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    A co-enquiry journey into early childhood settings: a rapid appraisal approach for the joint construction of knowledge

    Access Status
    Fulltext not available
    Authors
    Buckley, Amma
    Giamminuti, Stefania
    Merewether, Jane
    Tye, Marian
    Kuzich, Sonja
    Date
    2018
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Kuzich, S. and Buckley, A. and Giamminuti, S. and Merewether, J. and Tye, M. 2019. A co-enquiry journey into early childhood settings: a rapid appraisal approach for the joint construction of knowledge, in Creagh, R. and McGann, S. (eds), Visual Spatial Enquiry: Diagrams and Metaphors for Architects and Spatial Thinkers. Milton Park, Abingdon, Oxfordshire: Routledge.
    Source Title
    Visual Spatial Enquiry Diagrams and Metaphors for Architects and Spatial Thinkers
    Additional URLs
    https://www.routledge.com/Visual-Spatial-Enquiry-Diagrams-and-Metaphors-for-Architects-and-Spatial/Creagh-McGann/p/book/9781138741577
    ISBN
    9781351726160
    Faculty
    Faculty of Humanities
    School
    School of Media, Creative Arts and Social Inquiry
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/80190
    Collection
    • Curtin Research Publications
    Abstract

    This chapter outlines a co-enquiry journey involving academic researchers and public sector funders in the joint construction of knowledge about early childhood in regional Western Australian settings. The focal approach for the South West Early Childhood Project (SWECP) involved ‘rapid appraisal’ while largely utilising qualitative research methods such as interviews and focus groups; the enquiry was augmented by background profiling, photography and field visits. In providing a process analysis, the chapter outlines approaches that the multi-disciplinary team adopted to emerge with a shared coherent voice as they engaged with both the possibilities as well as the uncertainties of an expedited approach. While the denotation of ‘rapid’ distinguishes the approach from in-depth extended ethnographic community studies, this does not, however, imply haste in design or lack of rigour in analysis. Instead, the study involved considerable co-ordination of the research team, including formal meetings and many other informal opportunities to build trust, develop shared understandings, discuss background information, construct a common language and refine skills such as interview strategies, photography and content/context analysis. This co-partnering fostered a significant learning environment for the research team and provided policy makers with an experiential lens to translate findings into policy and strategy.

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