Action Research Project Research Articles

Learning while Walking the Streets of Rayong: Combining Linguistic Landscape and Language Awareness through Action Research with Children

This paper presents the outcomes of an action research study that implemented a linguistic landscape (LL) unit as an English language learning activity at the secondary school level in Rayong, Thailand. The theoretical framework employed in this study draws upon Lefebvre’s (1991) conceptualization of space, adapted for pedagogical purposes as explained by Malinowski (2015). The study places particular emphasis on cultivating students' awareness of the LL in their neighborhood throughout a six-week instructional session. The instructional activities were designed to investigate the potential of LL in enhancing English language acquisition and promoting cultural sensitivity. Data collection involved the utilization of questionnaires and on-site observations. Two main conclusions may be drawn from the action research project's findings. First of all, the students showed signs of a greater sense of familiarity with their neighborhood, which suggests that they are more aware of the LL around them and that they understand LL to be a useful instrument for language learning. Secondly, the students identified a discrepancy between the LL of Rayong and the city’s vibrant economic activity as well as its diverse ethnic and linguistic composition, suggesting that the existing LL does not adequately reflect these dynamic facets of the city.

Campina Experimental do Cerrado: uma pesquisa-ação na Unesp, Câmpus de Bauru

The aim of this article is to present the planning, design, and execution of the action research project titled "Campina Experimental do Cerrado." This project involves a garden featuring herbaceous and shrub species native to the São Paulo Cerrado and other flowering plants cultivated or naturalized in Brazil. The garden is located in the courtyard of the Central Laboratory of the Faculty of Architecture, Arts, Communication, and Design at São Paulo State University (FAAC-UNESP), Bauru Campus. The Campina involves both undergraduate and graduate students and faculty from the Architecture and Urbanism and Biological Sciences programs. The aim of the project is to gain greater knowledge about the landscaping potential of the tested species to introduce them into landscaping practices and provide support for the implementation of new gardens utilizing native flora, thereby increasing visibility, particularly of the Cerrado biome.

University-Based Coach Education: The E-Portfolio as a Formative Assessment Tool of Student-Coaches’ Learning

Current research highlights the need for more studies focused on how high-quality assessment strategies can contribute to coach learning in coach education. The use of e-portfolios, as formative assessment tools, has shown to contribute to student-coaches’ learning in university-based programs, but studies on this topic are still scarce. The aim of this action research project is to investigate the potentialities and challenges of the e-portfolio as a formative learning-oriented assessment tool in an undergraduate sport coach course in Brazil. By sharing this, from the perspective of student-coaches and the assistant-professors of the course, we reflect on the evidence with the intention to both inform colleagues doing similar work and contribute to an emerging body of assessment in coach education literature.

Moving from Second Sight to Critical Consciousness Building: Using Social Justice Youth Development and Youth Participatory Action Research to Promote Praxis in Out-of-School Time

Abstract Youth development programs offer flexible environments for healing and positive identity development for youth facing discrimination and oppression. Programs often occur in out-of-school time (OST), a context that is clearly positioned in tandem with the education system to create complex relationships that lead to challenges in OST spaces. Youth development programs occurring in OST settings have the potential for resisting or replicating oppressive practices toward youth occurring in the education system. This article highlights a youth participatory action research (YPAR) project within an OST program using photovoice, field trips, and arts-based strategies. Eleven youth participated in the project over the course of nine months. Thematic content analysis of weekly photovoice and critical consciousness resulted in a primary theme of peeling back the layers. This theme encompassed the evolution of youth understanding the interconnectedness between their individual-level experiences of racism and broader community and systems-level inputs. This article describes critical consciousness development of OST youth participants through intentional engagement in critical dialogue, experiential field trips, and reflective art making.

Integrating facets of information technology governance at a professional council in South Africa

Purpose The purpose of the study is to explore the integration of facets of information technology (IT) governance at a professional council in South Africa with the view to develop a framework. Design/methodology/approach This critical emancipatory study used the Information Governance Initiative pinwheel to explore the architecture facet of information governance at the professional council, with a view to developing a framework for entrenching a culture of good corporate governance. Qualitative data was collected through interviews and document analysis. The study was a participatory action research project that involved collaboration between the researcher and study participants in defining and solving the problem through a needs assessment exercise. Findings The key findings report on the processes taken by a professional council in identifying and implementing the facets of information governance, that is, records management, IT, content management, data governance, information security, data privacy, risk management, regulatory compliance, long-term digital preservation and, even, business intelligence. Research limitations/implications The study was a participatory action research project that involved collaboration between the researcher and study participants in defining and solving the problem through a needs assessment exercise. Practical implications The study’s findings suggest that, with the right information governance policy in place, adopting the facets of information governance can be used to address concerns related to information integrity in the short and medium terms. As a long-term option for retaining data and information, it would have various drawbacks and would not, however, ensure the initial dependability of the information. Originality/value A framework for information governance to ensure that the professional organisation and board members adopt a tailored governance system is suggested.

The importance of belonging: reflections on a participatory action research project in Jacksonville, Florida

The importance of belonging: reflections on a participatory action research project in Jacksonville, Florida

Facilitating co-research: lessons learned from reflection forms within three participatory action research projects

BackgroundMutual learning and shared decision-making are key elements of Participatory Action Research (PAR), highlighting the important role of the facilitator to support this. This study aims to illustrate how a facilitator can contribute to successful PAR sessions based on the reflection of three PAR projects.MethodsParticipatory sessions took place with adolescents for 3–4 school years. After each session (n = 252 sessions across three projects), facilitators filled in a reflection form that assessed the group process and their facilitating role. Facilitators independently coded a selection of 135 reflection forms partly deductive and partly inductive based on core PAR principles derived from a pragmatic literature search.ResultsA well-prepared session – for example, including active and creative participatory methods and a clearly stated goal – contributed to efficiency and the necessary flexibility. Making agreements, making sure everyone is heard and taking 'fun-time' appeared important for creating and maintaining a safe, functional and positive atmosphere. Finally, facilitators needed to encourage co-researchers to take the lead and adapt to the group dynamics, to ensure ownership and shared decision-making.ConclusionIn-depth qualitative analyses of a standardized reflection form used in three different PAR projects resulted in various lessons to support facilitators in collaborating with co-researchers in PAR projects.

Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults: social justice and ethics of care

ABSTRACT This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers’ interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and interviews with teachers who teach in the programme Swedish for Immigrants (SFI). The teachers express and embody ambivalence in relation to the students’ use of their whole linguistic repertoires and the students are not always treated as competent to make informed decisions about their own use of linguistic repertoires. This touches on issues of citizenship and democracy and here the framework ethics of care offers context-specific ways of understanding and responding to the ethical challenges of multilingual teaching.

Blood and Bone: Ancestors, Power, and Sacred Identity Among Nonbinary Black Womxn

This community-based participatory action research project led by the C.I.R.C.L.E. (Collective Infiltrating Research to Center Community, Liberation, and Embodiment) employed interpretative phenomenological analysis via eco-womxnist and Afro-Indigenous cosmological frameworks to examine the connection between gendered-racial identity and sacredness among 11 nonbinary Black womxn (NBBW) from the US. Using semi-structured qualitative interviews, we elicited participants’ responses to the following inquiry: Would you we describe being a nonbinary Black womxn as sacred? Why or why not? Data analysis resulted in two themes: (a) Origins of Sacred Powers and (b) Manifestations of Sacred Powers. Four subthemes informed Manifestations of Sacred Powers: Sight/Seers, Osmosis, Intergenerational Healing/Curse Breaking, and Immortality. Participants described these four interconnected manifestations of sacred powers in service of collective and individual liberation, rooted in African spirituality, ancestral power, and the gendered-racial identity. We conclude with implications for future research and clinical practice with NBBW regarding spiritual beliefs, practices, and identities.

Household niche experimentation in sustainability transitions and everyday life: A novel framework with evidence from low-waste living in Melbourne

Sustainability transitions research and policy treat households and the home in a narrow way. The paper reviews niche-based experimentation and social-practice theory informed sustainability transitions literature to develop a novel framework for deliberate household experimentation. The usefulness of the framework is explored in an action research project on low-waste living in Melbourne. Data was collected through interviews, weekly self-reports and three participatory workshops. The research confirms the usefulness of the framework and offers reflections on deliberate household experimentation. The conclusion is that similar to other niche spaces, household niches are instrumental in demonstrating, learning about, advocating for and critiquing different aspects of sustainability transitions. But in contrast to other niche spaces, households are deeply embedded in the everyday life of what matters to people. If the transition to low-waste living is to be successful, it needs to be planned from the perspective of everyday household life.

Colour-evasive racial ideologies underpinning the hidden curriculum of a majority-minority occupational therapy school in London, England: an analysis of minoritised undergraduate students’ experiences

ABSTRACT The concept of ethnoracial ‘majority-minority’ was introduced to describe changing population demographics where racial or ethnic groups traditionally in the majority have become a numerical minority. Despite their increase in recent years, very little is known of how hidden curricula manifests in these settings. Hence, this study sought to interrogate the hidden curriculum of race at an Occupational Therapy school with a majority-minority student-educator population in London, England. We conducted a secondary analysis of qualitative data from a larger action research project. The main data source was derived from two group interviews involving 11 racially minoritised student participants, and thematically analysed through a hidden curriculum lens. Trustworthiness of the analysis was enforced through crystallisation. The hidden curriculum of race was identified as embedded within (1) formal learning, (2) the null curriculum, (3) the informal curriculum, and (4) administrative structure and functioning. It is underpinned by pervasive colour-evasive racial ideologies which perpetuate health and workforce inequities. This paper concludes that majority-minority population demographics are insufficient to mitigate the impact of wider societal norms of oppression on hidden curricula. Thus, concerted and collective efforts involving all professional stakeholders are needed to embed intersectional, critical race-conscious approaches throughout formal learning across the academic curriculum.

‘Can we Mec the Municipality?’ Emerging voices of young people in a segregated urban landscape

This article details the failure and success of an action research project that experiments with foregrounding young people’s perspectives in visions of future, sustainable, urban landscapes in Malmö, Sweden. In a range of future-creation workshops, the author, an assistant, and 34 young people aged 15–20 from two low-income neighbourhoods developed analyses, visions, and concrete change proposals for meaningful interventions in Malmö’s urban environment. The primary contribution is the young participants’ analyses of the subjective experience of a segregated urban landscape, the facilitation and contextualisation offered by the action researcher, and the integrative visions and actions that arose. The open-ended approach allowed participants to accentuate both diverse experiences and gathering points (such as a shared metaphor). The article highlights the discursive limits encountered by participatory processes related to urban landscape planning, as well as the methodological openings offered by critical utopian action research to experiment with overcoming these limits.

Doing place through data: Proliferation, profiling and the perils of portrayal in local climate action

Building on work which has shown the role of digital technologies in reframing environmental relations, this paper explores ethnographically how environmental data is reconfiguring the concept of place. The paper takes as its focus an action-research project within a UK based, citizen-oriented initiative called Newtown Energy Futures, in which we sought to enfold climate and energy data into a social-justice informed attempt at climate action. By exploring how the project used data as an invitation for citizens to engage with and participate in local infrastructural and environmental dynamics, the paper sheds light on how environmental data came to participate in the making of place and in doing so raised questions about how to rebuild the socio-material relations through which ‘a sense of place’ might be reproduced. As climate and energy data increasingly demand that places become enrolled into environmental projects our findings suggest that data enables place to emerge as a ‘socio-technical potentiality’ an observation that has implications both for both engagement with, and the study of data and place. In practical terms, we suggest that this refiguration of place has the effect of creating hopeful trajectories for change, whilst also posing difficult questions about the limits of participation in a data-infused form of place-based politics.

Deepening our understanding: Collaboration through online peer-to-peer participatory action research with children.

Child-led research is growing globally, yet there are still limitations for children's leadership in all phases of research. This article, co-written with adult and child researchers, examines child-led research undertaken online with 9 children from Ontario and Quebec over a one-year period. The article explores the process of participating in and collaborating on an online peer-to-peer participatory action research project from the brainstorming stage to recruitment, design, data collection, analysis, and dissemination of knowledge. While much literature exists on older children and youth leading research, this research provides a unique contribution to the literature on the possibilities of creating space for children ages 11 to 14 to lead research. This article finds that the child researchers most valued: (1) Play and fun; (2) Engaging in new experiences; and (3) Learning. The article concludes that child-led research is feasible, and it can create better research and provide a transformative opportunity for child and adult researchers.

The Threefold Role of the University in Fostering the Energy Transition: The Case of Bologna and Its Cesena Campus

As acceleration toward the transition to a carbon-neutral energy production becomes an urgent imperative, universities are called to play a multifaceted role: to produce knowledge and cutting-edge research for the pursuit of energy transition; to transform infrastructures to promote circular economy practices and a more sustainable use of their building stock; and to promote energy citizenship through formal and informal education. The authors aim to move from these considerations to critically present some actions and programs in education, research, and campus operations in which the University of Bologna is engaged. The first part presents an overview of the role of universities in this transition, with a focus on the UI GreenMetric international standard for assessing the different dimensions of sustainability. In the core section, an empirical focus is provided on Bologna and its Cesena campus through three directions: the University’s multicampus sustainable strategy (campus operations), the relevant research–action projects on energy justice and the energy transition (research), and the EN-ACTION project to foster energy citizenship and behavioral change in students and citizens (education). This study concludes that the comprehensive approach of the University of Bologna in integrating sustainability into its operations, education, and research while fostering student engagement in energy citizenship, provides a replicable model for other institutions. It highlights the need for consistent and ongoing support to ensure the long-term impact and effectiveness of sustainability initiatives. The integration of social components and engagement with civil society is crucial for fostering a collective behavioral shift toward low-carbon systems, which can be further supported by interdisciplinary and transdisciplinary research approaches.

Youth Participatory Action Research for Equitable Urban Design

The Nashville Youth Design Team (NYDT) is a youth participatory action research and design collective based in Metro Nashville-Davidson County, Tennessee, USA. Developing out of a longstanding collaborative partnership between the Civic Design Center, a Nashville-based nonprofit that supports community engagement in urban design and planning, and researchers from Vanderbilt University, the NYDT seeks to improve youth health and well-being through research, design, and advocacy. In this paper we briefly describe the origins and goals of the NYDT before applying the NYDT’s action research process to the team’s most recent project, the Dream City Workshop, to illustrate how the team’s work aims to center youth voices in decision-making spaces and challenge structural inequities within the built environment. The Dream City Workshop is a two hour design thinking workshop, where youth participants are encouraged to create a city specifically designed to meet the needs of young people; a city where the only limit is their imagination. The goal of this workshop is to help young people think creatively to resist hegemonic norms and challenge structural inequities like structural racism and classism to imagine a better and more inclusive city for all. Following a detailed description of the development and implementation of the Dream City Workshop, we consider the strengths and weaknesses of the NYDT’s action research process and the workshop, specifically exploring how the team, through their work, seeks to address structural racism and work towards health equity. We conclude the paper by providing recommendations for others interested in cultivating similar locally focused action research projects and collectives.

Facing power: navigating power dynamics in a youth participatory action research project situated within a healthcare setting

ABSTRACT Youth Participatory Action Research (YPAR) is oftentimes cited as a method guided by social justice principles to uplift youth voice and pursue youth priorities in research. However, to uphold these principles, YPAR researchers must address how youth and adults alike negotiate power differentials to be equal partners in research and scholarship. We explore YPAR power sharing through a reflexive thematic analysis of in-depth, semi-structured interviews (n = 42) and focus groups (n = 2) conducted at three timepoints (baseline, mid-point, and exit) with youth (n = 8) and adult (n = 6) researchers engaged in a YPAR exploring health equity at a large, safety-net hospital. Our analyses suggest that both youth and adult researchers negotiate power dynamics in a YPAR at every stage of the project. YPAR researchers made four recommendations to negotiate power: 1) preserve time for relationship building, 2) structure group expectations, 3) require training for adults working with youth of color, and 4) designate youth-only spaces. This study provides an in-depth analysis of youth and adult reflections on power across a YPAR project. Our findings indicate that YPAR requires significant investment in resources, including time to reflect on and process power, transparent and structured expectations, and ongoing training to uphold principles of YPAR.

In choppy waters with a critical friend: the benefits of intimate reflexive encounters in participatory action research

ABSTRACT We explore the benefits of intimate reflexive encounters with a ‘critical friend’ in the context of a Participatory Action Research (PAR) project. We conceptualize these encounters as an evolving relationship between a kayaker who supports the swim (research) and the swimmer (researcher). Methodologically, we adopt a form of co-constructed autoethnography and contribute to ongoing collective approaches to reflexivity and explorations in co-writing. We demonstrate how through asking clarifying questions, probing assumptions, listening to, and validating emotions, and orienting towards solutions, a ‘critical friend’ can support the researcher in engaging in reflexive sensemaking. Overall, these intimate encounters reveal assumptions, anxieties, challenges, limitations, and a range of emotions involved in conducting PAR. The kayaker and swimmer harness the power of peer support and create spaces of collegiality to resist the growing individualization and ever-increasing pressures of academic work.

Art for Social Change: Aligning Values and Actions Toward Effective Activism

This participatory action research project involved 11 members of Art for Social Change, a higher education social activism group in the United States, using art to impact social change. Through cycles of action, reflection, and dialogue, members made changes within their organization and developed a deeper understanding of themselves and each other. Co-researchers reflected on their intersectional identities and how dialogue and art making in community helped widen and deepen their connections with each other. They identified how effective activism could be achieved in their group alongside two types of ineffective activism that impeded their goals. By fostering a community culture of change, the project exemplified how authenticity, compassion, and embracing tension and uncertainty cultivates critical consciousness and growth.

A multicriteria vulnerability index for equitable resource allocation in public health funding.

This paper describes an action research project with the Centre universitaire intégré de santé et de services sociaux - Capitale Nationale (CIUSSS-CN) who identified a need to assess vulnerability in their territories in order toensure equitable distribution of the Integrated Perinatal and Early Childhood Services (SIPPE) program funds. The objective was to design and validate a multicriteria model to provide a more accurate portrait of vulnerability based on recent social realities. Our multidisciplinary research team of 7 members included experts in analytics, decision aiding, and community and public health. In collaboration with 6 CIUSSS-CN professionals, we co-constructed, during 9 workshops, a multicriteria model to aggregate the multiple dimensions of vulnerability. We used a value-focused thinking approach and applied the method MACBETH assisted by a geographic information system. Criteria, scales, and weights were validated and led to a vulnerability score for each CIUSSS-CN territory. This score provides a more accurate portrait of territorial disparities based on data and the participants' experience. The model was implemented in a dynamic user-friendly tool and serves to support decision-makers in the resource allocation process. Knowledge transfer was conducted during and after the process. This multidisciplinary research has served to anchor public health funding in local realities, with an emphasis on equity and stakeholder engagement. Our mixed-method approach integrating qualitative and quantitative data is adaptable to other contexts. Our results can enhance intervention effectiveness and allow for a better response to the needs of the population targeted by the SIPPE program.