Готові списки джерел за темами / Participatory action research methodology

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Добірка наукової літератури з теми "Participatory action research methodology"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Participatory action research methodology"

Froggatt, Katherine, and Jo Hockley. "Action research in palliative care: Defining an evaluation methodology." Palliative Medicine 25, no. 8 (August 24, 2011): 782–87. http://dx.doi.org/10.1177/0269216311420483.

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Background: Action research is beginning to be utilized within palliative care research to address questions concerned with practice and organizational change. An understanding of appropriate evaluation practices is required in order to ensure that high-quality action research is conducted. Aim: The aim of this paper is to present an account of participatory action research and illustrate the way in which evaluation approaches are integrated within this methodology. Design: Participatory action research will be described identifying its origins, principles and its relationship with evaluation frameworks. The key features of the evaluation process in regard to participatory research are outlined. Setting: Two studies are presented which illustrate the integration of evaluation within a participatory action research framework. The first approach uses a before–after summative evaluation approach in a study undertaken to develop palliative care practice within a UK nursing home context. The evaluation focused upon the impact of the intervention. The second study utilized similar methods and addressed the process of the action research using the Äldreväst Sjuhärad (ÄVS) model to evaluate participation in a peer education programme for advance care planning amongst older adults. Results: These examples of evaluation within action research illustrate how diverse methods can be used. The use of a specific participatory evaluation model ensures the process reflects the underlying participatory principle of action research. Conclusions: Evaluation processes are integral to action research approaches. The specific evaluative methods adopted will reflect the nature and focus of the evaluation being undertaken.

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Gibson, Nancy. "Participatory action research approaches and methods." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 185–86. http://dx.doi.org/10.5130/ijcre.v3i0.1039.

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This book, published as part of Routledge’s Studies in Human Geography, is useful well beyond this discipline, as it provides a welcome review of Participatory Action Research (PAR). In three major sections, beginning and ending with ‘Reflections’ that bracket the ‘Action’ section, this collection provides a timely overview of the current status of this methodology, as well as many useful examples of applying PAR as a research process.

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Mackenzie, John, Poh-Ling Tan, Suzanne Hoverman, and Claudia Baldwin. "The value and limitations of Participatory Action Research methodology." Journal of Hydrology 474 (December 2012): 11–21. http://dx.doi.org/10.1016/j.jhydrol.2012.09.008.

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Robertson, Francesca, Jason Barrow, Magdalena Wajrak, Noel Nannup, Caroline Bishop, and Alison Nannup. "Participatory action and dual lens research." Qualitative Research Journal 17, no. 4 (November 13, 2017): 283–93. http://dx.doi.org/10.1108/qrj-12-2016-0075.

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Purpose The purpose of this paper is to explore the idea that, in the last few decades, collaborative inquiry methods have evolved along a similar trajectory to dual lens research. Dual lens research, known in various contexts as both ways, two-eyed seeing Old Ways New Ways, and Koodjal Jinnung (looking both ways), is designed to generate new knowledge by exploring a theme through Aboriginal and contemporary western lenses. Participatory action research and a dual lens approach are considered in a number of projects with a particular focus on the issues such work can raise including conceptual challenges posed by fundamental differences between knowledge sets. Design/methodology/approach The authors hypothesize that a dual lens approach will become a branch of participatory action research, as such, a robust description needs to be developed and its ethical implications are considered. Existing work in this direction, including principles and processes, are collated and discussed. Findings Dual lens research as a branch of participatory action research is of great significance in countries with Aboriginal populations that are undergoing a cultural renaissance. As dual lens practitioners, the authors are finding their research outputs have a high positive impact on both Aboriginal and non-Aboriginal populations and make a genuine contribution to reconciliation by finding ways of going forward together. Originality/value This paper joins a growing body of research that supports resonances between Aboriginal and “western” research methods.

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Bennett, Marlyn. "A Review of the Literature on the Benefits and Drawbacks of Participatory Action Research1." First Peoples Child & Family Review 14, no. 1 (August 31, 2020): 109–22. http://dx.doi.org/10.7202/1071290ar.

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This paper reviews Participatory Action Research as a methodology. It maps the origins of Participatory Action Research and discusses the beneﬁts and challenges that have been identiﬁed by other researchers in utilizing Participatory Action Research approaches in conducting research.

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Livingston, Wulf, and Andrew Perkins. "Participatory action research (PAR) research: critical methodological considerations." Drugs and Alcohol Today 18, no. 1 (March 5, 2018): 61–71. http://dx.doi.org/10.1108/dat-08-2017-0035.

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Purpose The purpose of this paper is to explore a range of key deliberations with regards to adopting participatory action research (PAR) and privileged access interviewer (PAI) approaches and methodologies within research on substance use. Design/methodology/approach This paper is a reflective piece; it adopts a mixture of applied practice and theory considerations. These conceptualisations capture what are still relatively early understandings and uses of such methodologies, acquired across several decades of research and service provision experiences. The paper is structured around some of the sequences of the research process and as such provides a broad framework for such approaches. Findings PAR and PAI approaches utilise several key theoretical considerations. There are many critical issues associated with adopting these approaches, including those of ethics, funding, involvement, language, resources and support. Three key principle reasons (moral, political and research based) help explain why the authors should see more adoption of such approaches in substance use-related research. Research limitations/implications This paper represents authors’ views which are by their nature very subjective. Practical implications Implementation of the key considerations highlighted within this paper can lead to an active adoption of PAR and PAI methodologies within alcohol and drug research. Increasing the use of such methodologies will allow commissioners, researchers and service providers to develop a more nuanced understanding of the experiences of and responses to alcohol and drug use. Originality/value This paper captures critical conversations at a time of increased calls for service user involvement across all aspects of alcohol and other drug provision, including evaluation and research

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Kunt, Zeynep. "Art-based methods for Participatory Action Research (PAR)." Interactions: Studies in Communication & Culture 11, no. 1 (April 1, 2020): 87–96. http://dx.doi.org/10.1386/iscc_00008_1.

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By reflecting on alternative forms of knowledge co-production through art-based methods, the article discusses the potential of Participatory Action Research (PAR) as a responsive research praxis. Art-based methods have widely been used in research engaging communities through giving access to the worlds of participants. At the intersections of disciplines, benefiting from a range of art forms from photography to theatre, this approach provides the space and tools for the exploration of multiple perspectives about shared problems or questions. In this respect, PAR is a significant methodology for communication studies with its alternative ways of knowledge production by positioning ‘dialogue’ and ‘participation’ at the centre.

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Parsons,, Mickey L., Catherine Robichaux,, and Carmen Warner-Robbins,. "Empowered Caring: An Ethical Framework for Participatory Action Research." International Journal of Human Caring 12, no. 3 (April 2008): 74–78. http://dx.doi.org/10.20467/1091-5710.12.3.74.

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Participatory action research (PAR), as a “new paradigm” approach, involves additional ethical and political issues beyond those encountered in empirical and interpretive models of science. This paper describes PAR methodology, a comprehensive ethical framework that is inclusive of the ethic of care and virtue, and applications with formerly incarcerated women.

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Bennett, Marlyn. "A Review of the Literature on the Benefits and Drawbacks of Participatory Action Research." First Peoples Child & Family Review 1, no. 1 (May 25, 2020): 19–32. http://dx.doi.org/10.7202/1069582ar.

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This paper reviews Participatory Action Research as a methodology. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research.

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Gleerup, Janne, Lars Hulgaard, and Simon Teasdale. "Action research and participatory democracy in social enterprise." Social Enterprise Journal 16, no. 1 (October 3, 2019): 46–59. http://dx.doi.org/10.1108/sej-02-2019-0012.

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Purpose The purpose of this paper is to introduce the reader to the Nordic tradition of Critical Utopian Action Research (CUAR) and to demonstrate how CUAR might reinvigorate participatory democracy as an intrinsic characteristic of social enterprise. This leads us to sketch out the beginnings of how researchers might work with communities to help realise their democratic impulses through social enterprise. Design/methodology/approach This paper aims to synthesise the participatory action research literature, particularly CUAR, with literature on social enterprise and democracy to demonstrate how the two approaches might fruitfully be combined. Findings The authors show how CUAR might be utilised by researchers, to articulate new social enterprise organisational responses to local problems or to reinvigorate democracy within existing social enterprises. Originality/value This exploratory paper marks (we believe) the first attempt to bring together social enterprise and CUAR.

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Дисертації з теми "Participatory action research methodology"

Mbongwe, Bathsheba Basathu. "Power-sharing partnerships : teachers’ experiences of participatory methodology." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24127.

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I investigated the experiences of teachers as co-researchers in a long-term partnership with university researchers in an asset-based intervention project known as STAR1. The goal of STAR is to investigate how teachers can promote resilience in scare-resource and high need schools. To inform participatory research methodology, I explored and described how coresearchers (teachers) experience power relations. I conducted the participatory reflection and action (PRA) study by using feminist standpoint theory as guiding epistemological paradigm, Gaventa’s power cube as theoretical framework and participatory research as methodological paradigm. I conveniently chose two cohorts (schools) in the STAR project to partner as the unit of analysis. I thus applied convenience sampling to select information-rich cohorts. The schoolcohorts included a primary school in the Eastern Cape Province and a secondary school in a remote area in the Mpumalanga Province. I then purposefully selected participating coresearchers (n=15: 14 females, 1 male) from the participating schools. Over a two year period, I employed multiple PRA data generation techniques (observation, four focus groups and two semi-structured interviews) and documentation procedures (field notes, research journal, visual data and verbatim transcriptions). I used thematic analysis and categorical aggregation for data analysis, with three themes emerging. In terms of the nature of power in participatory partnerships, co-researchers expressed factors which influenced power and partnership in a participatory project. For co-researchers, these factors enabled them to experience a sense of power-sharing. Regarding the role of agency in relation to power and partnerships, co-researchers indicated that agency resulted from power-sharing and partnerships they had established. The agency meant that they took action through leadership to empower others in school-communities. Co-researchers’ meaning-making of power and partnerships culminated in their construction of power in a participatory project as both a way in which their working environment enabled them to do what they wanted to do, and also as a personal space where they felt capable and had initiative to coordinate project activities. Findings of this study correlate with existing literature where (i) power is seen as the ability of actors to express and act on desires, (ii) power can be redistributed as action for inclusive benefits, (iii) partnerships imply balancing time, and (iv) partnerships evolve over time, are dynamic and involve issues of trust and confidence. In contrast to existing knowledge on power in participatory research, I found that teachers did not view power as dominance or as exclusively owned. I developed a framework of power sharing partnerships to extend Gaventa’s power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way co-researchers shared their experiences of participatory research methodology. I posit an evidence-based conceptualisation of power as leadership where community partners play influential roles as co-researchers. I theorise power sharing partnerships as a complimentary platform hosting partners’ shared strengths, skills and experience, creating synergy in collaborative projects. I argue that synergy in power sharing partnerships relies on recognition, appreciation and mutual respect inherent in interdependent roles of partners. Furthermore, the power sharing partnership framework explains how power and partnership depends on determination amongst partners which manifests as agency to drive social change.
Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
unrestricted

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Callo, Virgie, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "Towards community development : exploring possibilities with the rural poor in the Philippines through participatory systemic action research." THESIS_FSTA_ARD_Callo_V.xml, 1997. http://handle.uws.edu.au:8081/1959.7/420.

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This thesis is about exploring possibilities for improving the situation of a rural community in the Philippines. The philosophy. theories and assumptions underlying are discussed. This research which fulfilled its primary intent of fostering change through action also served as a verification of the value and usefulness of a Participatory Systemic Action Research. The role of participation in an emancipatory process is highlighted. The research process, following the methodological framework of Soft Systems Methodology, is described. Based upon the experience of a participative research, a critique of the Soft Systems Methodology is forwarded. The emergent outcomes of the research are also discussed
University of Western Sydney

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Goldenstein, Marlene Seica. "Produção de conhecimento e atividade formativa : uma proposta para educadores." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251721.

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Orientador: Newton Antonio Paciulli Bryan
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-13T20:29:38Z (GMT). No. of bitstreams: 1 Goldenstein_MarleneSeica_D.pdf: 9869839 bytes, checksum: a31f3c524ba24e3aeb77e734fc4fa162 (MD5) Previous issue date: 2009
Resumo: Este trabalho trata do desenvolvimento de um projeto formativo que envolve os educadores participantes na produção do conhecimento social que interessa a sua atuação na realidade cotidiana. O projeto formativo tem origem numa vertente da pesquisa-ação participativa da década de 1970 e se fundamenta na concepção marxista de conhecimento e de desenvolvimento cognitivo. Analisamos três experiências que articulam produção de conhecimento e aprendizagem com a participação ativa de professores de escolas em zona rural; de coordenadores pedagógicos e de gestores da rede pública paulista. O trabalho pretende contribuir para novas práticas formativas de ensinantes e aprendentes dentro e fora da escola.
Abstract: This works deals with the development of a formative proposal involving educators on the production of a social knowledge relevant to their everyday activities. The formative proposal has its origins in the participatory actionresearch conducted during the nineteen seventies and is rooted in Vygostky's Marxist concept of knowledge and cognitive development. Instances of three different experiences are presented in which knowledge production is articulated through learning experiences: rural area school teachers, pedagogical coordinators from urban schools, and administrators from S. Paulo's public school system. The aim with this work is to contribute to the formation of new practices suitable for both instructors (lecturers) and learners inside and outside the classroom.
Doutorado
Politicas, Administração e Sistemas Educacionais
Doutor em Educação

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Foth, Marcus. "Towards a design methodology to support social networks of residents in inner-city apartment buildings." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16655/1/Marcus_Foth_Thesis.pdf.

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This PhD study is at the intersection of people, place and technology and pioneers innovative development approaches towards interactive social networking systems informed by community, social and urban studies and employs human-centred and participatory design methods. The project delivers a greater understanding of the potential for internet-based systems to support and facilitate social networks of urban residents and the role of those networks to foster neighbourhood identity and social capital. Departing from conventional notions that regard communities as collectives, this study builds upon more contemporary interpretations of community inherent in Castells’ and Wellman’s theories of the network society and networked individualism. The thesis challenges the view that a mere re-appropriation of applications used to support dispersed virtual communities of interest is adequate to meet the place and proximity-based design requirements that community networks in urban neighbourhoods pose. The overarching principal research aim of the study is to propose new ways of conceptualising the roles of social networks of urban residents to better inform the design of new technology facilitating urban neighbourhood developments. Addressing this aim requires a new understanding of the roles of social networks of urban residents. The study sets out to critique the implicit theories underlying technology design in this area and to propose a more appropriate theory based on recent developments in the field and empirical findings from the study. The key research questions are: 1. What theoretical model can better represent social interaction of residents in inner-city apartment buildings? 2. How can relevant research methods be adapted to take the network qualities of social interactions into account? 3. What are the implications of a new understanding of social networks for the design of technology that supports the growth of neighbourhoods? 4. What are the implications of a new understanding of social networks for an urban architecture that supports the growth of neighbourhoods? Within a framework of action research, the study follows a case study approach of three different inner-city residential apartment complexes in Brisbane. Research methods are mostly qualitative and ethnographic and include surveys, focus groups, participant observation and interviews, as well as participatory design. The study delivers innovative outcomes on three levels: 1. Theoretical innovation with an analytical translation of Wellman’s notion of networked individualism and a conceptualisation of the communicative ecology model into the context of system design that supports social networks of residents in inner-city apartment buildings; 2. Methodological innovation with the presentation of Network Action Research, an addition to the action research family which pays particular attention to the network quality of social formations in communities; 3. Empirical innovation with research findings which indicate that the key factors influencing the successful design and uptake of interactive systems to support social networks in urban neighbourhoods. They include the swarming social behaviour of urban dwellers, the dynamics of their existing communicative ecology, and the serendipitous, voluntary and place-based quality of interaction between residents on the basis of choice, like-mindedness, mutual interest and support needs. Findings are presented in three parts to audiences interested in people, technology and place. Drawing on social, urban and computer sciences, this research project delivers insights which will assist efforts to facilitate urban neighbourhood community building with new media and network ICTs. Understanding the issues and challenges as well as opportunities and strengths in forming a local meshwork of social networks will help Australians negotiate the complex web of daily choices, access a greater social safety net, and participate in the socio-cultural and socio-economic life of their city. This in turn will contribute to greater social inclusion, urban sustainability and healthier local economies.

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Foth, Marcus. "Towards a design methodology to support social networks of residents in inner-city apartment buildings." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16655/.

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Akbar, Heena. "Socio-cultural context of managing type 2 diabetes in Australian Pacific Islander women living in Queensland." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/119162/1/Heena_Akbar_Thesis.pdf.

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This thesis examined diabetes self-management of Australian Pacific Island (API) women with type 2 diabetes living in Queensland using a community-based participatory action research and culturally informed Talanoa methodology. Fundamentally process and action - oriented, the study aimed to understand self-management change behaviours within the broader API community that included social, cultural and environmental contexts. The findings will contribute to the development and design of culturally appropriate and tailored strategies of diabetes self-management for Pacific communities.

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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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Книги з теми "Participatory action research methodology"

Debbie, Kralik, ed. Participatory action research in healthcare. Oxford: Blackwell Pub., 2006.

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Chevalier, Jacques M. Participatory action research: Theory and methods for engaged inquiry. Abingdon, Oxon: Routledge, 2012.

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Morris, Marika. Participatory research and action: A guide to becoming a researcher for social change. Ottawa: CRIAW = ICREF, 2002.

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1951-, Jackson Edward T., and Kassam Yusuf 1943-, eds. Knowledge shared: Participatory evaluation in development cooperation. West Hartford, Conn: Kumarian Press, 1998.

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Alice, McIntyre. Participatory action research. Los Angeles: Sage Publications, 2008.

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1914-, Whyte William Foote, ed. Participatory action research. Newbury Park, Calif: Sage Publications, 1991.

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Whyte, William. Participatory Action Research. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 1991. http://dx.doi.org/10.4135/9781412985383.

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Chevalier, Jacques M., and Daniel J. Buckles. Participatory Action Research. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268.

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de Chesnay, Mary, ed. Nursing Research Using Participatory Action Research. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826126146.

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Bangladesh, Research Initiatives, ed. Participatory action research, perceptions and practice. Dhaka: Research Initiatives, Bangladesh, 2006.

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Частини книг з теми "Participatory action research methodology"

Han, I., and Sheng-Tsung Hou. "Methodology: Participatory Action Research via Industry-Academia Collaboration." In Social Innovation and Business in Taiwan, 29–36. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137403810_4.

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Fine, Michelle, María Elena Torre, Kathy Boudin, Iris Bowen, Judith Clark, Donna Hylton, Migdalia Martinez, et al. "Participatory action research: From within and beyond prison bars." In Qualitative research in psychology: Expanding perspectives in methodology and design., 173–98. Washington: American Psychological Association, 2003. http://dx.doi.org/10.1037/10595-010.

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Jordan, Steven. "From a Methodology of the Margins to Neoliberal Appropriation and Beyond: The Lineages of PAR." In Education, Participatory Action Research, and Social Change, 15–27. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100640_2.

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Chachine, Isaias Ezequiel. "Values-Based Participatory Action Research in Development Ethics." In Researching Values, 279–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90769-3_16.

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AbstractThis chapter explores the pros and cons of values-based participatory action research, from an ethics of regards, to discuss how a values-based participatory action research could be articulated as a values-adding paradigm shift in values-based research methodologies. Values-based participatory action research is a community-engaging research methodology that emphasises values, participation, and common action as methods of enquiry. Along with the ethics of regards, it argues that how values are understood may impact participatory-decision, research design, and possible outcomes. Participation is more than involvement but a context where values are identified, shared, or even contested. To engage the paradigm, development ethics will be used as a research context.

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Åkerblom, Annika. "Opening Up New Spaces for Action: Challenges of Participatory Action Research for Preschool Practice Transformation in an Introductory Unit for Immigrant Children." In Methodology for Research with Early Childhood Education and Care Professionals, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_6.

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AbstractThe aim of this chapter is to reflect on and problematise some of the collective processes that emerged in a 3-year participatory project. The project, situated in a linguistically and culturally diverse neighbourhood of a major Swedish city, was carried out between 2017 and 2019. The overall aim was to, in collaboration with participants, explore the conditions for early childhood education in a migrating world by identifying the challenges facing preschool institutions. An additional aim was to develop preschool practice through reflection and action. The project started out in an introductory unit for immigrant children aged 3–5 years who spoke little or no Swedish upon entering the unit; then, as the project went on, the whole preschool was gradually included in actions carried out in collaboration. Some of the spaces for action that opened up for the children, educators, and preschool managers are addressed in the chapter. Challenges involved, among other things, differences in the possibility to take part in action research processes among families involved in asylum processes and what space for action the preschool educators were actually afforded in the project.

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Monkevičienė, Ona, and Alvyra Galkienė. "Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study." In Inclusive Learning and Educational Equity, 59–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_3.

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AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.

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Nyambe, Sikopo, Yoshimi Kataoka, Hidenori Harada, and Taro Yamauchi. "Participatory Action Research for WASH by Children and Youth in Peri-Urban Communities." In Global Environmental Studies, 151–74. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7711-3_9.

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AbstractIn the study of water, sanitation, and hygiene (WASH) and its related health impact, it is imperative to understand the people and their respective environments to ensure lasting improvements in their quality of life. To explore this theme, this chapter provides details of a Participatory action research (PAR) conducted with members of Dziko Langa, a children and youth club, based in two peri-urban settlements in Lusaka, Zambia. The study was aimed at collaborative examination and intervention alongside club members, focusing on health and sociocultural aspects relating to WASH within their communities. The chapter is divided into three parts: (1) peri-urban WASH assessment and intervention through participatory approaches, (2) development of a quantitative self-assessment methodology for fecal contamination in their living environment, and (3) visualization approaches for community and stakeholder engagement. Through collaborative studies such as these, we can further explore the abilities of local communities to independently measure the health levels of their environment, identify WASH priorities, engage with stakeholders and policymakers, and share their findings for the betterment of the broader community.

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Fine, Michelle, María Elena Torre, Kathy Boudin, and Cheryl Wilkins. "Participation, power, and solidarities behind bars: A 25-year reflection on critical participatory action research on college in prison." In Qualitative research in psychology: Expanding perspectives in methodology and design (2nd ed.)., 85–100. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000252-005.

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Islam, M. Rezaul. "Participatory Research." In Principles of Social Research Methodology, 291–311. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5441-2_20.

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Torre, María Elena. "Participatory Action Research." In Encyclopedia of Critical Psychology, 1323–27. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_211.

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Тези доповідей конференцій з теми "Participatory action research methodology"

Maria, Noemi. "Value of Participatory Action Research Methodology in Investigating Design Process within Undergraduate Management Education." In European Academy of Design Conference Proceedings 2015. Sheffield Hallam University, 2016. http://dx.doi.org/10.7190/ead/2015/84.

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Mohammed, Habiba, Zainab Muhammad Shuaibu, Binta Asabe Muhammad, Maryam Albashir, and Aminu Bello Aminu. "Participatory Learning and Action as Tool for Facilitating Teachers’ Education during the Pandemic: The TEN-G Project in Perspective." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5745.

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This paper examines the Participatory Learning and Action (PLA) tools used in facilitating teachers’ education during the Covid-19 pandemic. It uses the Teachers Network for Girls Education (TEN-G) project, a Commonwealth of Learning (COL) initiative that trained teachers on open educational resources and Mobile Learning with Multimedia, as a premise to argue for inclusive space where knowledge is shared between facilitators and learners. In this study, we use Methodological Conversation as a functional tool that opens up spaces for active participation across diverse methodological processes so much so that the participants are empowered through living out the lessons learnt. We draw our population from the teachers of Government primary schools in Sabon Gari and Zaria LGAs. We use Focus Group Discussion (FGD), matrix and pair wise ranking as research instrumentations to get data on choice issues around note-making, chunking and module-to-module contents in podcasting. Our study found out that the TEN-G project offers teachers diverse opportunities to explore different educational options in reaching rural girls in the time of global health crisis as in the pandemic. It concludes that the PLA methodology deployed in the implementation of the TEN-G project offers an enduring sustainability plan that is anchored on sharing and change forecast.

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Silveira Dias, José. "Symbiosis Design: An Interdisciplinary Methodology." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001370.

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Thinking conceptually on what is tangible results in ideas that feed cycles of thought. This incremental continuum gives rise to a reflection on the current crisis of temporal dispersion.Creativity can be continuously stimulated through life-long learning. When exploring societal active methodologies within teaching and learning processes, Design is an interdisciplinary subject aided by: Artificial Intelligence in rethinking the positioning that humans conquered as conscious beings, but which underestimates nature and fails to recognize its dependency on other species; User-centered Psychotherapy and Spatial Interaction towards strategies for emotions and mind impulses which correspond to societal behaviors; Social Sciences in the context of Landscapes and Territorial Dynamics; Bionics and Mimetics reformulating technology through Nature as a model; Human Factors Engineering in the investigation of the cognitive system in the adequacy of physical and digital agents. It is projected consolidate the design of the procedural spiral in the design orientation of a methodology for the Design that leads the memory in anticipation to the retroactive effect of the knowledge that will operationalize responsible creative contents, aiming at the expansion of a remembrance against the forgetfulness of the human being to care Mother Earth.The intention to develop and validate this societal active methodology started from a model (4Xself) elaborated in the context of the PhD that, with the guidance of the respective Practical Assignments Guide, intends to guide a Symbiosis Proto-Methodology. This model was applied in 2019/20 and 2020/21 with students, and preliminary conclusions have already been reached in the scope of SPIRAL project. This project aligns with the 4th SDG on education, specifically target goal 4.7, as we aim to contribute to the SDGs defined by the UN in a transversal way with the methodology. We aspire to achieve acceptance of concepts and practices that integrate the research questions: How to create and implement a Symbiosis methodology that promotes interdisciplinary, sustainable, and ethically committed design processes? How can this methodology consolidate its meaning as a catalyst and aggregator system for acting in the Design process, guaranteeing the benefit of the agents involved?The expected outcomes of this project result from exploring different media channels to disseminate and implement Symbiosis’s proto-methodology whose expertise promote the crossing of knowledge in the respective areas and interactive practices in education, training in companies, in entrepreneurship and professionalization, ensuring the following principles: be transversal to the values and mission of the methodology for a more qualitative strategy in teaching; supporting a transition to information glocalization; reflect on Education as a learning channel for all; encourage a shared responsibility among everyone involved in the design process guaranteeing code of conduct; develop an operational methodology with and for society through Co-design and Participatory Design to better qualify individuals in society and this as a social collectively; improving training methodologies in education through interdisciplinarity and participatory learning; be enrolled in the ECO triangulation in which the Social, Economic and Ecological aspects are marked out between the poles Perception/Production and Nature/Culture in the domains of Design, Art, Science and Engineering

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Miolo De Oliveira, Caio, Rita Assoreira Almendra, Ana Rita Lourenço, and Tiago Leitão. "Community Engagement Methodology for the Academic Design Curriculum." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001372.

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Design profession has become quite resignified over time, being increasingly associated with an approach to involve people working collaboratively to co-create new opportunities for the welfare, solve complex problems or even favor innovation processes, whether they are applied in business environments or in the social sphere. By acting in this scope, Design is articulating social innovation processes, as it is developing strategies, whether through products or services, so that the actors related to the existing context can be active agents of transformation. In synergy with this approach, there is another participatory aspect, originating from other areas of knowledge: Community Engagement Methodology. This encompasses a process for providing information, empowering the community to identify solutions to their needs, as well as influencing priorities and strategic decisions. In this context, despite having enough theoretical and practical research implemented to favor community engagement, it appears that the academic curricula of Design courses do not work so specifically with community engagement/ implementation of social innovation processes. Thus, this paper reveals a methodology developed during PhD research in Design that aimed to favor the social reintegration of offenders and ex-offenders. This methodology, made up of different methods, was created in codesign with a Portuguese social cooperative, which was one of the promoters of a project co-founded by the European Union, between 2017 and 2020. The methodology was applied to professionals of the Criminal Justice System who work within the scope of reintegration in four countries (Portugal, Italy, Romania, and Germany), who evaluated it very positively. Therefore, the purpose of this article is to reveal the community involvement methodology created and propose ways that it can be implemented in Design curricula, to encourage and favor the development of solutions and improvements in different social contexts.

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Mollo, Paseka Patric, Ratokelo Willie Thabane, and Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.

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"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."

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Stickney, Dane. "Ethical Concerns in Youth Participatory Action Research." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892124.

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Becker, Felix, Michael Meyer, Dominik Siemon, and Susanne Robra-Bissantz. "Taking Action: Extending Participatory Action Design Research with Design Thinking." In 32nd Bled eConference Humanizing Technology for a Sustainable Society, Bled, Slovenia, Conference Proceedings. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-280-0.57.

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Chao, Lung-Chieh. "Participatory Design Methodology in Design Competition Practice." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01113.

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Chooi, Don. "Bear Bodies in Motion: A creative approach in telling a story of bigger, gay male bodies of colour through artistic means as practice-led research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.80.

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In 2020, I created a body of work that paid attention to the concerns of body image representation of the gay male. The work was shown in a local exhibition in Auckland, called ‘Bear Bodies in Motion’, and it aimed as a critique on the anxieties of body image, especially in the gay bear subculture where there are considerable levels of stigma and shaming of bigger male bodies – made more profound towards bodies of colour. In an attempt at subversion, the creative work, portrayed the bigger body as energetic and aesthetically potent. It combined photography with digital painting and the result was an expression of body acceptance and authorship. Thematically, the image of the gay bear builds on a rich history of homo-oriented art. It plays on the tapestry of the gay identity which determines how it is being represented, negotiated and remixed continually in the gay mainstream. Discourse emanating from gay communities of colour, speaks of attempts to remove colonised attitudes, and in reimagining their heritage and sexual identities authentically. This artistic body of work sought to add to the dialogue that surrounds issues of race, queerness and ‘otherness’. The subsequent conversations which followed the exhibition, unpacked concerns of cultural identity, masculinity and belonging – in which seem to be heavily burdened by western-influenced and racialised notions of performativity. Through research, and taking in the ephemera that surrounds the discourse of the colonised body image, I begun to create work that seeks to further add to the discourse. This heavily illustrated paper reflects on the creative process in the art making of ‘Bear Bodies in Motion’. The methodology underpinning this artistic body of work is ‘reflection-in-action’, and it draws inspiration from research in the ‘lived experience’. Additionally it also consider its move from traditional mediums to the consideration of technology as a platform for storytelling, from the print medium to digital spaces – in this instance, the inclusion of Augmented Reality (AR). With this extension, AR provides the viewer the opportunity to take a more active role in reading the text. The experience moves the work into a more participatory space, where the narrative becomes more palpable and appreciated. The making journey is outlined from conceptual stage to the finalised artistic work from my personal lens who is both artist-maker and design practitioner. This paper also discusses the challenges and conflicts in creating a body of work of this nature. Especially of concern is its need for sensitivity in the representation of non-euro cultures – with greater emphasis given to the consideration for its homosexual themes, and to the identities of my participants as they were from the community itself. This paper also includes my reflections and personal insights in how this approach to a practice-led research has contributed to my own learning and teaching approach. Being an educator myself, this process has given me greater empathy and understanding in the student journey within today’s higher education environment.

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Звіти організацій з теми "Participatory action research methodology"

Snijder, Mieke, and Marina Apgar, J. How Does Participatory Action Research Generate Innovation? Findings from a Rapid Realist Review. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.009.

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This Emerging Evidence Report shares evidence of how, for whom, and under what circumstances, Participatory Action Research (PAR) leads to innovative actions. A rapid realist review was undertaken to develop programme theories that explain how PAR generates innovation. The methodology included peer-reviewed and grey literature and moments of engagement with programme staff, such that their input supported the development and refinement of three resulting initial programme theories (IPTs) that we present in this report. Across all three IPTs, safe relational space, group facilitation, and the abilities of facilitators, are essential context and intervention components through which PAR can generate innovation. Implications from the three IPTs for evaluation design of the CLARISSA programme are identified and discussed. The report finishes with opportunities for the CLARISSA programme to start building an evidence base of how PAR works as an intervention modality, such as evidencing group-level conscientisation, the influence of intersecting inequalities, and influence of diverse perspectives coming together in a PAR process.

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Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.004.

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CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.

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Davies, Imogen, Anam Parvez Butt, Thalia Kidder, and Ben Cislaghi. Social Norms Diagnostic Tool: Young Women's Economic Justice. Oxfam, December 2021. http://dx.doi.org/10.21201/2021.8427.

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The tool’s methodology is rooted in a feminist and youth-led participatory action research approach to diagnosing social norms. It uses participatory and transformative methods to engage young people and other community members not just as research participants, but as agents of change identifying solutions to arising issues. The exercises recognize and examine unequal power inequalities through questions around who makes key decisions, whose opinions matter the most, who the most influential people are and the nature of their influence. hese exercises were developed for Oxfam’s Empower Youth for Work (EYW) programme for primary research from 2017-2019. This version of the tool was originally developed for use in the EYW programme in Bangladesh.

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Million, Flore. Youth-Led Participatory Action Research Guides. Oxfam-Québec, June 2022. http://dx.doi.org/10.21201/2022.9819.

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Participatory research challenges the academic tradition in which the scientist is at the center of decisions in the research process. Inspired by popular education, this approach allows members of the community to question their living conditions and develop solutions to improve them from a social justice perspective. These guides were developed and tested as part of two participatory action research projects carried out by Oxfam-Québec with young people (18–30 years old). The two guides provide the key steps to carry out research, build a questionnaire, develop a collective action plan and measure the impacts of the actions implemented.

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Mosher, Heather. Participatory Action Research with Dignity Village: An Action Tool for Empowerment Within a Homeless Community. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.36.

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Vathakou, Eugenia, Maria Tsampra, and Pantelis Sklias. Addressing Un/Under-Employment at the Local Level: Participatory Action Research in Greece of Crisis. EconWorld Workıng Papers, 2017. http://dx.doi.org/10.22440/econworld.wp.2017.004.

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Research Institute (IFPRI), International Food Policy. Development of a participatory action research approach for four agricultural carbon projects in east Africa. Washington, DC: International Food Policy Research Institute, 2013. http://dx.doi.org/10.2499/capriwp113.

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Bharadwaj, Sowmyaa, Jo Howard, and Pradeep Narayanan. Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities. Institute of Development Studies, January 2021. http://dx.doi.org/10.19088/creid.2020.009.

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While there is growing scholarship on the intersectional nature of people’s experience of marginalisation, analyses tend to ignore religion-based inequalities. A lack of Freedom of Religion and Belief (FoRB) undermines people’s possibilities of accessing services and rights and enjoying wellbeing (World Bank 2013; Narayan et al. 2000, Deneulin and Shahani 2009). In this paper, we discuss how religion and faith-based inequalities intersect with other horizontal and vertical inequalities, to create further exclusions within as well as between groups. We offer our experience of using participatory action research (PAR) methodologies to enable insights into lived experiences of intersecting inequalities. In particular, we reflect on intersecting inequalities in the context of India, and share some experiences of facilitating PAR processes with marginalised groups, such as Denotified Tribes (DNT). We introduce a FoRB lens to understand how DNT communities in India experience marginalisation and oppression. The examples discussed here focus on the intersection of religious belief with caste, tribal, gender and other socially constructed identities, as well as poverty. Through taking a PAR approach to working with these communities, we show how PAR can offer space for reflection, analysis, and sometimes action with relation to religion-based and other inequalities. We share some lessons that are useful for research, policy and practice, which we have learned about methods for working with vulnerable groups, about how religion-based inequalities intersect with others, and the assumptions and blind spots that can perpetuate these inequalities.

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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6269.

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Kelln, Jocelyn, Line Richter, and Christine Fostvedt-Mills. Inclusive Participatory Research Through PhotoVoice: A Study on WASH and Nutrition in Afar, Ethiopia. The Sanitation Learning Hub, Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/slh.2022.011.

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Designing effective interventions requires the inclusion and buy-in of beneficiary communities; however, because of constraints and context, fully participatory research can be challenging. The Afar people of northern Ethiopia live in what can be considered the very definition of 'challenging contexts'. Largely nomadic pastoralists, they navigate a harsh and unforgiving landscape, often having to travel great distances for water. In 2020, FMC undertook a qualitative research study investigating the attitudes and practices of target communities in Afar relating to nutrition and WASH. Using PhotoVoice and community action planning methods, the project sought to ensure that all community members, particularly those most marginalised (women, those with low literacy and little formal schooling), were heard and felt like they had a stake in the research process. This SLH Learning Paper shares the most important findings, discusses the advantages and the challenges of using these methods, and speaks to the potential for their application in other challenging contexts.

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