<abstract><title style='display:none'>Abstract</title> This paper demonstrates the value of embracing digital technology in order to effect positive change in a non-governmental (NGO) charity organisation, in this case the Irish Charity Crosscause. The outcome of the research was the creation of a charity video, Crosscause: Making a Difference, to showcase humanitarian work in Ireland and Romania with a view to inspiring others to contribute in some capacity to this cause. Video is an important medium to provide connections with a wider audience, as it gives humanitarian workers and marginalised communities an opportunity to tell their story by making a compelling and evocative case to others. Visual media not only makes connections with an audience, but can also positively challenge people to consider what is happening in the world around them. The research process incorporated an entrepreneurial methodology - an Educational Entrepreneurial approach to action research-with four steps: Exploring, Understanding, Creating and Transforming, which is designed to guide practitioner-researchers as they embrace digital technology to resolve an identified need in a workplace context, including people in disadvantaged settings. In this research, there was an identified need for a charity video to link the giving in Ireland to the receiving in Romania, so that viewers could see the tangible effects of their contributions. A further aim of the research was to illustrate how volunteering can inspire solidarity among Irish and Romanian communities. </abstract>

The co-creation of a video to inspire humanitarianism: How an Educational Entrepreneurial approach inspired humanitarian workers to be mindfully innovative whilst working with technology.

<abstract>
<title style='display:none'>Abstract</title>
In Nagaland, a state in India’s North-East region, the morung is a tribal institution that serves as an educational portal through which all young men passed as the means of learning their living heritage. Described by anthropological accounts, for a century until the 1950s, as a ‘dormitory’ for boys and young men, it is in fact much more. It is a school, both vocational and law, a premises in which tribal elders dispense wisdom, a crafts centre, a barracks, and embodies other functions too. Moreover, it is one of the most important, if not the most important, social institution that maintains instruction about what may be called a pre-materialist worldview, one that was widespread when indigenous societies were free from a science hegemony that defined what counts as knowledge.
From the 1990s, a combination of factors caused the decline of the institution, and as tribal youth have moved into the ‘mainstream’, the morung and all that it stands for is close to being extinguished. Yet it is irreplaceable. For Naga adolescents and youth, the morung was physically where part of an unique worldview became manifest, one which valued cooperation far above competition. While there, the youth learned within sight of all that was dear to them, a learning immersion complete in many respects. Their learning used the medium of material mastery and intimacy with material laws to transport the youth, so that their awareness of nature abundant became awareness of its invisible forces both subtle and great.
</abstract>

Once there was a ‘morung’

<abstract><title style='display:none'>Abstract</title> Transformative researchers have the potential to contribute to both personal and societal transformation. In this article, I argue that the two are intertwined and that personal transformation is a necessary component of research that is designed to support change at the societal level in the form of furthering human rights and social justice. I describe a transformative framework that examines assumptions related to ethics, the nature of reality, epistemology, and methodology that can guide researchers who choose to address both the personal and societal levels of transformation. Ethically, researchers need to examine who they are and who they are in relation to the community in which they are working. This process goes beyond self-examination to a critical analysis of the cultural blinders that might obscure our ability to contribute to positive impacts. I put forth the hypothesis that if we design our research so that it explicitly addresses issues of discrimination and oppression that the probability of personal and social transformation increases.</abstract>

Transformative research: personal and societal

<abstract><title style='display:none'>Abstract</title>In Western cultures, subjectivity has often been seen as the “black sheep” of educational research because of its heavy emphasis on objectivity. Consequently many research initiatives in education share the assumption that objective reasoning should play a central role. However, mentoring teachers’ practice improvement research often requires us to go beyond the objective dimension and encompass the subjective dimension of the research process such as teachers’ intuition, tacit knowledge and personal meaning-making. The challenge that lies in front of us is how to mindfully make sense of the role of subjectivity in teacher expertise development. This paper examines this issue in terms of three case studies of in-service teachers’ action research projects and points to what it takes for us to mindfully embrace subjectivity in mentoring teachers’ practice improvement research.</abstract>

The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research

<abstract><title style='display:none'>Abstract</title> It is my privilege to work as a tertiary learning advisor (TLA). Through my role I have had the opportunity to form unique relationships with students during individual consultations. This has enabled me to observe student behaviour, and the metacognitive strategies students use to negotiate the myriad challenges of tertiary study. I noticed trends in student behaviour that did not fit current literature on teaching and learning, and identified possible links between the observed student feelings of overwhelm, and sensory processing sensitivity (SPS) and highly sensitive people (HSP), the term used to describe humans with SPS. This paper examines the transformative journey I took in identifying the key indicators of SPS, firstly in myself, and then in my students. My burgeoning knowledge and reflection on and in my own practice provided self-scaffolding that enabled me to recognise and share the markers of SPS. My study ‘Does an understanding of HSP help students who identify as Highly Sensitive People (HSP) to manage their learning?’ found that HSP students unanimously rate the knowledge of SPS to be life-changing and empowering in managing life and study. All participants also believed that information about SPS should be made available to all in-coming students, and that tutors should be given training and resources in order to better support HSP students. Of significance, it also found that tertiary students with SPS have often already developed useful metacognitive strategies for independent and life-long learning by the time they reach tertiary level education.</abstract>

Small shifts, big changes: changing the story for students with Sensory Processing Sensitivity (SPS)

<abstract><title style='display:none'>Abstract</title> Preparing and teaching subjects in the Higher Education environment has been attracting much attention over the past decade as the sector diversifies and adds online instruction to its on campus delivery to cater to the increased demand for flexibility and choice from students. University lecturers are now required to assume greater responsibility to develop the subject content and teaching structure for their subjects and it is the latter where lecturers don’t necessarily have formal qualifications or experience. This paper describes the implementation of the Confluence of Learning framework at one university together with a style guide and a mobile app. The subsequent trial with 20 participants illustrated that a framework developed in the lecturers own context can generate a change in practice. The lecturers’ comments were thematically analysed and demonstrated that an unambiguous but well structured framework will motivate and empower lecturers with their subject design resulting in a positive impact on students studying their subjects.</abstract>

An intuitive approach to learning delivery in Higher Education

<abstract>
<title style='display:none'>Abstract</title>
This article explains how teachers can use educational vlogging as a tool to facilitate students’ reflective practice in primary schools. Vlogging is a short duration video recording that engages the learner in critical self-reflection. The widespread accessibility of digital devices in Irish schools offer primary teachers opportunities to use vlogging as a tool to enable students to reflect on their learning, and gather learning analytics that provide insight into the learning process. The Educational Entrepreneurial Approach (EEA) (Crotty, 2014) to action research was employed to show how examining a Covid-19 school news broadcasting project provided the rationale for developing and creating an e-learning course. This course consisted of fifteen educational videos that aimed to enable teachers to facilitate student vlogging in a disadvantaged primary school. Research data was gathered through reflective journaling and validated through meetings between me as researcher (Author 1), my Supervisor (Author 2), and fellow students on the MSc. in Education and Training Management (eLearning) colleagues – hereafter referred to as MEME. Findings offer insights into the benefits and limitations of educational vlogging and detail how creating the e-learning course, <italic>Vlogging in the Primary School</italic>, was transformative for me and for the school. The outcomes indicate that educational vlogging can potentially benefit teachers and students in Irish primary schools and beyond.
</abstract>

How an e-Learning Course Was Created to Support Primary Teachers’ Facilitation of Student Reflective Practice through Educational Vlogging

<abstract>
<title style='display:none'>Abstract</title>
Family Drug and Alcohol Courts (FDAC) were introduced to England in 2008 following their development in the USA. Pilots launched across the country adopted a family-based strategy with the aim to improve outcomes for children that live with parents who misuse substances or alcohol. The numbers of children entering the care system has increased with ‘subsequent new borns’ being a particular concern frequently becoming ‘looked after’ by the state at birth. This article will focus upon an initial phase of a study that tracked the establishment of an FDAC pilot. It reveals how the FDAC team collaborated with Judges and a diversity of professionals and parents to create conditions through which ground-breaking practice was forged. The environment created is unique as it is one fully set within the context of each family’s lived experience. Through this approach parents have become full participants in court proceedings as opposed to purely subject to them. As a result, significant numbers of children have remained with or been returned to their families.
</abstract>

Research supporting service transformation: Family Drug and Alcohol Courts and understanding the factors that contribute to their success

<abstract>
<title style='display:none'>Abstract</title>
Mental health professionals can help patients understand exceptional and paranormal experiences, integrate them into day-to-day life, and cope with confusion and anxiety that sometimes accompany them. However, a broader clinical perspective and specialized training in clinical parapsychology is needed. In the first part of the paper I argue that psychiatry as currently practiced is limited because it embraces a strictly materialist paradigm, emphasizes treatment over prevention, and relies principally on pharmaceuticals that are often ineffective and/or unsafe. A paradigm shift in psychiatry is taking place that will soon lead to novel concepts of energy and innovations in therapeutic approaches. In the second part of the paper I review the ongoing debate over consciousness, implications of novel understandings of energy for psychiatry, and research findings in physics, neuroscience and parapsychology that are contributing to a postmaterialist paradigm in psychiatry. I comment on an important problem in the philosophy of science called Hempel’s dilemma and argue that future scientific theories of consciousness will probably encounter similar conceptual limits to those faced by current theories. Following Beauregard, Trent and Schwartz (2018) I argue that different categories of theories may be needed to adequately explain the variety of human experiences and I propose an integral paradigm that acknowledges the validity of both conventional scientific explanations and postmaterialist theories of consciousness. Finally, I discuss implications of postmaterialism for research, education and training in psychiatry.
</abstract>

Implications of postmaterialist theories of consciousness for psychiatry: towards an integral paradigm

International Journal for Transformative Research – Foreword

<abstract>
<title style='display:none'>Abstract</title>
This paper explore ideas of ‘livingness’ in education and in research, through ideas of spirituality, conversation, care and curiosity. Research ‘on’ education is distinguished from educational research, with the latter having a transformative intention, and this can overcome some of the dualisms that have become embedded in education policy and practice. Research that is surprising has this in common with dialogue, in Buber’s terms, and with transformative education. And the care for the object of study that researchers may exhibit is related to mutual care in all ethical relationships. This is an appropriate guide to curiosity. One example of such curious research is the use of conversation, conversation that is more dialogic than dialectical. In such ways, education and research can together be more ‘alive’, as can we all.
</abstract>

‘You’re Alive!’: On the ‘Livingness’ of Spirited Educational Research

<abstract>
<title style='display:none'>Abstract</title>
Humanity is in a tight race between planetary catastrophe and enlightenment. It’s not clear which will prevail. The old paradigm, that of materialism, individualism, and fierce competition, is failing at all levels—economic, social, political, and environmental—and bringing life as we know it to the edge of a precipice. At the same time, a “new” paradigm is emerging, one that emphasizes interconnectedness, the sacredness of all creation, universal consciousness, and cooperation. In truth, the “new” paradigm is anything but new. What’s new is that scientific discoveries are now beginning to resonate with and reinforce ancient wisdom, wisdom that has been imbedded in indigenous mythologies for millennia. It’s incumbent upon those who have already transitioned to a more sustainable “myth of meaning” to find ways to encourage others along the path. A demographic naturally resonant to holistic worldviews, but largely untapped, is that of undergraduate Honors students. This paper describes a pioneering Honors course at James Madison University that, by many measures, has succeeded in integrating science and spirituality into a new way of thinking and being.
</abstract>

Finding the <italic>Axis Mundi</italic> in an Undergraduate Classroom

<abstract>
				<title style='display:none'>Abstract</title>
				 Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.
			</abstract>

Student-generated video creation for assessment: can it transform assessment within Higher Education?

<abstract><title style='display:none'>Abstract</title> The valuing of biodiversity is considered to be a first step towards its conservation. Therefore, the aim of the BioDiv2Go project is to combine sensuous experiences discovering biodiversity with mobile technology and a game-based learning approach. Following the competence model for environmental education (Roczen et al, 2014), Geogames (location based games on smartphones) for experiential outdoor learning activities are developed. The Finde Vielfalt Simulation (FVS) Geogame focuses on adolescent visitors of German youth hostels. The FVS-players are involved in a narrative keeping the traditions of their ancestors’ heritage as decisions are needed to balance biodiversity and economic success. They discover the natural environment and they solve location-based tasks at several places. If the players manipulate a simulation successfully they stand the test of the ancestors. The initial theoretical framework consists of the components biodiversity-related attitudes, behaviour and knowledge, general environmental behaviour and attitude towards nature. According to the Uses and Gratification Theory, the game-related enjoyment is added. For the assessment different scales were developed or adapted and tested for secondary-school children. The framework evolved stepwise through systematic expert hearings, interviews with the target group, participant observation as well as through an online survey. In a first step the situational interest was considered to be important for the valuing of biodiversity. The final version of the framework was used and validated within a pilot study with 180 secondary school students. The framework development was a highly transformative process engaging different actors, using complementary methodological approaches and integrating different disciplinary perspectives.</abstract>

Digital Geogames to foster local biodiversity

<abstract><title style='display:none'>Abstract</title>In this article, I communicate and explain what it means for me to have an educational entrepreneurial approach to teaching and research. The communication of what I value requires that I move beyond text-based accounts to include multimedia forms of representation (Eisner, 1997). This explanation includes a responsibility for students and acknowledging my values of passion and care, safety, creativity and excellence within my practice. The paper presents how students on the Masters in Education and Training Management (eLearning) (MEME) programme are prepared for the dissertation practicum journey. The students who complete this form of dissertation are required to present their work at a platform presentation that involves the demonstration of scholarly work using different forms of media.</abstract>

Promoting a Creative Educational Entrepreneurial Approach in Higher Education

<abstract>
<title style='display:none'>Abstract</title>
The project review as outlined in this article explores the questions: What is transformative research and what is transformation as far as the community stakeholders are concerned? To what extent has the transformative research achieved its intended outcomes? The Bokamoso project (founded by Lesego Serolong as facilitator and investor) is an integrated development project designed to create employment and to enable the community to learn while they make a living through a diverse range of farming activities. The participatory research as discussed here is part of the University of South Africa’s research and community engagement programme, and is set in a remote, arid zone. This research coupled with community engagement aims to transform lives and create opportunities by enhancing their participation in education, training and employment creation. The project (which has been running since 2015) supports indigenous ways of being, knowing and doing and has succeeded in enabling the farmers trained through Bokamoso to be less dependent on social benefits (government grants).
</abstract>

Efforts to inspire transformative research with farmers in a small town in the North West Province of South Africa

<abstract><title style='display:none'>Abstract</title>Since Mezirow, there has been considerable research into transformative learning. However the research methods generally used have been of the same kind that are drawn on to inquire into any area of interest. A key aim of this journal is to explore the transformative possibilities of research, and in the process to investigate creative methods which are expanding and transforming our understanding of what constitutes valid research in a postmodern world. In this context, where the assumptions and worldview of classical Newtonian science are being fundamentally challenged, the idea of the ‘transpersonal’ is receiving increasing attention, particularly within the field of psychology. This paper explains the origins of interest in the transpersonal, and provides an introduction to some emerging research methods which accept the idea of the transpersonal as valid. It concludes with the recognition that for many it will require a transformative shift in thinking and beliefs to accept a transpersonal worldview. However recent findings suggest that engaging in research which is accepting of this worldview can be truly transformative in its outcomes for the researcher, the research participants, and for the reader.</abstract>

What can the ‘Transpersonal’ Contribute to Transformative Research?

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International Journal for Transformative Research

 Why subscribe and readThe creation of the International Journal for Transformative Research (IJTR) emerged out of a belief that professionals in any work setting can...

 Why subscribe and readThe creation of the International Journal for Transformative Research (IJTR) emerged out of a belief...