Promoting an emancipatory research paradigm in Design Education and Practice

Noel, Lesley-Ann

doi:10.21606/drs.2016.355

Cited by 26 publications

(19 citation statements)

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“…The research is underpinned by a trans-emancipatory theoretical framework, building on wider work on emancipatory research (Noel, 2016). Here a trans-emancipatory framework is one that recognizes and takes account of the role of cisnormativity and pathologization of gender diversity in upholding structural injustice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“Euphoria”: Trans children and experiences of prepubertal social transition

Horton

2022

Family Relations

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Objective: This research explored experiences of prepubertal social transition, listening to trans children who were affirmed in childhood, as well as hearing from their parents. Background: Despite being a topic of significant importance, there is limited qualitative literature on parents' or indeed children's experiences of prepubertal social transition and little qualitative research on how childhood rejection or affirmation influences well-being. Method: This study examines qualitative data from 30 parents with experience supporting a trans child to socially transition at average age 7 years (range 3-10 years), alongside data from 10 of the trans children. Data were analyzed through inductive reflexive thematic analysis. Results: The first major theme explored experiences pretransition, with subthemes on children correcting assumptions, becoming distressed, struggling alone, reaching crisis, or growing withdrawn and frustrated. The second major theme examined experiences posttransition, with subthemes on a weight being lifted, validation at school, and well-being. Conclusion: This qualitative research complements existing quantitative evidence on the importance of social transition, with childhood affirmation critical to the happiness and well-being of trans children. Implications: The research has significant relevance for parents of trans children, professionals working with families, and policymakers and legislators influencing policy and practice toward trans children and their families.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“Euphoria”: Trans children and experiences of prepubertal social transition

Horton

2022

Family Relations

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“…We acknowledge that CBR is context specific and it allows the research team to examine, in depth, the holistic nature of the contemporary phenomenon with the goals of educating and bringing about social change. Since the emphasis in CBR is that it provides educational outcomes that change the perceptions of people through a critical reflection on the research process, we engaged the community in this study (Noel, 2016;Wood, 2020;Wood & Zuber-Skerritt, 2013). The foundational principles of PAR and CBR ensured collaboration between community members and researchers.…”

Section: Lunga Koen and Mthiyanementioning

confidence: 99%

School and the community: Managing disruptive learner behaviour in rural learning ecologies

Lunga

Koen

Mthiyane

2021

pie

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Managing disruptive learner behaviour has for many years been a matter of concern to school administrators, teachers and parents. In Zimbabwe, teaching and learning processes have been affected by serious interference that has adversely affected the learners and the teachers. The research question addressed in this study relates to the strategies that can be utilised by communities and schools with a view of managing disruptive learner behaviour in rural learning ecologies. To answer the research question, we used a participatory action research design. This community-based qualitative study was underpinned by the critical consciousness concept that can be described as central to the application of critical thinking. Data were generated utilising focus-group discussions and reflective narratives with teachers and parents and analysed following Fairclough's ( 1992) critical discourse analysis. The findings suggest that disruptive learner behaviour in rural schools could potentially be managed through parental involvement, the use of problem-solving approaches, learner participation in all school programmes and the antecedent-behaviour-consequence approach. The study concluded that disruptive learner behaviour should be properly managed within and out of school to achieve meaningful teaching and learning.

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“…Participatory/Emancipatory Design: Participatory design in research and systems development centers people, especially marginalized and disadvantaged communities, such that they are not mere passive subjects but rather have the agency to shape the design process (Spinuzzi 2005). This has also been referred to as emancipatory research (Humphries, Mertens, and Truman 2020;Noel 2016;Oliver 1997) and is pithily captured by the rallying cry "nothing about us without us." These calls have developed across many different domains, including research pertaining to disability (Stone and Priestley 1996;Seale et al 2015), indigenous communities (Hall 2014), autism spectrum (Fletcher-Watson et al 2019;Bertilsdotter Rosqvist et al 2019), and neurodiversity (Brosnan et al 2017;Motti and Evmenova 2020).…”

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confidence: 99%

Ethics Sheet for Automatic Emotion Recognition and Sentiment Analysis

Mohammad

2022

Computational Linguistics

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The importance and pervasiveness of emotions in our lives makes affective computing a tremendously important and vibrant line of work. Systems for automatic emotion recognition (AER) and sentiment analysis can be facilitators of enormous progress (e.g., in improving public health and commerce) but also enablers of great harm (e.g., for suppressing dissidents and manipulating voters). Thus, it is imperative that the affective computing community actively engage with the ethical ramifications of their creations. In this paper, I have synthesized and organized information from AI Ethics and Emotion Recognition literature to present fifty ethical considerations relevant to AER. Notably, the sheet fleshes out assumptions hidden in how AER is commonly framed, and in the choices often made regarding the data, method, and evaluation. Special attention is paid to the implications of AER on privacy and social groups. Along the way, key recommendations are made for responsible AER. The objective of the sheet is to facilitate and encourage more thoughtfulness on why to automate, how to automate, and how to judge success well before the building of AER systems. Additionally, the sheet acts as a useful introductory document on emotion recognition (complementing survey articles).

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Promoting an emancipatory research paradigm in Design Education and Practice

Cited by 26 publications

References 0 publications

“Euphoria”: Trans children and experiences of prepubertal social transition

“Euphoria”: Trans children and experiences of prepubertal social transition

School and the community: Managing disruptive learner behaviour in rural learning ecologies

Ethics Sheet for Automatic Emotion Recognition and Sentiment Analysis

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