Enhancing Participatory Strategies With Designerly Ways for Sociolegal Impact: Lessons From Research Aimed at Making Hate Crime Visible

Participatory and Designerly Strategies for Sociolegal Research Impact: Lessons from Research Aimed at Making Hate Crime Visible

Participatory research is one pathway for advancing the agenda of autistic advocates; however, little is known about the attitudes and values of autism researchers toward participatory research. This is a participatory research mixed-methods study of 215 survey respondents and 21 interviewees, all corresponding authors of published autism research papers. Our aim was to identify attitudes and practices about participatory research with autistic and non-autistic community partners. We found relatively low rates of various participatory strategies, moderate rates of barriers to participatory research, and moderate endorsement of the importance of participatory research. The interviews elucidated participatory research's best practices, complexity of barriers, and transformative power to positively impact autism research. Interviewees discussed the connection between participatory research and decisions about language. The survey responses indicated that 30% of autism researchers never used identity-first language. An emergent theme from the interviews explored the unique contribution of insider research-research in which an autistic person brings their expertise derived from lived experience and formal research training. This research provides descriptions of the current state of participatory autism research and guidance for its utilization.Lay AbstractParticipatory research is a way for autistic advocates, other community advocates, and researchers to work together for the benefit of the autistic community. Participatory research is when community members are partners throughout the research process, for example, selecting research questions, determining research methods, and interpreting results. However, little is known about autism researchers' attitudes and values about participatory research. This research describes the participatory research strategies autism researchers use, researchers' attitudes toward participatory research, and researchers' insights into best practices in participatory research. We looked at participatory autism research involving autistic people and non-autistic people who are connected to the autistic community, such as parents and teachers of autistic people. We surveyed 215 autism researchers to find out how much autism research is participatory, how important autism researchers think participatory research is, and what barriers get in the way of doing participatory autism research. On average, researchers who responded to the survey reported relatively low rates of participatory research, medium rates of barriers to participatory research, and medium agreement on the value of participatory research. The survey also asked what language they use regarding autism; a significant proportion of researchers in the study reported never using identity-first language (e.g., autistic person, as opposed to person-first language; person with autism). We also interviewed 21 of the researchers who responded to the survey. The interviews covered topics such as possible strategies to increase participatory research, examples of barriers to participatory research, and the interviewees' views on the importance of participatory research. Interviewees also discussed the connection between participatory research and decisions about language regarding autism. Several interviewees talked about the unique contributions of autistic academics, who have both lived experience as autistic people and formal research training.

Reflective skills are a required ability that needs to be developed and assessed in any teacher training institution for quality practice and overall professional effectiveness. This study employed a case study design in exploring how teacher educators viewed the development and assessment of the reflective skills to the pre-service student teachers and the challenges educators faced among two selected teacher training colleges in Kilimanjaro and Ruvuma Regions. Data was collected through structured interviews to a sample of 10 teacher educators from two teacher colleges. The study concludes that there are different approaches used by educators in as far as developing reflective skills is concerned. These include participatory methods, inquiry learning, research strategy, group discussion, question-answer strategy and portfolios. Participatory strategy was more often used as compared to the other strategies because it is very easy and simple to administer. Each strategy had some peculiar advantages. Teacher educators used various approaches in assessing reflective skills among pre-service student teachers. The strategies used include portfolios, single lesson practice, block teaching practices, problem-solving ability and projects. Each strategy used had some specific advantages as compared to the others. The challenges teacher educators faced in developing and assessing the reflective skills of the pre-service student teachers included personal, professional, psychological and institutional. The study recommends that teacher educators should make effective use of cognitive strategies while teaching. They should also furnish their knowledge and understanding of the subject matter for them to be acquainted with current innovations in order to minimize the notable challenges.

For conducting practice oriented research different research strategies are available. In this paper a typology is developed for differentiating between practice oriented research strategies that are data based and participatory research strategies. The former category involves quantitative and qualitative data based research strategies. The latter category, participatory research strategies, includes knowledge based research and practice based research. At present, methodological criteria for assessing the quality of practice oriented research heavily rely on those developed for theory oriented research, in particular internal and external validity and reliability. However, we argue that for assessing the results of practice oriented research other criteria are necessary. In this paper, methodological criteria are formulated for evaluating the internal validity and practical utility of practice oriented research with the help of a Delphi study using research methodologists as experts. They agree upon the criteria of verifiability, comprehensibility and acceptance of the results, as well as holism. Moreover, different categories of participatory and data based research strategies are compared to these criteria. Practice based research and qualitative data based research are best equipped to fulfill these criteria. These findings may enable researchers to make a more deliberate choice for a specific research strategy in practice oriented research.

Research shows that the LGBTQ population is disproportionately affected by hate crimes and those against transgender individuals are especially violent. Given the considerable underreporting of these crimes, better insight into the victimization experiences and reasons for underreporting is necessary to improve the safety of the transgender community and secure necessary services for these victims. The current study takes a community-based participatory research (CBPR) approach by creating and utilizing an Advisory Board made up of service providers in the transgender community in Los Angeles, to assist in the development of a survey instrument and focus group questions and provide venues for the focus groups. The study examines results from a short survey and five focus groups with transgender individuals on their experiences of hate crimes and reporting activities. Results indicate nearly all participants experienced some type of hate incident or crime based on their gender identity and/or expression. Almost half of the respondents did not report these crimes to the police because they did not think police would do anything, were afraid of being arrested, or were afraid of being victimized by the police. Narrative accounts describe mostly, though not entirely, negative encounters with the police and how participants take preventative measures to reduce their potential for hate-based victimization. Based on our findings several recommendations have been made to help improve relations between transgender communities and law enforcement with the goal of creating a safer environment for transgender individuals and increasing the reporting of hate crimes.

Photovoice is a participatory action research strategy that may offer unique contributions to women's health. It is a process by which people can identify, represent, and enhance their community through a specific photographic technique. Photovoice has three main goals: to enable people (1) to record and reflect their community's strengths and concerns, (2) to promote critical dialogue and knowledge about personal and community issues through large and small group discussion of their photographs, and (3) to reach policymakers. This report gives an overview of the origins, key concepts, methods, and uses of photovoice as a strategy to enhance women's health.

Reports of hate crimes in Canada have increased by 72% from 2019 to 2021 (Moreau, 2022). Hate crimes harm those directly victimized and members of targeted communities (Erentzen & Schuller, 2020; Perry & Alvi, 2011). Many Canadian stakeholders advocate for increased community engagement in preventative and responsive interventions to this increasing concern. This article poses that Community-Based Participatory Research (CBPR) is an appropriate approach for further exploring hate crimes and incidents and suggests strategies for this area of study, including: building community partnerships; advocating for trauma-informed practices; prioritizing cultural humility and intersectionality; preparing for lengthy pre-participation communication with potential participants; anticipating out-of-scope volunteer participants; and accounting for unanticipated actions of participants.

The participatory action research strategy based on community involvement (PAR) involved 65 incoming nutrition students at the National University of Entre Ríos and 7 graduating high school students with culinary arts degrees. The project was developed in an atypical course format in 2023, under the premise that "The Argentine food system must be changed, and young people can do it," empowering them to become agents of sociocultural change. The city of Gualeguaychú, Argentina, and a public policy implemented within its territory, provided the context for this initiative. An initial awareness-raising effort among the students and outreach to local leaders, undertaken by the teaching team, allowed us to implement the strategy. This strategy was primarily developed outside the classroom, through ongoing interaction with others and using a dialogue methodology that was either spontaneous or initiated with key stakeholders in the local food system. The farmers' markets and fairs in the town squares, showcasing local fruit and vegetable production as part of the municipal public policy, along with a recently opened community-run biopark on public land, provided the ideal setting for students to conduct research using primary sources and through unplanned conversations with consumers and/or producers. A raffle for a bag of freshly picked, seasonal vegetables, and the challenge of preparing meals to share with peers during each visit to the markets, allowed the young people to experience the organoleptic qualities of these vegetables firsthand. This motivated them to make dietary changes throughout the year and encouraged others to participate in the experience. The participatory action strategy between the two educational levels culminated in the Soup Festival at the university, where the convergence of knowledge was put to the test with a variety of colorful and flavorful soups.

This chapter sets out the main methodological approaches for participatory research in an events context, including various methods which can be employed. Participatory research often involves multiple instruments and techniques and is often utilised in conjunction with mixed methods, such as interviews, focus groups, and/or surveys. One of the key elements of participatory research is the equitable partnership approaches to planning and conducting the research in conjunction with community members and/or community-based organisations (Bergold, Participatory strategies in community psychology research: A short survey. In A. Bokszczanin (Ed.), Poland welcomes community psychology: Proceedings from the 6th European Conference on Community Psychology (pp. 57–66). Opole: Opole University Press, 2007). Participatory research views research participants as experts in the field of study and, as such, involves them in the knowledge-production process; thus, research projects are co-designed from inception through to completion (Gyi, Sang, & Haslam, Ergonomics, 56(1), 45–58, 2013). This can be applied to events studies by examining the culture of the event through observation, participation, stakeholder meetings, collective reflection and analysis, and other sensory and visual techniques. The 'group' and 'culture' being examined are the events audiences and environments. Although events are temporary in nature, anthropological and sociological frameworks can still apply. This has been successfully done in a few events studies through the years (see Finkel, Unicycling at Land's End: Case study of the Lafrowda Festival of St Just, Cornwall. In J. Ali-Knight & D. Chambers (Eds.), Case studies in festival and event marketing and cultural tourism. Leisure Studies Association Journal, 2(92), 129–145, 2006; Goldblatt, Events and management. In R. Finkel, D. McGillivray, G. McPherson, & P. Robinson (Eds.), Research themes for events (pp. 78–89). Oxford: CABI, 2013) and can be considered a viable and useful methodological approach for events researchers and students to employ for impactful and relevant research. A case study is set out based on participatory research conducted at a community event located near Edinburgh, Scotland. The research is based on stakeholder meetings, survey questionnaires, collection of visual data including photos and videos of the event environment and visitors' experiences, and the researchers' personal observations and interactions. This can be considered an apt and accessible example for demonstrating this kind of methodology, as community events highlight the societal, economic, and cultural dimensions and discourses of events studies. It also democratises the research process; research is conducted with participants, rather than on a community.

Notwithstanding over two decades of 'hate speech' legislation, hate crime regulation in Australia and New Zealand (ANZ) is in its infancy, with limited criminal sanctions intro­duced in the last ten years. Across the ten jurisdictions, there are a variety of legislative, policy and practice responses to 'hate speech' (vilification) and prejudice-related violence (hate crime). This chapter will outline the institutional and cultural contexts in which these responses emerge as a criminal justice issue before proceeding to a critical discussion of antipodean hate crime governance. In Australia and New Zealand, as occurs elsewhere, the strategies employed by governments to remedy prejudice, intolerance and hatred occur on a continuum; ranging from global mission statements about multiculturalism/biculturalism, through to the enactment of civil anti-discrimination and anti-vilification legislation. These civil remedies have also been extended in some cases to criminal codes and sentencing legislation, and the enshrinement of individual rights to freedom from violence in human rights charters. A complete survey of all these strategies is not possible within the limits of this chapter. Instead, case studies from throughout the region are presented here as exemplars of the strategies employed, and issues and critical barriers faced, in reducing prejudice-related violence.

The trajectory of participation in health research by community social actors worldwide has been built on a history of community participation from the Ottawa Charter Health Promotion call for community mobilization, to the emancipatory educational philosophy of Paulo Freire, to social movements and organizing for health and social justice. This paper builds on this history to expand our global knowledge about community participation in research through a dialogue between experiences and contexts in two prominent countries in this approach; the United States and Brazil. We first focus on differences in political and scientific contexts, financing, and academic perspectives and then present how, despite these differences, similarities exist in values and collaborative methodologies aimed at engaging community partners in democratizing science and knowledge construction. We present three case studies, one from the U.S. and two from Brazil, which illustrate similar multi-level processes using participatory research tools and Freirian dialogue to contribute to social mobilization, community empowerment, and the transformation of inequitable societal conditions. Despite different processes of evolution, we observed a convergence of participatory health research strategies and values that can transform science in our commitment to reduce health and social inequities and improve community wellbeing.

The Nuclear Risk Management for Native Communities (NRMNC) project is a collaborative academic, community-based, tribal project, which conducts the three essential elements of participatory research: research, education, and community action, named here as "community-based hazards management." This article describes the goals and outcomes of this effort in assisting Native American communities in Nevada, Utah, and Southern California affected by nuclear fallout from U.S. weapons testing in the 1950s and 1960s. The NRMNC project sought to create new models for dealing with health research and risk communication needs in an environmental justice setting. The following results of this four-year project are discussed: (1) building a community-based environmental health infrastructure, (2) building community capacities through workshops and educational materials, (3) conducting both technical and community research, and (4) facilitating community-based hazards management planning. We describe such positive outcomes as the improvements in the scientific database through participatory research activities, the development of equitable relationships between scientists and community members, and the creation of a sustaining program intervention for long-term community needs. The project's outcomes are presented as an expansion to limited scientific risk management outcomes in the environmental health field that often are solely quantitative and lack relevance to community concerns about environmental health impacts from contamination.

Purpose This study concentrated on creating an awareness campaign for the community using a participatory research model that involved environmental experts, community representatives and undergraduates. This study aims to explore the impact of the undergraduates’ involvement in the awareness campaign project in the context of their environmental actions and advocacy on climate change. Design/methodology/approach The authors developed the climate change awareness campaign for the community using the participatory research method. The authors conducted interviews with 19 undergraduates from University A, Malaysia, who directly participated in the project to understand their perspectives on environmental initiatives and advocacy following their involvement in this community-wide campaign to raise awareness about climate change. Findings The analysis of the interview data revealed that the study participants demonstrated the appropriate knowledge, skills and values that were required concerning climate change and environmental sustainability. Three key themes that emerged were mindset toward environmental sustainability; vigor to protect the environment; and advocacy of climate change. These themes suggest that involving undergraduates in the campaign’s development and organization phases instill the correct values and intentions for advocating climate change and promoting environmental sustainability. Originality/value The undergraduates’ implementation of participatory research in developing an awareness campaign for the community offers an innovative component to the existing education for sustainable development paradigm in higher education institutions. This approach has the potential to develop well-rounded undergraduates who are motivated to work toward environmental sustainability and are willing to advocate for climate change.

Racism, Nursing, and Strategies for Change

Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.