Today we’ll think about...

1. From library to logframe: Applying academic analysis of action research with Sudanese teachers within the management discourse of the development sector Paul Fean Centre for International Education University of Sussex

2. Today we’ll think about... How is it possible to apply beliefs, theorisation and processes developed through academia in the education and development sector, particularly in challenging emergency and post-conflict contexts?

3. The ‘library’ and the ‘logframe’ www.ifad.org

4. Troubling the boundaries of academia and development practice Academia Development practice Practice Results Linearity Practical & funding-oriented Participant (in ‘the field’) Funding-dependent projects Rational management Theory & abstraction Methodology & process Complexity Reflexive & critical Outside view (in university) Flexible projects (PhDs) Academic discourse

5. Now, let’s break down some boundaries! Think about your experience of moving between academic and professional roles. • To what extent were you able to draw upon your academic experience in practitioner roles or your practitioner experience in academic studies? What challenges did you face in putting your academic knowledge into practice or applying your practical knowledge in academic contexts?

6. Action research with Sudanese teachers

7. What is action research? “action research provides a means whereby research can become a systemic intervention, going beyond describing, analysing and theorizing social practices to working in partnership with participants to reconstruct and transform those practices.” (Somekh, 2006, p.27)

8. What did we do? Reconnaissance phase: • Discussion sessions • Lesson observations Action research phase: • Data collection • Data discussion and analysis • ‘Trial of a new idea’

9. Being mufetih(observant and analytical) “Got to know students’ problems in detail, if they’ve got social or academic problems...Got to know the levels of the students.” “They [the students] were happy, as they know the teacher feels interest in their problems.” “[I learnt] nothing surprising, but learnt in detail what made the students leave education .” (Adil in research workshop) Adil

10. ‘Being close’ to the learners “Make a relationship between teacher and students, and also it encourage the students to be in the school to be near with, closer with the teacher.. because the student cannot learn from their enemy... you must be friends” (Jaber, Headteacher) Maryam

11. Experimentalism Abdelaziz

12. What did we find out? Learners-focused Authoritative uncertainty

13. How to apply action research? Action research Rational management External priorities Technical Large-scale Standardised, linear Results-driven Measurable, fixed, timeframe Technical Open, specific to context Emancipatory Small-scale, relationships Messy, complex Implicit, diverse, long-term Dispositions Objectives Process Outcomes

14. Practical issues: What ideas do you have for steps that can be taken to scale up participatory education projects while retaining their ethical objectives? Your ideas, please! • Your experience: What is your experience of translating knowledge and practices from academic to practitioner contexts or vice versa? • Transferring practices: How can we draw on academic beliefs and practices in the fast-paced and results-driven education and development sector?

15. Thank you for your participation شكراً جزيلاً لمشاركتكم Paul Fean p.fean@sussex.ac.uk