scispace - formally typeset
Search or ask a question
Author

Mariam Attia

Other affiliations: Durham University
Bio: Mariam Attia is an academic researcher from University of Sussex. The author has contributed to research in topics: Higher education & Reflexivity. The author has an hindex of 5, co-authored 9 publications receiving 236 citations. Previous affiliations of Mariam Attia include Durham University.

Papers
More filters
Journal ArticleDOI
TL;DR: In this paper, the importance of the researcher consciously stepping back from action in order to theorise what is taking place, and also stepping up to be an active part of that contextualised action.
Abstract: Our purpose in this article is to achieve a shift of focus away from a view of research methods as objectified procedures to be learnt by researchers, and towards the development of researchers who craft procedures integral to the environments in which they operate – environments of which they are also a functioning constituent. A key element in such a perspective is the conceptualisation (and practice) of the relationship between development and reflexivity. Reflexivity involves a process of on-going mutual shaping between researcher and research. Development involves an increase in awareness of such processes of interaction between organism and context. Rather than see development only as a welcome side-effect of reflexive research, we treat development of the researcher as central, with reflexivity in an instrumental relationship to this on-going process. With regard to the pragmatic implementation of these concepts, we emphasise the importance of the researcher consciously stepping back from action in order to theorise what is taking place, and also stepping up to be an active part of that contextualised action. We exemplify the processes involved using research data taken from a doctoral study into the role of technology in the teaching of Arabic. The first section of this article explores the idea of a developmental approach. The second unpacks our sense of reflexivity. The third section exemplifies our discussion through the experiences of a researcher in the field. The concluding section summarises and restates our argument regarding the potential usefulness of adopting a developmental approach to the conduct of research.

193 citations

Journal ArticleDOI
TL;DR: This article investigated how researchers from differing disciplines became aware of the possibilities, complexities, and emerging practices of researching where more than one language is used: for example, in initial research design, literature reviews, consent procedures, data generation and analysis, and reporting.
Abstract: This paper reports findings from an AHRC-funded project into the use of more than one language in research projects. Using 35 seminar presentations and 25 researcher profiles, we investigated how researchers from differing disciplines became aware of the possibilities, complexities, and emerging practices of researching where more than one language is used: for example, in initial research design, literature reviews, consent procedures, data generation and analysis, and reporting. Our analysis also revealed some of the challenges that researchers face regarding institutional policies, language choices, interpretation and translation practices, and the language politics of representation and dissemination. Based on this analysis, we argue that researchers need to account for the research spaces and the relationships these spaces engender, and recognise developing researcher awareness when researching multilingually.

63 citations

Book ChapterDOI
18 Dec 2015
TL;DR: In this paper, the authors present a conceptual framework that guides researchers in: realizing that using more than one language is possible; considering the interconnecting possibilities and complexities of researching multilingually and becoming purposeful about the decisions they make in all phases of the research process.
Abstract: This chapter aims to develop researchers’ awareness and understanding of the process of researching multilingually where they must use, or account for the use of, more than one language in the research process. It provides a conceptual framework that guides researchers in: realizing that using more than one language is possible; considering the interconnecting possibilities and complexities of researching multilingually and becoming purposeful about the decisions they make in all phases of the research process. The chapter draws on examples from the authors’ Arts and Humanities Research Council (AHRC)-funded Researching Multilingually network project. It presents a report on various ways in which researchers have reflected on the trigger through which they became aware of researching multilingually (RM-ly) possibilities (Realization). The chapter presents three case studies in which researchers reflect on their RM-ly practice and issues arising in it (Informed and purposeful decision-making).

17 citations

Journal ArticleDOI
TL;DR: In this article, an online training course for teachers of Arabic to speakers of other languages in the Gaza Strip (Palestine) is described, which aims to respond to the employment needs of university graduates by creating opportunities for online language teaching.
Abstract: This article discusses an action research study that involved the design and delivery of an online training course for teachers of Arabic to speakers of other languages in the Gaza Strip (Palestine) Grounded in Freirean pedagogy, the course aimed to respond to the employment needs of university graduates by creating opportunities for online language teaching The action research study explored the dynamics at play within the online educational environment, to evidence elements that challenged and/or facilitated effective collaboration between trainers and trainees This article retraces and discusses the processes through which the course moved from didacticism to engaged critical pedagogy

12 citations

Book ChapterDOI
Mariam Attia1
01 Apr 2014
TL;DR: The authors explored the role of teachers' early learning experiences in shaping their pedagogical beliefs and practice specifically in relation to technology use and found that conceptions formed early in life of what constitutes "good" or "bad" teaching act as filters through which new experiences, including the use of digital media, are internalized.
Abstract: This chapter explores the role of teachers' early learning experiences in shaping their pedagogical beliefs and practice specifically in relation to technology use. Following a case study approach, the accounts of three in-service Arabic language teachers from a private institution of higher education in Cairo, Egypt, were examined. Practitioners with years of professional experience are not expected to have encountered elements of technology as we know today in their schooling. Nevertheless, findings suggest that conceptions formed early in life of what constitutes “good” or “bad” teaching act as filters through which new experiences, including the use of digital media, are internalized. As imprints of early learning experiences are manifested in teaching, it is the responsibility of teachers to look back on them for possible influences on their pedagogical theories. In complementary fashion, the study foregrounds the role of teacher education in mediating initial conceptualizations of teaching and learning and accentuates the value of reflective practice for continuing teacher development.

7 citations


Cited by
More filters
Journal ArticleDOI
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

4,931 citations

Journal ArticleDOI

3,181 citations

Journal ArticleDOI
TL;DR: The best book is the best book for each of us as mentioned in this paper, and we offer the best here to read, after deciding how your feeling will be, you can enjoy to visit the link and get the book.
Abstract: We present here because it will be so easy for you to access the internet service. As in this new era, much technology is sophistically offered by connecting to the internet. No any problems to face, just for this day, you can really keep in mind that the book is the best book for you. We offer the best here to read. After deciding how your feeling will be, you can enjoy to visit the link and get the book.

1,750 citations