Abstract
The position taken in this article derives from a reflexive self-discovery of the assumptions underlying my teaching and conducting of social research over the years. Undoubtedly, as qualitative approaches continue to evolve in recognition of the plurality of persons, cultures, and ways of knowing, participatory research and development will increasingly require of teachers and researchers new self-knowledge, sensitivities, and humility. Using my experiences as the context for discussion, the article examines existing definitions and the place of participatory research and development within the qualitative paradigm and posits that there is room for radical reflection on the value of inclusionary processes in both the teaching and practice of social research and development.
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