Workshop Coral Harbour: Difference between revisions
| Line 6: | Line 6: | ||
Neither did we have the input from a community advisory board like we had had in Gjoa Haven, to design the workshop sessions in a way that could be analysed or evaluated in terms of how the community would prefer to meet in a "good way". | Neither did we have the input from a community advisory board like we had had in Gjoa Haven, to design the workshop sessions in a way that could be analysed or evaluated in terms of how the community would prefer to meet in a "good way". | ||
<div class="next_choice">You have ran into a Great White Beast. Even though none of your efforts at the high school will translate into material that can be used for research purposes, there are expectations of student involvement and science-based activities. Besides, you have started to build connections with several teachers and pupils. The parts of this gathering that can be recorded and observed for research purposes, show no clear possibilities to provide meaningful insights in terms of ethical space, practice or process.</div> | <div class="next_choice">You have ran into a Great White Beast. Even though none of your efforts at the high school will translate into material that can be used for research purposes, there are expectations of student involvement and science-based activities. Besides, you have started to build connections with several teachers and pupils. The parts of this gathering that can be recorded and observed for research purposes, show no clear possibilities to provide meaningful insights in terms of ethical space, practice or process, due to a lack of foundational relationships in the community. | ||
Keep going to read excerpts of our reports on the highschool activities. Or "Stay with the Trouble" and read about the ethical dilemmas,a nd different options I was weighing in terms of how to shape my contributions to the workshop in Coral Harbour. </div> | |||
<span class="pop-up stay-with-the-trouble link" data-page-title="Politics of In-action and Refusal" data-section-id="0" data-encounter-type="Stay_with_the_trouble">[[Politics of In-action and Refusal|Stay with the trouble: Politics of In-action and Refusal]]</span> | <span class="pop-up stay-with-the-trouble link" data-page-title="Politics of In-action and Refusal" data-section-id="0" data-encounter-type="Stay_with_the_trouble">[[Politics of In-action and Refusal|Stay with the trouble: Politics of In-action and Refusal]]</span> | ||
Revision as of 17:03, 20 January 2025
2-Day Workshop Coral Harbour
Due to an explicit absence of our local PI, the focus of our workshop had shifted considerably towards the local high-school. Our project research permit, however, did not cover school activities, and as such this track only presents what we did, not how our activities in the high-school would contribute to the knowledge conciliation in terms of ethical space of engagement.
Neither did we have the input from a community advisory board like we had had in Gjoa Haven, to design the workshop sessions in a way that could be analysed or evaluated in terms of how the community would prefer to meet in a "good way".
You have ran into a Great White Beast. Even though none of your efforts at the high school will translate into material that can be used for research purposes, there are expectations of student involvement and science-based activities. Besides, you have started to build connections with several teachers and pupils. The parts of this gathering that can be recorded and observed for research purposes, show no clear possibilities to provide meaningful insights in terms of ethical space, practice or process, due to a lack of foundational relationships in the community.
Keep going to read excerpts of our reports on the highschool activities. Or "Stay with the Trouble" and read about the ethical dilemmas,a nd different options I was weighing in terms of how to shape my contributions to the workshop in Coral Harbour.
Stay with the trouble: Politics of In-action and Refusal