learning settings, this study shows how collaboration among project partners is not something that is to be taken for granted, but something that is elaborated and evolves in time, takes diverse forms, and is mediated by multiple tools. The psychological processes-more particularly tensions and negotiationinvolved in collaboration are developed and discussed. The study explores the processes of establishing collaboration and, through the analysis of specific zones of tensions, sheds light on the way new knowledge (on how to do research, how to communicate, how to work together) is constructed. It contributes to the understanding of the issues and conditions for the development of a community of practice.
Dementia, 2018
Much has been written about the stigmatisation and discrimination ascribed to people with dementia in society and in research. This marginalisation has led to a silencing of their voices and their experiences both on a national and international scale, and an often limited understanding about how people with dementia experience daily life. In this study, a participatory research project was conducted in collaboration with people with early-stage dementia who attended an adult school in Denmark. The study explored how to work collaboratively with people with dementia to develop their own research projects. Based on the findings, a qualitative participatory research model has been designed to support the active engagement of people with early-stage dementia in research. The project involved 12 people with early-stage dementia, who were divided into two groups ( n = 6 in each group) and then trained in research skills. Each group was then supported to design, develop and undertake a gr...
Co-research with people living with dementia for change
Action Research , 2018
Research about patients with dementia in the context of acute care has been traditionally designed and carried out by researchers with little or no involvement of people with dementia. Moving away from the traditional way of conducting research on people with dementia, this study involved people with dementia as experts of lived experiences to co-develop knowledge for change. The paper presents our shared experiences (a person with dementia and a researcher) gained from an action research, titled Co-creating Person-Centred Care in Acute Care. We highlight our successes and possibilities for making real impacts in hospital care for patients with dementia by using an appreciative inquiry approach. The project was informed by the core principles of appreciative inquiry. The research involved seven patients with dementia together with a team of 50 interdisciplinary staff to inquire and take actions for improving dementia care in a medical unit. This article draws attention to a range of ethical responsibilities and challenges, which go beyond the traditional principles in University Research Ethics. The strengths and challenges of conducting action research with people living with dementia are discussed. We conclude by offering our learnings and practical tips to encourage more collaboration between researchers and people with dementia in undertaking action research to make social change.
Future lived experience: inclusive research with people living with dementia
Qualitative Research, 2020
People with a diagnosis of dementia have often been the subjects of qualitative research; by contrast, this article sets out to reflect on the positioning of people living with dementia in inclusive or ‘co-produced’ research and the connections between the personal and the collective voice in research. The article seeks to explore the unique hallmarks of inclusive dementia research, compared with some of the other models of inclusive research. Drawing on our experiences in one study, we describe the stages at which the research was set up, how a group of people living with dementia got involved in doing research, and their role in a conversation analysis of video interaction. We then use short extracts from recorded data of our meetings to discuss some of the tensions and challenges in this type of inclusive research, including political identification, the unequal power balance in inclusive research and the unique contributions of people living with dementia. Our ensuing argument i...
Separately and Together: Reflections on Conducting a Collaborative Team Ethnography in Dementia Care
Enquire, 2011
Ethnography has classically been conducted by a single scholar, often referred to as a ‘Lone Ranger’, who develops an interpretation of a cultural setting based on their immersion within it. Overshadowed by this historical icon and located within an academe that privileges individual achievement, ethnography as a group effort has received less consideration in the methodology literature. Nevertheless, team ethnography conducted by multiple researchers at one or more research sites is becoming increasingly common and requires explicit attention. With reference to the existing literature and a recent team ethnography of in-patient dementia care, this paper argues that team ethnography is not just a case of ‘add researchers and stir’, but rather a methodology entailing specific issues and considerations. In particular, the paper explores how the two-phase design of the dementia care ethnography – which entailed researchers collecting data first as conventional lone ethnographers, then as a team with shared understandings and objectives – brings to light the opportunities and challenges of this methodology.
Sustainability Science, 2021
The urgent need to address the sustainability issues of the Anthropocene requires a dialogue capable of bridging different knowledge systems, values, and interests. This dialogue is considered one of the most crucial challenges in collaborative research approaches. With this research, we seek to break with monologues in collaborative research by offering a decolonising methodological approach that combines the notion of dialogue of wisdom, communication theories and ethical principles of Andean philosophy. The methodological framework, the circle of dialogue of wisdom, is the result of an iterative action-reflection process developed in a North-South collaborative research project for territorial planning in Bolivia. Our praxis confirms the potentials offered by a listening-based dialogue for (i) dealing with knowledge-power relations in collaborative research projects, (ii) promoting mutual learning and knowledge co-creation between different knowledge systems, (iii) re-valuating local and Indigenous knowledge, and (iv) decolonising the society-science-policy dialogue.