Development across boundaries

Qualitative research exists in a time of global uncertainty. Around the world, governments are attempting to regulate scientific inquiry by defining what counts as 'good' science. These regula- tory activities raise fundamental, philosophical epistemological, political and pedagogical issues for scholarship and freedom of speech in the academy. This essay contests this methodological funda- mentalism, and interrogates the politics of re-emergent scientism, the place of qualitative research in mixed-methods experimentalism, and the pragmatic criticisms of anti-foundationalism. Further- more, it outlines three models of scientifically based research (SBR), and discusses how each is operative within the current historical conjuncture. In the process, it advocates for a qualitative research paradigm that is committed to social justice and the promise of radical, progressive democracy.

another article that advocates for a 'qualitative research paradigm that is committed to social justice' (abstract)

example of sustainable bank, discussed with Ateljevic; visions of transmodernity; could be an example of boundary crossing.

some authors are mentioned in our course: visions of transmodernity: Inglehart

if you are interested in virtues

Because of the multiple issues caused by the American health-care system, researchers have though to find a solution to help the communities in need (such as for example old persons or homeless people or families): a community-academic partnership. Two nursing schools would work for one year with a non-profit social association in order to provide health care to those in need as well as a good practice for the future nurses. But how to manage in an efficient manner for everyone a community-academic partnership? Researchers and members involved have faced many boundaries during the implementation and the existence of this partnership.

This article provides a conceptual account and empirical analyses of the development of boundary-crossing competence-the ability to function competently in multiple contexts-using representative cases from two after-school programs with immigrant and low-socioeconomic status students. Our findings suggest that organizational designs that create networks of related communities of practice can provide opportunities for nondominant students to develop boundary-crossing competences through participation in expanded, horizontal-rather than hierarchal-systems of what Moll and colleagues have called "networked expertise." These new directions in understanding competence have important implications for improving learning designs for nondominant students.

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I think we need to know more about how to deal with qualitative data.

thank you. did you have a look at it to see where it could fit in our research?

I think we need to have some software to facilitate the data analysis process. I've heard there are tools, but I do not know what are they and how to use them. It'd be great if we can have a class on these issues.

For interaction with media class http://www.thisplacement.com/wp-content/uploads/2007/11/bowl_martinussen_dux07_presentation.pdf

click on the first [Doc] file on page somehow i cannot have a direct link to the document, but u might find some further interesting readings on the page though

the doc is for downloading only. On the other hand, please share a link to a precise page. Publishing a google search page does not point to a particular reference leaving this decision to everyone who will vist the link.

I found this while googling: development across boundaries bahai