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Townsend, Andrew James. "Educational action research networks as participatory interventions." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.
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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.
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Kanchana, Manohar Arthi. "Participatory action research for emotionally meaningful stories." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b87e9215-e617-4144-9508-c64ee5950be4.
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In this thesis, I developed an empirically and theoretically grounded understanding of participatory action research (PAR). My aim was to develop and explore PAR methods within three culturally different fishing communities located in India, Portugal and the UK in order to generate emotionally meaningful stories. The work was conducted as part of the practice-led TOTeM research project and aspires to be associated with such works that have been able to make a methodological contribution by introducing theoretical insights, innovative methods and analytical concepts. In this study, the key finding is revealing the importance of the preliminary activities that helped design the innovative methods. I assess how my PAR methods, such as story interviews, digital storytelling workshops and story kits, helped me to gather participants’ personal experiences within the three chosen communities. Photographs and ‘objects’ provided a medium through which to identify stories that were emotionally meaningful to the participants. These stories gathered from the three chosen communities were analysed through a story narrative analysis method. Each method evoked strong, emotionally meaningful responses from the participants with regard to human relationships and demonstrated the vital role of objects in identifying stories that illustrate the participants’ intimate relationships. The collective findings from the three communities established that the methods utilised provided a new way of synthesising storytelling with digital technologies. The findings reinforce the role played by the participants as co-creators in collaboratively designing the methods, enabling me to craft a better way to gather stories. Upon critical reflection of the methods, supporting evidence was found that storytelling serves as an invaluable technique in providing participants with opportunities to explore their cultural identity through uniquely self-reflecting narratives and shared moments. I present the three stages of the participatory methods as my story culture framework and the findings and challenges as my original contribution to knowledge. I propose that this transferable framework will support designers as they engage with various settings to elicit information from user and stakeholder participants, develop their own experiential and critical perspectives and utilise their intuitive and expressive expertise to establish, manage and sustain productive human-centred design relationships.
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Baker, Jack David. "Interdisciplinary Evaluation of Youth Participatory Action Research." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1538816180877824.
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Bruck, Demaree K. "Engaging Teenagers in Suicide Research through Youth Participatory Action Research." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799248601175.
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Babcock, Ruth C. A. "Participatory action research with the German-speaking Mennonites." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ38443.pdf.
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Babcock, Ruth C. A., and University of Lethbridge Faculty of Education. "Participatory action research with the German speaking Mennonites." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1997. http://hdl.handle.net/10133/82.
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German-speaking Mennonite people from Mexico are moving into Southern Alberta. They are mainly employed as farm labourers. Their low level of income makes it difficult to provide for the needs of their large families.
Many also encounter difficulties because of their lack of English and literacy, unfamiliarity with Canadian ways and laws, and a lack of understanding and trust in the helping agencies and school system. By using the
Participatory Action Research approach and te principles of Community Development, representatives of community health services were able to enter into a unique partnership with the Mennonite people to work toward meeting their identified needs. A family-centred approach was used, with special attention being given to cultural and religious traditions and values. Programs that were developed addressed the needs of the Mennonite people including English as a Second Language, literacy, nutrition, health, safety, dental, socialization, education, and German literacy for the children. A key finding of the research study was that a participatory action research approach did allow the Mennonite people in this study to find more effective ways of making the transition from life in Mexico to life in southern Alberta. Participants did take steps towards their goal of a better quality of life. As well, agency people found new ways of working with the Mennonite people and with each other. Finally, this study shows that as Mennonite people adapt to life in Canada changes do occur in their ways of interacting with each other and with the broader community.<br>vii, 167 leaves : ill. ; 28 cm.
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Buchanan, Katherine A. "Woman-centred ethics: A feminist participatory action research." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2635.
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Background: The maternity system has a complexity of everyday ethical issues. The bioethical principles: non maleficence, beneficence justice and autonomy, that govern health care practice have been criticised as abstract, patriarchal and even rhetorical in maternity care practice (MacLellan, 2014) and consequently may be insufficient in guiding care of childbearing women. Midwifery-led care is guided by the International Confederation of Midwives International Code of Ethics, which considers more than the bioethical principles, such as the importance of relationship. Care ethics is a relational based feminist ethics first described by Gilligan (1983) and has been theorised as an alternate paradigm for midwifery (Newnham & Kirkham, 2019). A paper was published in Nursing Ethics as a result of the literature review; Care ethics framework for midwifery practice: A scoping review and it was determined that care ethics is demonstrated in practice with four domains; Relationship, Context, Caring Practices and Attention to power. In addition, there is limited empirical evidence as to women’s experiences of care from an ethical perspective, and importantly what women describe as ethical, revealing a gap in the literature that has yet to be explored.
Objective: The aim of the study reported in this thesis was to investigate women’s experience of maternity care from an ethical perspective and to determine whether a care ethics paradigm would better suit midwifery.
Methods: The transformative research was undertaken using Feminist Participatory Action Research (FPAR). FPAR is a feminist and transformative research design, which includes participants as central to research design. Purposive sampling was used to recruit women who had experienced midwifery-led care. Nine women formed the Community action research group (CARG), they worked with me over three years, guided the research and planned action. The CARG participated in five focus groups, for data collection and organising action toward the changes they wished to see. Their involvement in the research included: defining the research problem, creating a priori codes for analysis, reviewing analysis, disseminating findings and provided recommendations for policy change. A paper was published in Woman and Birth: Navigating midwifery solidarity: A feminist participatory action research framework, describing some of the finer points of FPAR including a framework for novice researchers. In phase two a further ten women who had had midwifery-led care were involved in this study and interviewed about their experiences of ethical maternity care. Data were collected from September 2019 to April 2022 via five focus group interviews and ten one-on-one semi-structured interviews. The interviews were recorded, and transcribed, and template and Reflexive thematic analysis was applied (Braun & Clark, 2021).
Findings: The findings in this study were presented in two parts. The first phase of the study revealed midwifery-led care demonstrated care ethics in practice. The Community Action Research Group (CARG) created a priori codes and a template analysis determined that midwifery models of care demonstrate care ethics. A paper of these findings was published in Nursing Ethics; Does midwifery-led care demonstrate care ethics? A template analysis.
In the second phase of the study, the data corpus was analysed using reflexive thematic analysis and the primary theme, Radical desires: Individuals’ values and context, captures the woman at the centre of the care, her values and context, as central to understanding ethics. The quality of the relationship, the knowledge that was shared, and the manner of the care given were deemed important elements of ethical care. I assigned categories Woman-centred ethics or Authoritarian ethics to describe these elements of ethical or unethical aspects of care. Woman-centred ethics contains the subcategories of: harmonised relationship, transparent wisdom, and midwifery solidarity. The category Authoritarian ethics contains the subcategories of: uneasy alliance, opaque information, and saving women from themselves. How the woman experienced these categories affected the liminality and sense of self, and are described in subthemes, Claiming power and Surrendered power.
Discussion: The themes were explained, discussed, and contrasted against the extant literature in the discussion. Pregnancy and birth as a transformative rite of passage was valued by the women in this study and they perceived care as more ethical when the care providers respected this. Authoritarian ethics, when viewed with a feminist and care ethics lens highlighted continued female oppression from the maternity system structures and culture. A conceptual model, Woman-centred ethics, was developed based on midwifery philosophy and feminist care ethics, which may help midwives embody a different kind of ethics and provides a way to enhanced ethical practice. A paper was published that shared the conceptual model in Midwifery Journal: Woman-centred ethics: A feminist participatory action research.
Conclusion: This study has contributed to the body of knowledge that describes how women perceive ethics in maternity, and honours women’s voices as central to ethical care. The study advances midwifery philosophy through exploring midwifery ethics and offers a conceptual model to guide practice. The woman-centred ethics model describes an embodied way of practicing ethical care and may provide a starting point for moving the field forward in ethical discussion. The CARG group involvement in the research and action together were an important feature of this project. Several recommendations arose from this study for practice, organisational, and educational processes.
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Dickson, Geraldine. "Participatory action research and health promotion, the grandmothers' story." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24012.pdf.
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Fahmi, Kamal Hanna. "Participatory action research (PAR) : a view from the field." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84506.
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The phenomenon of street children is world-wide and on the increase despite numerous programs aiming at its eradication. The failure to adequately address this complex and very diverse phenomenon is the result of conceptual confusion with respect to defining who a street child is. The dominant discourse on street children defines them as victims or deviants to be rescued and rehabilitated. As such, the capacity of many of these children for human agency is occluded by excluding them from participation in the construction of solutions to their problems. I argue that, far from being mere victims and deviants, these kids, in running away from alienating structures and finding relative freedom in the street, often become autonomous and are capable of actively defining their situations in their own terms. They are able to challenge the roles assigned to children, make judgements and develop a network of niches in the heart of the metropolis in order to resist exclusion and chronic repression. I further argue that for research and action with street kids to be emancipatory, it is necessary to acknowledge and respect the human agency the kids display in changing their own lives and to capitalize on their voluntary participation in non-formal educational activities as well as in collective advocacy.<br>The thesis draws on a participatory action research (PAR) methodology spanning eight years of fieldwork with street kids in Cairo, which eclectically combined street ethnography, street work and action science. I critically review the historical development of these methodologies, and I argue for a conception of PAR as an open-ended process of action and reflective participatory research incorporated into everyday activities and work with excluded, marginalized and oppressed groups such as street kids. As such, I pay special attention to the ethical dilemmas that arise in day-to-day PAR practice.
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Burn, Geoffrey R. H. "Using participatory action research to develop an organization's strategy." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511627.
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The research was undertaken with the primary aim of answering the following five main research questions. Can PAR provide a cohesive way to give those who want it an authoritative voice in shaping their own future and that of their whole organization? Can a 'creative' strategy-making process be used as the vehicle for capturing that voice and institutionalizing it as a blueprint for the future? Can Participatory Action Research (PAR) be used to research these operational processes in detail and in real time? Can an insider researcher who is also a top manager facilitate the intervention without having one role overpower the other? Can the strategizing role boundary be shifted without disenfranchising those previously responsible for strategizing, and without the process being derailed by them? PAR was selected as the organization development (OD) methodology for this intervention because, consistent with these questions, it aims to precipitate transformational change intended to correct perceived systemic disadvantage. At the same time it recognizes the need for accommodations regarding the extant disposition of power and related role enactment. And PAR is especially well suited as a methodology for researching a social change process dependent on power transfer, because it empowers the people in the system as co-researchers in an ethical framework. Consistent with the PAR methodology, the participants were the main research instrument, utilizing self reports as the main tool. This `human instrument' was augmented by the objective input of a team of non-participant observers. The research was significant because it indicates that PAR can be an effective OD methodology for giving those people who want it an authoritative voice in shaping their future and that of their whole organization - and that a creative strategizing model built on components advocated in the literature can be used as the vehicle for capturing that voice. In the process, it demonstrates that the strategizing role boundary can be shifted without resistance from the elites who are required to relinquish it. Furthermore, it shows that PAR is an appropriate methodology for researching all these processes in real time. Finally, it demonstrates that an insider researcher who is also a member of the elite can facilitate the OD and research processes without the inherent role conflict becoming unmanageable.
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Weaver, Zupko Barbara. "Participatory action research learning involving women who have developmental challenges." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/MQ44827.pdf.
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Hayes, Melanie Johnson. "Experiences in parenting 2e children| A participatory action research approach." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10101058.
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<p> The purpose of this study was to investigate and report the lived experiences of parents of twice exceptional (2e) children, utilizing participatory action research (PAR) methods. The primary question this study sought to answer was how parents of 2e children feel about parenting their children. A total of 20 parents participated in a PAR group and conducted research through telling their own stories, participating in a one-on-one interview, conducting a parenting survey, and developing artifacts for educating others about the characteristics and needs of 2e persons. The duration of this study was 12 months, during which time, the PAR members met monthly for three to four hours per meeting. </p><p> Key findings of this study indicate: 2e persons see themselves as a distinct special needs group; there are common characteristics and behaviors among 2e persons; 2e persons are a marginalized community; there is a lack of knowledge about 2e persons among academic, medical, and therapeutic professionals, consequently, parents of 2e children do not feel they can rely on them for support; parents of 2e children feel their children are often rejected and ostracized by others; they struggle to find ways to help their children be accepted by their extended family, community, and society at large; parents of 2e children experience high levels of stress as they work to mitigate societal barriers to their children's success; forming a community of like-minded parents offered the best form of support; while the PAR group realities were different from the idealized model, it offered an appropriate method for gathering data on parenting 2e children, as members felt comfortable researching with their community, rather than being objects of research; PAR group members saw themselves as activists and developed strategies for advocating for 2e persons.</p><p> These findings have implications for parents, educators, and medical/therapeutic practitioners, as they serve to illuminate characteristics, issues, and possible solutions for advocating and serving the needs of 2e persons. This study may also serve as a model for further PAR research, as it discusses the reality of the members' PAR experiences, compared with the suggested ideal PAR methods found in the literature.</p>
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Rasquinha, Prabhu Sandhya Miriam. "Developing counselling practice in south India : a participatory action research." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/16356/.
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Professional counselling in India is an emerging field where current practice is largely influenced by Western models of counselling. These methods are integrated with methods of Indian holistic healing. There is limited research and reviewed literature in this field in India. Most mental health research is based on psychiatry and social work. The aim of this study is to explore practitioner experiences in the social reality of their practice using a culturally sensitive, strengths perspective. These strengths stem from the individual’s core and develop within the influence of culture. This study will examine current personal and professional experiences of trained practising psychological counsellors, create awareness about strengths and develop a goal for the emancipation of professional counsellors in the given cultural context. This qualitative research has a Participatory Action Research (PAR) design with seven participants in a PAR group setting. The data collected over 10 meetings across 8 months was recorded and transcribed by me. The data was analysed using a non-interpretive, recursive, reflexive analysis. The major findings are the realities of practice and effects of socio-cultural influences on the professional counsellor, for instance: age, gender, spirituality, language, cultural expectations and strengths. The transformative outcome was professional awareness of being instruments of change and to enable change in social reality. It also led to the development of a support group for practising counsellors. The research process was emancipatory as it directed participants to acknowledge their value as Indian counsellors, voice their need for professional recognition and begin a process of liberation by implementing their own growth and awareness socially and in practice. The methodological approach, findings and outcome of the study are intended to be disseminated through publications in counselling, educational peer reviewed journals and presentation of papers at conferences. This aims to impact counselling training, research and practice. It will also enhance the limited body of existing knowledge in psychological counselling in India.
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Saxen, Colleen Q. "A Participatory Action Research Study with One Emancipatory School Garden." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607604443577643.
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Chukwu, Gosim. "Participatory evaluation : an action research intervention to improve training effectiveness." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2011780/.
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Background: The managers of Zenith Medical Centre, a Nigerian hospital, desired to experiment a change to a process of evaluation that could improve training effectiveness for all stakeholders. Concern about evaluating training for effectiveness is not new. The past 50 years have witnessed a growing number of evaluation methods developed by scholars and practitioners to provide human resource development (HRD) professionals with alternatives for measuring training outcomes. However, investigation on the uses of evaluation data to improve training outcomes from the perspectives of divergent stakeholders is limited. Participatory evaluation (PE) through action research (AR) intervention was particularly considered as a viable means of improving training effectiveness by increased use of evaluation data. Aims of the Investigation: The aims of the intervention were to deepen insight and understanding of PE from the perspectives of stakeholders, practically implement a change of the evaluation system and produce new knowledge for the action research community. Design/Methodology/Approach: The action research approach was used from a social constructionist perspective to engage training stakeholders in the organization as participants. This perspective required working in the participatory action research (PAR) mode. Therefore, the project followed a cyclical process model (CPM) of the AR iterative process of constructing, planning, acting and evaluating. The CPM model was to accommodate the quality principles for using theory to both guide issue diagnosis and reflection on the intervention. Data on participatory evaluation were generated through focus groups and one-on-one interviews and analyzed using template analysis. Findings: By identifying and discussing their stakes, contributions and inducements in training, participants were able to reflect on their own learning, gain insight into their own work situation by sharing experiences and these facilitated peer and management support. The results were deeper insight into training evaluation; change in behavior and perceptions; and the use of quality data to improve training design, delivery and participation. The participatory process also enabled participants to learn self-direction and self-management by becoming aware of discussing problems or issues of concern to them in the workplace, group coherence and social support. Profoundly, all levels of stakeholders tried actively to change their working conditions by participating in action research activities. Implications: The study has implications for research and practice in three perspectives: First-person implications of deepening the researcher’s understanding and knowledge and providing professional development for his practice; second-person implications of deepening understanding and knowledge and providing improved day-to-day practice for the participants, practical solutions to the issue and organizational learning for the client; and third-person implication of providing specific knowledge for the wider action research community. Limitations: The research does not cover the political implications of the findings and opportunities they create for further research. It is limited to evaluation process while leaving out organizational decision making which is another factor affecting the utilization of evaluation data. Future studies should consider the question of what happens if the process of evaluation is right but the organizational politics or decision making structures hinders evaluation use.
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Shaw, Barbara Ann Carleton University Dissertation Geography. "Ecodevelopment and local action: feminist participatory research in Goa, India." Ottawa, 1992.
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Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
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Thesis advisor: M. Brinton Lykes<br>Every day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action<br>Thesis (PhD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental and Educational Psychology
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Rensburg, Cheryl Dawn. "Facilitating alumni support for a low-resourced high school using a participatory action research approach." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/14167.
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South African public schools in disadvantaged areas are experiencing serious levels of under resourcing which negatively impact the educational experiences of learners. Attempts to lessen such negative impact include involving alumni who know the school‟s context, history and ethos. Unfortunately, the concept of alumni support in terms of mentoring and motivating learners is not the norm in many under resourced schools. This research focuses on fostering partnerships with alumni using participatory action research (PAR), because it is holistic, relationally driven and inclusive. Embedded in complexity theory that views the school community as a nonlinear system of different interacting parts functioning to improve the school context, the research follows actionreflection cycles of a group of ten past pupils and five educators from various backgrounds, levels of education and expertise collaborating with and mobilizing other alumni. Data were generated using drawings, photo voice and interviews. Thematic data analysis was used to build patterns and form categories. The following themes emerged namely, the importance of establishing a collective vision for sustained alumni engagement for alumni‟s personal and professional aspirations to serve the vision of the school, the importance of creating an alumni culture that reinforces the concept of „paying it forward‟. Lastly, establishing a sustainable alumni association through sustained actions and interactions and by creating an organisation of excellence The newly developed alumni structure as a „resource fountain‟ generating and cascading energy around the school emerged as an anchor for sustainability. The cascaded energy evolved into a structured „Alumni Week‟ providing ongoing motivation for current learners to sustain alumni engagement.
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Lindquist-Grantz, Robin. "Youth Participatory Action Research as a Strategy for Adolescent Suicide Prevention." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149131648280023.
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Innes, Sacha Kenward. "A family literacy initiative using participatory action research in Manila, Philippines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ47949.pdf.
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Goodyear, Victoria A. "Participatory action research : challenging the dominant practice architectures of physical education." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/297585.
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Research shows that the dominant pedagogical practices of physical education are irrelevant to young people in the 21st century, and that physical education currently exists in a time of innovation without change. Subsequently, physical education as a curriculum subject is at risk of becoming extinct unless the 'talked' about pedagogical innovations that provide authentic, relevant and transferable learning experiences can become sustainable 'actioned' futures. Therefore, the purpose of this thesis was to explore how a pedagogical innovation, the Cooperative Learning model, could be used over an enduring period of time. Participatory action research (PAR) was used as the methodology to scaffold the inquiry and to support eight secondary school physical education teachers' learning and use of Cooperative Learning during an academic year. This thesis considers how PAR enabled teachers to break the dominant practice architectures of physical education and how PAR supported teachers‘ use of an emergent pedagogical approach within and beyond the honeymoon period of implementation. In other words, how PAR facilitated teachers' ability to work beyond the dominant pedagogical practices of physical education and the practices endorsed by the school as an institution. Furthermore, how PAR sustained teachers' engagement with, and use of, the Cooperative Learning model. Indeed, Cooperative Learning was firstly immersed within the milieu of the practice architectures. Yet through the use of PAR the teachers were motivated to move beyond the honeymoon period and began to use the model within, with and then against the mess of the practice architectures. Subsequently, Cooperative Learning was emerging as the dominant pedagogical approach. However, this only occurred for some teachers where social connectivity and an emerging community of practice were significant variables in sustaining and adapting the use of Cooperative Learning. The contribution to knowledge is therefore the methodological processes of how to move beyond dominant pedagogical practices and facilitate innovation with change. In order for a pedagogical innovation to become a sustainable 'actioned' future its use is context dependent and PAR facilitates its sustainability. Furthermore, teacher learning should be advanced and teachers should be encouraged to create communicative spaces with colleagues and researcher facilitators.
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Roberts, Michelle. "Assessing Participatory Action Research: A Case Study from the Lao PDR." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090938622.
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Schwartz, Tammy Ann. "“Write Me”: A Participatory Action Research Project with Urban Appalachian Girls." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022875361.
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Roberts, Michelle S. "Assessing participatory action research : a case study from the Lao PDR /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1090938622.
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Mosher, Heather Irene. "Participatory Action Research with Dignity Village: An Action Tool for Empowerment Within a Homeless Community." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/36.
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With homelessness continuing to rise over the past two decades, disenfranchised unhoused people have sparked a national movement to build for themselves democratically governed communities of affordable housing. Dignity Village, in Portland Oregon, is one of the longest running and most organized self-help housing communities in the nation. This paper presents a theoretical systems-based model of a developmental pathway out of homelessness in the U.S. that has as one of its key steps membership and participation in humane and dignified "self-help micro-housing"; communities such as Dignity Village. This research involved working collaboratively with Dignity Village on a participatory action research (PAR) project aimed at understanding and facilitating processes for mobilizing community and socio-political engagement. The research process involved a team of up to 24 co-researchers (nine attended meetings regularly) working once weekly over 15 months, with consultation from the broader Village community throughout. The research followed a systems approach to creating five action tools as multiple points of leverage to create long-term positive change within the community. One point of leverage utilized participatory video methodology to co-create a video action tool as an orientation video for newcomers, intended to build cooperative relationships and facilitate empowerment within the community. The impact of the research process was documented on multiple levels in the community using multiple data sources. Data were analyzed using an inductive approach to identify key themes and processes that influenced participation and empowerment in the community. The predominant themes suggested three paradoxical tensions that were creating barriers to change in the community. This PAR process attempted to create movement beyond these barriers. Findings suggested that four main changes occurred in the community during and after the research: a) an increase in collaborative participation, b) enhanced engagement and sense of community, c) an emergence of critical consciousness, and d) changes in the organizational leadership/power structure. These findings are critically examined and discussed with respect to the effectiveness of utilizing this PAR process to facilitate community empowerment. A portion of this dissertation (Results section) was created in video format to enhance report accessibility for community partners and other non-academic audiences.
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Thomas, Jill C. "FACILITATING CITIZENSHIP THROUGH TEACHING ACTION RESEARCH: AN UNDERGRADUATE COURSE AS AN ACTION RESEARCH INTERVENTION." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151511852.
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Carstens, L. (Lizette). "Exploring participatory action research during the initial phases of the design process." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41570.
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Nakanishi, Aki. "Facilitating youth participatory action research : reflections, strategies, and applications at the institute for community research." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002862.
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Kok, Mandie. "Enabling autism educators to identify and address challenges using participatory action research." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/7881.
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Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.
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Marshall, Joanne Kay. "Family-professional collaboration for positive behavioral support, a participatory action research project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/MQ41810.pdf.
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Tsang, Woo Che-moy Betty. "A participatory action research : the effectiveness of a health education/promotion programme." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438758.
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Távara, Vásquez María Gabriela. "“Reclaiming Our Hands”: Feminist Participatory Action Research With Andean Women of Peru." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108124.
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Thesis advisor: M. Brinton Lykes<br>During the last two decades of the 20th century the Peruvian internal armed conflict affected thousands of Quechua-speaking campesinos [peasants], including those in the community of Huancasancos. The pre-existing socioeconomic conditions strongly informed the conflict’s origins and help us to understand how its legacies have unfolded. This feminist participatory action research (PAR) dissertation was conducted with Andean women knitters from Huancasancos. Through this process the participants and I explored how organizing through a women’s knitting association could be one way to identify and face challenges in their community, including the social and emotional legacies of the armed conflict as well as ongoing structural gender and racial violence. Through participatory workshops we collectively analyzed topics related to the research focus, and the knowledge that we co-constructed was the primary dissertation data. These collective reflections were subsequently analyzed using a constructivist grounded theory approach (Charmaz, 2014) and were complemented by 16 individual interviews and field notes. The major findings of this dissertation reflect the urgency that Andean women feel about confronting material poverty. Also prevalent were Andean women’s experiences of gender racialized violence, experiences that limit their capacity to face their material poverty and improve their living conditions. Finally, these findings also confirm that the concept of “organizing-as-women” has been introduced into rural Andean towns by outsiders. As ideas from outside of the community, they typically fail to incorporate ways of organizing that already exist in these communities. Similarly, transitional justice and its mechanisms are experienced as having been introduced from outside the community and as disconnected from Andean people’s lived experiences of the armed conflict and its wake. The findings of this study yield important implications for professionals interested in working in transitional justice settings, particularly those working in cultural contexts different from one’s own. The study has additional implications for those who work with Andean and other indigenous women who have experienced the violence of armed conflict and continue to experience ongoing gender and racial marginalization<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental and Educational Psychology
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Bester, Alte. "A participatory action research approach to programme evaluation in a rural society." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52686.
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Thesis (MA)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: Recently, Participatory action research (PAR) has become a common approach to
social programmes in South Africa. This tendency has created a need to evaluate
this kind of programmes to determine if it really achieves what it sets out to do. The
purpose of this study was to evaluate an entrepreneurial skills training programme in
a rural community where a participatory action research approach was followed.
A literature review was undertaken to present an in-depth look into the body of
literature that surrounds the study. Programme evaluation was discussed as a
research design, including types and stages of evaluation. The concept of
empowerment was investigated. The review also included a study of literature on
PAR, especially the definitions, context and process of PAR. The role of
entrepreneurship in rural development was also investigated as well as the
evaluation of entrepreneurial skills training programmes.
An entrepreneurial skills training programme was implemented in the rural town of
Darling on the West Coast of South Africa. The PAR approach was followed in the
implementation of the study that was conducted over a period of 15 months.
Participants joined the programme that included different projects, voluntarily. The
participants were divided into three groups according to their period of participation in
the programme. The researcher facilitated actions as well as reflection meetings with
the group of participants before and after the entrepreneurial skills training course.
The researcher made field notes during the implementation of the programme. The
participants' empowerment status was measured with a standardized questionnaire
using a pre-test-post-test design. The participants' application of the entrepreneurial
skills that were taught in the course was measured during semi-structured interviews
at the end of the research perico. four case studies document the extremes of the
respective outcomes of the programme, namely empowerment and entrepreneurship.
Statistical analysis showed statistically significant improvements in the micro, macro
and total empowerment scores of the total group. Looking at the three groups
separately, group one showed statistically significant improvements on the micro and interface levels and group two on the micro level. Even though group three showed
small improvements on all three levels, none of them were statistically significant.
Data from the field notes wer:e analyzed according to the PAR concepts of
participation, action and reflection. Participation mostly had a collaborative nature;
action was aimed at economical change and reflection aimed at practical problem
solving. The interviews revealed that 20 of the 24 participants had micro baking
businesses at the end of the research period and they succeeded in the short-term
goal of applying the skills that were taught in the course. The case studies showed no
correlation between the participants' application of entrepreneurial skills and the
changes in their empowerment status.
The findings of the study suggest that the longer participants participate in a PAR
programme, the bigger the improvement in their empowerment status will be.
Monitoring of the implementation revealed that the study fell short of the "ideal type"
of PAR, since participation was not yet collegiate. Actions were only effective in
economic change and not in social transformation. Reflection resulted in limited
critical self-awareness among the participants. The PAR approach has proven to be
successful in the attainment of the short-term goals of an entrepreneurial skills
training programme. The long-term sustainability of the entrepreneurs' businesses
will have to be followed-up by further research.<br>AFRIKAANSE OPSOMMING: Die afgelope tyd is deelnemende aksie navorsing (DAN)'n algemene benadering tot
sosiale intervensie programme in Suid-Afrika. Hierdie tendens het 'n behoefte laat
ontstaan om hierdie tipe programme te evalueer om te bepaal of dit werklik die
program doelwitte bereik. Die doel van hierdie studie was om 'n
entrepreneursvaardighede opleidingsprogram in 'n landelike gemeenskap waar die
DAN-benadering gevolg is, te evalueer.
'n Literatuuroorsig is onderneem om die konseptueie raamwerk wat vir die studie
saamgestel is, te kan beredeneer. Programevaluering, insluitende tipes and stadia
van evaluering, is bespreek as 'n navorsingsontwerp. Die konsep van bemagtiging is
ook bestudeer. Die oorsig het 'n ook studie van literatuur oor DAN ingesluit, veral
definisies, die konteks en die proses van DAN. Die rol van entrepreneurskap in
landelike ontwikkeling is 00~ ondersoek sowel as die evaluering van
opleidingsprogramme gemik op die ontwikkeling van entrepreneursvaardighede.
'n Entrepreneursvaardighede opleidingsprogram is in 'n landelike dorpie, Darling, aan
die Weskus van Suid-Afrika geïmplementeer. Oor 'n periode van 15 maande is die
DAN-benadering in die implementering van die program gevolg. Deelnemers het
vrywillig by die program wat uit verskillende projekte bestaan het, aangesluit. Die
deelnemers is na aanleiding van hul tydperk van deelname in die program in drie
groepe verdeel. Die navorser het aksies sowel as refleksie byeenkomste met die
groep deelnemers voor en na die entrepreneursvaardighede opleidingskursus
gefasiliteer. Die navorser het veldnotas tydens die implementering van die program
gemaak. Die deelnemers se bemagtigingstatus is gemeet met 'n gestandaardiseerde
vraelys terwyl 'n voor-en-na-toets ontwerp gevolg is. Die deelnemers se toepassing
van die entrepreneursvaardighede wat in die kursus geleer is, is tydens semigestruktureerde
onderhoude aan die einde van die navorsingsperiode gemeet. Vier
gevallestudies dokumenteer die uiterstes van die onderskeidelike uitkomste van die
program, naamlik bemagtiging en entrepreneurskap. Statistiese analise het statisties betekenisvolle verbeteringe in die mikro, makro en
totale bemagtigingsvlakke van die totale groep getoon. Afsonderlik gesien, het groep
een statisties betekenisvolle verbeteringe op die mikro en tussenvlak getoon en
groep twee net op die mikrovlak. Alhoewel groep drie klein verbeteringe op al drie
vlakke getoon het, was geen van die verbeteringe statisties betekenisvol nie. Data
van die veldnotas is volgens DAN konsepte, naamlik deelname, aksie en refleksie
geanaliseer. Die deelnemers en die fasiliteerder se deelname het meestal In
samewerkende aard gehad, aksie was gemik op ekonomiese verandering en
refleksie was gemik op praktiese probleemoplossinq. Die onderhoude het aangetoon
dat 20 van die 24 deelnemers aan die einde van die navorsingsperiode In mikro
bakbesigheid gehad het en dat hulle daarin geslaag het om die korttermyn doelwit,
naamlik die toepassing van die vaardighede wat in die kursus geleer is, te bereik. Die
gevallestudies het geen korrelasie getoon tussen die deelnemers se toepassing van
entrepreneursvaardighede en die veranderinge in hulle bemagtigingstatus nie.
Die studie se bevindinge dui daarop dat hoe langer deelnemers aan In DAN-program
deelneem, hoe groter sal die verbetering in hulle bemagtigingstatus wees. Die
monitering van die implementering van die program het laat biyk dat die studie tekort
skiet in vergelyking met die "ideaaltipe" van DAN, want die deelname was nog nie
korporatief nie. Aksies was net suksesvol in ekonomiese verandering en nie in
sosiale transformasie nie. Refleksie het tot beperkte kritiese "selfbewustheid" by die
deelnemers gelei. Dit blyk dat die DAN-benadering suksesvol was om die korttermyn
doelwitte van In entrepreneursvaardighede opleidingsprogram te bereik. Die
langtermyn volhoubaarheid van die entrepreneurs se bakbesighede sal met verdere
navorsing opgevolg moet word.
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Gibson, Jennifer E. "When Youth Take the Lead: Youth Participatory Action Research as Bullying Prevention." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312397798.
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Dashora, Pushpanjali. "Empowering Homeless Youth: An Evaluation of a Participatory Action Research Based Program." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267458035.
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Valentine, Michael. "Influencing Behavior During Planned Culture Change: A Participatory Action Research Case Study." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1477515899946831.
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Gibson, Michelle. "A forum to minister to wives of pastors using participatory action research." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p090-0369.
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Parsons, Gareth. "Using a learning community to manage pain : a participatory action research study." Thesis, University of South Wales, 2014. https://pure.southwales.ac.uk/en/studentthesis/using-a-learning-community-to-manage-pain(b2ff7fea-94e5-4f95-bf6e-1f3f1fe3a919).html.
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This participatory action research study evaluated whether, bringing people who have chronic pain together in collaborative learning communities can have an impact upon the way they manage their chronic pain. Participatory action research has been used with other patient groups, but not with people who have chronic pain. People who have chronic pain are often marginalised and restricted from playing a fuller role in society. In this thesis, I consider these processes to be indicators that people with chronic pain may be experiencing a form of social oppression. This justifies the use of participatory action research methods with this group, as these methods are intended to promote wellness and produce liberation from social oppression. A Dionysian inquiry was established in order to promote consciousness-raising among participants in learning communities. Three learning communities were initiated and two were sustained. Nine participants fully immersed in the learning communities. They reported feelings of liberation, identified ways in which their involvement in the learning community had caused them to change their attitudes and acted to improve their situation. This is my original contribution to knowledge, as this demonstrates that the generation of learning communities using PAR, with a Dionysian approach among people who have chronic pain is feasible. This has not been previously published in the literature. Three action cycles have been identified and are discussed in this thesis. These demonstrate the consciousness-raising and individual action that characterised transformation as a result of collaboration. In participatory action research, the production of an action cycle is viewed as the generation of new emergent knowledge, when viewed through the lens of critical theory. Although this knowledge is limited to the learning community and in this study is participant specific. Subsequent findings that emerge from this inquiry, identify that lived experience of chronic pain may be a product of civilised oppression, from which participants might become liberated using consciousness-raising techniques. These findings are significant, as the articulation of chronic pain as an oppressive force and the possible structures by which this is enacted, has seldom occurred in the literature. Without a discussion around oppression and pain and considering ways to raise awareness, people who experience chronic pain are unlikely to overcome these obstructions and attain empowerment.
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Zambrano, Nelly. "CHILD ABUSE PREVENTION IN RURAL SOUTHERN CALIFORNIA: A PARTICIPATORY ACTION RESEARCH PROJECT." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/722.
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This research project examines resources and services to prevent families and children from entering the child welfare system in a rural town in Southern California. There is constant struggle to get the adequate services, resources and trained staff in this rural area because it is isolated and it takes about two hours’ travel time to get to the metropolitan cities. The literature review discusses child welfare services challenges, strengths and social capital to support families and children as well as the child welfare system itself in rural areas. Constructivism is the appropriate framework for this research project, because the goal of this study will be based on an exchange of understanding and ideas; therefore, the nature of the study is subjective. The engagement stage was an important stage for the constructivist approach. The researcher analyzed transcripts from the interviews and group meetings using thematic analysis to examine participants’ concerns and their perceptions of the community’s resources. Further, the participants, guided by the researcher, worked together to develop a strategic action plan to address child abuse and neglect in this community. This project encouraged community leaders to discuss the community’s strengths and main concerns related to child abuse and neglect. Interestingly, these strengths and concerns often mirror one another. Participants’ perceptions and recommendation are about safety, connectedness, human services access and child welfare of the focused rural town.
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Wrigley, Kylie A. "Care-full climate justice organising: Movement-based participatory Action Research on Noongar Boodja." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2855.
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Aligned with emerging research agendas for critical (intersectional and decolonial) climate justice, this research aims to co-create place-based knowledges and actions about how communities and movements organise for climate justice. Organising for climate justice in Western Australia (WA) is particularly difficult because of the strong influence of the fossil fuel industry and the prevailing racial capitalist, colonial, and patriarchal responses to climate change in policy and mainstream climate movements. These systems of power often reproduce, for example, intersecting gender, race, and class inequalities, which marginalise communities most impacted by climate injustice. Moreover, many climate activists experience climate distress and burnout. Against this backdrop, this research asks two overarching questions: First, what are the barriers and opportunities for a critical climate justice community in Australia and Western Australia? Second, how can critical climate justice be practised and enacted through organising in Western Australia? Recognising social movements as sites of learning and prefiguration and social movements as producers of knowledge-practices, this research is operationalised through a novel approach to engaged activist research called Movement-based Participatory Action Research (PAR). The transdisciplinary research is informed by my positionality as an organiser, a partnership with Climate Justice Union WA, secondary data, and two original studies conducted with Australian organisers, advocates, and activists. The secondary data is sourced from a consciousness-raising program, informed by Feminist PAR, where Australian climate activists and organisations learned about, reflected on, and planned actions for intersectional gender-just climate solutions to explore barriers to intersectional climate justice. One original study used a process of reflective conversations and collective analysis with practitioners, organisers, and public servants to explore barriers and enablers for climate justice through a climate and health community of practice in WA. The other study involved a youth training program on climate justice, systemic advocacy and collective care which identified and developed practices for supporting young climate justice advocates. The analysis attends to “behind the scenes” care and relational practices of local activists and organisers, examining how these enact care and multiple dimensions of justice. This thesis, by publication, concludes by arguing for more care-full climate justice organising and contributes to scholarship and society in three ways.
1) It adds critical conceptions of challenges and opportunities for climate justice, particularly in the racial capitalist, settler colonial context of Australia.
2) It develops practical knowledges and examples of relational justice, critical climate justice praxis, and collective care organising praxis for climate justice.
3) It extends PAR with a novel Movement-based PAR approach.
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Dakubo, Crescentia Y. "Participatory action research as a tool for community development, experiences from northwestern Ghana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33356.pdf.
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Siemens, Douglas T. "Boys’ achievement gap and the ethic of care: a participatory action research study." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5367.
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Achievement of boys in school is falling behind girls nationally and internationally. Fewer boys are enrolling in honors and advanced placement classes and fewer of them are going on to college. In fact when compared to girls, boys earn lower grades, are suspended and expelled more often, and more of them drop out. Research is inconclusive on attempts to correct the problem through the use of single-sex schools or recruitment of more male teachers. This participatory action research project created an opportunity for pre-k--12 collaboration to study the phenomenon of boys’ underachievement to consider how Noddings (1984) care theory and relationships might be used to close the gap. Six themes came from the research: differences between boys and girls, care through responsive teaching, care through building relationships, power of parents, stress and pressure in education, and taking action and trust. Each of the first five themes was seen by teachers to positively or negatively influence the degree to which boys succeed in school. Teachers understand the need to take time to be seen as a person and to also take time to learn something about the student. Teachers understand the need to build and maintain relationships over time. Teachers’ understanding of how they care for boys shapes their role as a teacher as they focus on building relationships in which the teacher is present or in the moment with the student and maintains high standards for academics and conduct. The sixth theme taking action and trust revealed a challenge within the district involving trust and the nature of participatory action research.<br>Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
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Shah, Rupesh. "Relational praxis in transition towards sustainability : business-NGO collaboration and participatory action research." Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343773.
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Peterson, Kristina. "Transforming researchers and practitioners: The unanticipated consequences (significance) of Participatory Action Research (PAR)." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/129.
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Each of us has knowledge but it is not complete. When we come together to listen, we learn, we grow in understanding and we can analyze better the course that needs to be taken. One thing I learned over the past several years is that words and their interpretation have power. Grand Bayou community member This dissertation examines the question of change in the non-community people who have interacted or come into contact with the Grand Bayou Participatory Action Research (PAR) project. Who Changes?, a book on institutionalizing participation in development, raises the issu of "where is the change?" in a participatory project (Blackburn1998). Fischer (2000), Forester (1992), and Wildavsky (1979) indicate that a participatory process is beneficial to all stages of planning policy development, and analysis. However, planners, academics, and practitioners who work with high risk communities are often of different cultures, values, and lived experience than those of the community. Despite the best intentions of these professionals, these differences may at times cause a disconnect from or a dismissal of the community's knowledge, values or validity claims as the participatory process transpires. The outside experts often fail to learn from the local communities or use the community's expertise. The Grand Bayou Participatory Action Research (PAR) project, funded in part by a National Science Foundation (NSF) grant, investigated the viability of PAR in a post-disaster recovery project. The NSF report revealed that the community did gain agency and political effectiveness; the study and evaluation, however, did not focus on the outside collaborators and their change. Freirian and Habermasian theories of conscientization and critical hermeneutics would assume that those engaged with the project have changed in some way through their learning experience and that change may be emancipatory. The change builds on a core tenet of PAR in developing relational knowledge while honoring the other. This study used a case study methodology utilizing multiple sources of evidence to explore the answer to this question. A better understanding of the change in outside collaborators in a PAR project can be helpful in developing a more holistic participatory community planning process.
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Butchart, Wendy Ann. "Exploring the challenges of facilitating participatory action research with people living with HIV." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/2941.
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Includes bibliographical references.<br>This study describes a Participatory Action Research (PAR) project that was conducted in Masiphumelele (an informal settlement near Cape Town) in 2003/2004 with a group of 5 black, HIV positive people. The original aim of the study was to facilitate an empowerment process aimed at helping the participants find some solutions to their problems. PAR is, however, an unpredictable process that is shaped by the participants and thus often reaches entirely different outcomes from the original goals of the process. This study encountered a number of challenges which necessitated a change in the aims and of the study. The most serious challenge was the withdrawal of the participants halfway through the study due to financial reasons. Because of this, it was not possible to reach the original goal of seeking solutions to the participants problems. The research aims were therefore adjusted to the following: • To create an opportunity for a group of people living with HIV/AIDS to engage in a participatory process aimed at self-awareness and empowerment. • To record and analyse this process with the intention of producing insight into the use of PAR in the context of poverty and HIV/AIDS and to identify the challenges involved. At the stage the participants withdrew, the researcher had conducted 5 focus group discussions, which had been recorded and transcribed. In the focus groups, the participants had described their circumstances and their needs and had started to discuss what problems they would like to address. The researcher achieved closure by negotiating with the participants that she would analyse the data and return to give feedback. Two further focus groups were conducted some time later, at which this feedback was given and the participants were asked to comment on their experience of the process. The participants were also consulted on the utilisation of the findings and they decided that they would like to participate in distributing the findings to their community. A number of recommendations for future PAR studies are drawn from this research.
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Isaacs, Sarah Elizabeth. "The Pop-Up Project: Participatory Action Research Exploring the Pop-Up Museum Concept." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483536528677311.
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Lui, Joyce (Joah). """Redefining Canadian"": a participatory filmmaking, action research project with immigrant and refugee youth /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2378.
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(Communication) Project (M.A.) - Simon Fraser University, 2005.<br>(Communication) Project (School of Communication) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.
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Looby, Winnie. "Praxis Through Participatory action Research: Exploring Inclusive Practices With A Neighborhood School Community." ScholarWorks @ UVM, 2017. https://scholarworks.uvm.edu/graddis/735.
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Public school educators strive to address a variety of student needs. Factors such as poverty, trauma, Limited English Proficiency, and the presence or risk of disabilities contribute to students' learning profiles and require educators to rely on the best practices of an interwoven network of specialists so that they can meet these needs. Utilizing a Participatory Action Research (PAR) approach, aimed at fostering school improvement and collaborative research, this study paints an in-depth, holistic cultural portrait of a diverse PreK-5 elementary school in the mountains of northern New England. The lead researcher collaborated with the leadership of the school with the goal of creating a more inclusive learning environment. The school studied is unique in that the arts are used as a vehicle for instruction and inclusion of students from diverse backgrounds, including students with disabilities. The study weaves together feminism, ethnography, arts integration, and disability studies to explore the potential multiple benefits of arts-based instruction and a social skills curriculum for meeting the needs of diverse learners. Through interviews, observations, document review, and reflective journaling, the study collaboratively explores the beliefs and practices of three interrelated micro-cultures within the school: school leaders, classroom teachers, and parents. This study -- conducted over the course of one school year -- provides a snapshot of how one unique school community worked to create an inclusive learning environment through arts integration and a social skills curriculum. Additionally, it documents the benefits and challenges of a PAR approach to supporting and sustaining school-wide change.
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Cuellar, Raven Elizabeth. "Strengthening Family Violence Coalitions Through Engaging Citizen Participants in Action Research." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1273065623.
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Adelaine, Addy. "Participatory Inquiry in Practice [PIP] : NGO accountability, action research and urban youth in Kampala." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/12101.
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Globally Non-Governmental Organisations (NGOs) wield a tremendous amount of political and resource power. The nature and underlying values of these organisations often lead them to work with marginalised and vulnerable individuals, in some of the world’s most challenging environments. Yet, increasingly their work is contested and disputed by multiple actors. Accountability is a term which broadly refers to how these organisations ensure and demonstrate responsible action. Informed by the concepts of social action and Deweyan pragmatism, this study utilised a unique multi-dimensional approach to action research to explore the subject of NGO accountability. Utilising cycles of action and reflection, three separate dimensions of action research were run concurrently. The first-dimension of the inquiry captures the experience of a researcher-practitioner attempting to address the subject of accountability within their work in Uganda. The second-dimension of the action research facilitated a weekly group process of action and reflection. The third, youth-led, dimension of the action research refers to 96 group session held with 20 young women from the slums of Kampala. A practice model known as Participatory Inquiry in Practice (PIP) was designed, piloted and evaluated throughout this inquiry. Over the period of a year, urban youth from Kampala, known as PIP group members, selected a subject of inquiry and subsequently designed, implemented and analysed their own research. Three separate surveys with over 500 participants were undertaken. By utilising collective power, the groups were able to acquire new insights into their selected issues, whilst working in exceptionally challenging environments. The PIP group members' youth-led research led to an advocacy campaign on urban crime and the establishment of a youth-led business. The self-reflective and collaborative practitioner-based action research led to the development of a theoretically informed practice model, designed to enhance NGO accountability. The inquiry contributes to evident gaps in knowledge by providing a rare account of the experience of NGO practitioners trying to manage accountability in an authentic practice-based setting. From this experience, the complexity of accountability was highlighted. The inquiry identifies functional ways to enhance NGO accountability and evidences the importance of the human dimension of accountability. The study concludes by recognising the potential for complexity theory to enhance NGO accountability. A methodological contribution to knowledge is also offered, by detailing the action research process and by highlighting the significance of Dewey's pragmatic approach as a means to address complex practical problems.