Remaking Kabaddi: Participatory Action Research and Intercultural Sports in Hong Kong

Nemzetközi felmérések, valamint hazai kutatások egyaránt rámutatnak arra, hogy az európai és a hazai cigány lakosság zöme a társadalom leghátrányosabb helyzetű csoportjai közé tartozik. A cigányság esetében a társadalmi hátrányok és a térbeli szegregáció sok esetben összekapcsolódnak. Tanulmányunk középpontjában a fenti problémához kapcsolódó szegedi esettanulmány áll. 2011 eleje óta részvételi akciókutatási folyamat keretében együttműködünk helyi roma vezetőkkel és helyi szegregátumokban élő családokkal. Együttműködésünk célja kettős: kutatóként egyrészt érvényes tudást szeretnénk létrehozni a cigányság (helyi szintű) társadalmi integrációjáról, másrészt e tudást a gyakorlatban is tesztelve szeretnénk közösen hozzájárulni az integrációhoz.Az elmúlt bő három év során számos kutatási eredménnyel, tapasztalattal gazdagodtunk a helyi társadalmi kirekesztéssel és integrációval, annak területi-térbeli vetületeivel, valamint a helyi politikai döntések és a társadalomtudomány viszonyával kapcsolatban. Tanulmányunkban néhány, a témát érintő általános kutatás-módszertani és -etikai kérdés mellett kitérünk arra, hogyan függ össze a térbeli szegregáció a társadalmi hátrányokkal, hogyan befolyásolják azt a helyi politikai folyamatok, valamint írunk a társadalomkutatással szembeni követelményekről, amennyiben az a részvételi akciókutatás megközelítése mentén a társadalmi integráció kérdésével foglalkozik. Következtetésünk, hogy a részvételi akciókutatás megközelítése a társadalomkutatást új kihívások elé állítja, és a társadalmi integrációval foglalkozó részvételi akciókutatás könnyen azt eredményezheti, hogy a kutató „objektív”, „kívülálló”, „független” szakértőből helyi politikai szereplővé válik. Ez azonban nem a szakértői-kutatói szerep megváltozását, pusztán a kutatói szerep mögött szükségszerűen megjelenő érdek- és értéktartalom nyílttá tételét jelenti.

This article describes the use and effectiveness of the participatory action research (PAR) framework to better understand community members' perceptions and risks of pandemic influenza. In 2009, the H1N1 influenza pandemic affected Indigenous populations more than non-Indigenous populations in Oceania and the Americas. Higher prevalence of comorbidities (diabetes, obesity, asthma and chronic obstructive pulmonary disease) as well as pregnancy in Indigenous communities may have contributed to the higher risks of severe disease. Social disparity, institutionalised racism within health services and differences in access to culturally safe health services have also been reported as contributors to disadvantage and delayed appropriate treatment. Given these factors and the subsequent impact they had on Australian Aboriginal and Torres Strait Islander communities, the authors set out to ensure that the Australian national, state and territory pandemic plans adequately reflected the risk status of Aboriginal and Torres Strait Islander peoples and promoted meaningful engagement with communities to mitigate this risk. A national study explored the views of Aboriginal and Torres Strait Islander people and their experiences with H1N1 and used a qualitative PAR framework that was effective in gaining deep understandings from participants. Aboriginal and Torres Strait Islander community-controlled organisations and health services were involved in the implementation, interpretation and monitoring of this project. As a result, important features of the implementation of this PAR framework with Aboriginal and Torres Strait Islander communities and organisations emerged. These features included the importance of working in a multidisciplinary team with Aboriginal and Torres Strait Islander researchers; the complexities and importance of obtaining multi-site human research ethics approval processes; the importance and value of building the research capacity of both experienced and novice researchers in PAR; the need to use localised sampling protocols; and the process of undertaking a collective research process and enacting action research and feedback. The most effective responses of this project were embedded in pre-existing relationships with individuals within organisations that had been established over a long period of time between Aboriginal medical services and investigators; however, research relationships established specifically for the purposes of the project were less successful because of changes in personnel and organisational support. The participatory approach used in this study has the potential to be applied to vulnerable populations in other countries.

Background Dementia is a progressive neurodegenerative disease. There are some treatments that will alleviate some symptoms but dementia is not curable and is a terminal illness. It is estimated 850 000 people are living in the UK with a diagnosis of dementia and 670 000 are people acting as primary carer for a loved one with dementia (Alzheimer’s Society, 2015). UK hospices are being encouraged to engage in the agenda of dementia care for people who are palliative or end of life. Aim To present the independent, interim evaluation of a service for people with dementia in a hospice setting. Methods A qualitative evaluation approach was used within a participatory action research framework, incorporating several phases across the general participatory action research (PAR) framework (Brydon-Miller, 2004). This cyclical process was adopted, alternating continuously between enquiry and action, and between practice and innovative thinking (Hart & Bond, 1995). This alternating process enables implementation of change and ultimately generation of theory (Greenwood, 1994). Six focus groups (n=43) and a survey were conducted to formally evaluate the implementation of the dedicated support within a specialist hospice in the UK. Results The PAR approach was a useful framework to promote ongoing change within a dynamic hospice environment. Interim results found that the Admiral Nurses project provides a useful template to inform change within a hospice environment; demonstrate the breadth of impact of the service from a patient, family and professional perspective; and highlight how such an initiative can be the catalyst for effective strategic and operational change. Conclusion The numbers of people with dementia is increasing world-wide, and issues around effective and specialist support are challenging. Expanding the hospice role to include patients with dementia requires investment in dementia specialist nurses to complement existing hospice expertise.

This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it, apply it, share it and disseminate it).

This study aimed to evaluate changes in knowledge, attitudes, and practices on cervical cancer after an educational intervention in the framework of participatory action research with Indigenous peoples of the El Paujil reservation, Guainía, Colombia. A diagnosis was made with an intercultural and participatory approach. Subsequently, the educational strategy was designed and implemented. Community leaders actively participated in the research during all stages. The strategy was evaluated via a survey on knowledge, attitudes, and practices about cervical cancer. The effects were determined by comparing pre- and post-intervention questionnaires with the Mann-Whitney and chi-squared tests. Overall, 957 women participated in the educational strategy. The level of knowledge about cervical cancer significantly improved, increasing from 8.5% to 12.5%, before and after the intervention (p < 0.001), respectively. The percentage of Pap smear testing also increased, from 64.4% to 73.9% (p = 0.0467). However, the limited knowledge about the relationship between HPV and cervical cancer, and about risk factors such as multiparity or early initiation of sexual intercourse remained the same. After the intervention, a significant increase in the knowledge of women with low educational level was found. Health education with an intercultural approach within the participatory action research framework is effective in improving knowledge and practices for the prevention of cervical cancer in vulnerable communities. However, for optimal results, it is important to hold long-term projects in order to build trust relationships with the communities.

Purpose. This paper presents a second part reporting on Community Disability Entrepreneurship Project (CoDEP) which was initiated in order to contribute to the development of entrepreneurial skills of disabled people living in informal settlements around Cape Town, South Africa. The aim of CoDEP has been the upliftment and economic empowerment of disabled people. This paper describes the point of departure, the theoretical framework of participatory action research (PAR), the development of research parameters, and continued focus.Method. A participatory action research (PAR) approach was initiated in order to monitor and inform the effective development of CoDEP. This cyclic methodology allowed all participants to engage in decision-making and development of the programme.Results. While negotiating partnerships with disabled entrepreneurs, the six spheres within which optimal interaction could take place emerged as: (i) the choice of occupation; (ii) changing a culture of receiving; (iii) nurturing teamwork by negotiating roles and responsibilities; (iv) a focus on ability; (v) understanding the research process; and (vi) organizational development dynamics. Committed interaction emerged as the quintessence of these partnerships.

This study aims to analyze the strategies implemented by the Environmental Awareness Student Association in fostering environmentally responsible character among students at Universitas Sunan Giri Surabaya. The research employs a descriptive qualitative approach within the framework of Participatory Action Research (PAR), as character formation requires active involvement between researchers and organizational members in planning, implementing, observing, and reflecting on each action. Data were collected through in-depth interviews, participatory observations, and documentation consisting of photos, activity notes, and environmental program archives. The data were analyzed through stages of reduction, data display, and conclusion drawing, following the continuous PAR cycle. The results indicate that the strategies for developing environmentally responsible character are carried out through several approaches: (1) strengthening solidarity among members; (2) modeling environmentally responsible behavior; (3) providing systematic education on the importance of environmental stewardship; and (4) organizing work programs focused on environmental care. The findings also show that the cognitive aspect of members improved through scheduled educational activities, although the modeling aspect in daily practice particularly within the secretariat remained less optimal. Meanwhile, members demonstrated strong motivation during field programs and outdoor activities. Overall, the study emphasizes that sustainable strategies based on PAR can effectively support the development of environmentally responsible character when reinforced by consistent exemplary practices and a supportive organizational environment.

Background The POLAT Algorithm—comprising Problem identification, Opportunities exploration, Listing necessary materials, Algorithm development, and Transfer and discussion—offers a systematic approach to enhancing interdisciplinary educational practices. This study situates the POLAT Algorithm within the framework of Participatory Action Research (PAR) to evaluate its capacity to foster problem-solving and reflective learning across diverse educational contexts. Methods Using a qualitative PAR design, data were collected from teachers (n = 8) and students (n = 44) across preschool to secondary levels. Purposive criterion sampling ensured representativeness, while data adequacy was determined by information power and thematic saturation across iterative PAR cycles. Observations, interviews, and reflective journals were analyzed to assess engagement, problem-solving efficacy, and adaptation to the POLAT model. Results Findings indicate that the POLAT Algorithm enhanced engagement, critical thinking, and interdisciplinary collaboration among students. Teachers reported streamlined processes for problem identification and efficient resource use in STEM-based projects. Despite initial resistance and adaptation challenges, both educators and learners developed greater confidence in active problem-solving. Students also demonstrated notable gains in creativity, teamwork, and motivation to engage with innovative educational tools. Conclusion The integration of the POLAT Algorithm within PAR cycles effectively supports reflective, participatory, and interdisciplinary learning. Its iterative framework enables continuous improvement informed by participant feedback, making it a replicable model for educators aiming to enhance critical engagement and problem-solving capacities in diverse learning environments.

Networks of forest plots are key for documenting how forests are responding to climate change; however, very few plots are in inaccessible locations, and almost no research is carried out in Indigenous territories. We present the first data from a new forest plot co‐developed with the Traditional Emberá Authorities of the Balsa River Collective Lands, Darién, Panama, following a framework of participatory action research: The Bacurú Drõa plot (In Emberá, “Bacurú” is tree and “Drõa” is old, BD). We compare floristic characteristics and conservation status of trees in BD with those of 53 forest plots across Panama. In BD, trees with DBH ≥10 cm were classified in 290 taxonomic units, with 174 (60%) of taxa identified to species, 49 (17%) assigned to genera, and 22 (7.5%) to families, leaving 45 (15.5%) unidentified tree taxa. On a per hectare basis, stem density and species richness differed significantly among plots and groups of plots, both variables being highest in plots located in the Alto Chagres and lowest in the plots located along the Pacific. Estimates of species number for stem density in 1 ha, however, are significantly higher in BD. Conservation value, measured through community weighted mean (CWM) range and CWM International Union for Conservation of Nature (IUCN) score, revealed BD to be of high conservation value when compared to the other ForestGEO plots in Panama. We show that BD has high biodiversity, many singletons, and many unidentified species, consistent with other plots in the Chocó‐Darién Ecoregion, an understudied global biodiversity hotspot. Overall, the Bacurú Drõa plot and surrounding project provide a blueprint on how tropical forest and participatory action research can value and benefit from the contribution of the Indigenous communities that live and conserve the vanishing mature forests of the world while providing sound scientific data.

An ethnobotanical study of medicinal plants used by the Yaegl Aboriginal community in northern New South Wales, Australia

Participatory Action Research was conducted with children and adolescents from Altos de Cazucá, Soacha (Colombia) facing serious social, political, and environmental problems in their communities. This experience began in March of 2010 and continues to explore topophilia, which refers to: family, positive, and creative relationships that we have with our place, and which we appropriate as “our place.” This concept is accompanied by its opposite, topophobia. The participants have developed and re- signified the relationship with their homes, neighborhood, and daily surroundings through this process. The methodological framework of Participatory Action Research has facilitated the collective appropriation and enrichment of the terms topophilia and topophobia with new meanings, closer to the participants’ own ways of feeling, living, and transforming their places. The experience has been a positive intervention in the way that they live in their community. Photography was a central means of exploration and research. Beyond its documentary capacity, it stimulated the participants’ imagination. The group found an affinity between photography and topophilia as spaces of affection, empowerment, self-recognition, internal debate, appropriation, and creativity. They called this relationship photophilia.

The idea that the academy can provide a space for social action projects within teacher education is common, as noted by 56,043 citations in High Beam Research (http://www.highbeam.com/). Most of these pieces relate to how teachers and schools can interface themselves within classrooms with curriculum, instruction, and occasionally within a framework of a “transformative pedagogy.” This chapter calls for an extension of social action projects in context-specific teacher education projects that include community within a framework of participatory action research. More specifically it shares the evolution of what I will term “critical emancipatory mezcla praxis” as well as accompanying examples of several hope-filled projects students and I have pursued over a span of eight years.

Traditional gender roles are deeply rooted and often reinforced through everyday language, particularly in rural communities in Indonesia. Word choice and phrases such as “husband helping the wife washing the dishes” or “husband helping wife with childcare” imply that children and domestic work are primarily the responsibility of the wife alone, accidentally perpetuating gender inequality. By involving interactive workshops and discussions with both men and women to raise awareness about the impact of language on gender roles in Kendalrejo village-Pemalang Regency, Central Java, this article examines how altering word choice can influence perceptions of gender roles and promote equality in domestic work. Purposive sampling was carried out to ensure diverse representation, and 10 participants were chosen and joined the research intervention using the framework of Participatory Action Research (PAR). The finding of this research portrays a significant shift in perception with increased recognition of men’s role in domestic work for both women and men. This is a part of mainstreaming gender equality by underscoring the importance of word choice in shaping social norms as well as offering a practical approach in rural settings.

The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. The research is founded on a modified version of Vygotsky’s Zone of Proximal Development (ZPD), extended to suit the multicultural, multi-ethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described.

In this chapter, the author uses narrative to explore best-practice community interventions. Through the author’s story, the chapter discusses ways to prioritize the values and expertise held by members of the community the intervention intends to support. In working with a community partner, the author confronted her assumptions and oversights about what it means to include community voice in projects. The author introduces the framework of participatory action research (PAR), critiques traditional applications of this framework, and provides key reflections on how to build true partnership with community members.