Participatory Action Research Methodology Research Articles

Special Education is Required for Individuals Pursuing A Career as An Advocate, As Stated In Article 3, Paragraph (1), Letter F of The Republic of Indonesia Law Number 18 of 2003, Which Pertains to Advocates.

Special Education for the Advocate Profession (PKPA) is a requirement stipulated by the State Law of the Republic of Indonesia Number 18 of 2003 regarding Advocates. Special Education for the Advocate Profession is a mandatory program designed for those with a bachelor's degree and a foundation in law education. The socializing event had 30 prospective advocates and occurred on October 14, 2023, at the University of Tangerang Raya Tiga Raksa in Tangerang Regency. The Service Learning (SL) method aims to incorporate learning into the Special Education of the Advocate Profession (PKPA) or the collaboration between the National Leadership Council of the Indonesian Advocates Association (DPN PERSADIN) and the Faculty of Law, University of Tangerang Raya (UNTARA). Furthermore, the Participatory Action Research (PAR) methodology emphasizes explicitly the empowerment of individuals involved in the Special Education for the Advocate Profession (PKPA). This arises from the necessity to address legal issues inside the community. Volunteers from higher education institutions should prioritize the community as the primary agent of development and transformation. This activity aims to establish and promote advocacy, emphasizing that advocates are esteemed professionals who possess freedom, independence, and responsibility in upholding the law. The activities of this profession are legally safeguarded and protected to ensure the implementation of the Rule of Law.

Reflections on coaching and mentoring in the transition to school space

ABSTRACT The learning and development of educators in schools can take many forms. This paper is a critical reflection about the coaching and mentoring practices of the authors, set within the context of a state-wide transition to school initiative in Queensland, Australia. The paper describes the context of the initiative, the role of the authors, critical participatory action research methodology adopted, some of the tasks used, and emerging evidence of the efficacy or otherwise of decisions made. Critical reflection on the processes undertaken, and the rationale for these, have formed the basis for planning coaching and mentoring support through the initiative and constitute the data utilised in this paper.

Skills and knowledge therapists need to work with foster youth and families: According to key stakeholders in child welfare.

The current study relied on community-based participatory action research and qualitative methodology to explore the necessary skills and knowledge psychotherapists need to work effectively with foster youth and their families. In this study, the research team conducted interviews and focus groups with stakeholders (n = 48) in child welfare to learn how to support therapeutic relationships with foster youth clients. Using qualitative content analysis, the research team identified eight categories for needed knowledge and/or skills, such as collaboration with and inclusion of others in a client's system; flexibility and open-mindedness to individualize care follow the client's lead; and a solid understanding of trauma and attachment supported by therapist training and regular consultation specifically around foster care. These findings offer tangible suggestions for skills that psychotherapists can learn and practice in order to support beneficial mental health services for foster youth.

Using photovoice to engage students in a non-major microbiology course.

In the past decade, it has become increasingly difficult to engage and encourage critical thinking and deeper learning in students who participate in higher education, particularly in non-major subjects. Photovoice is a participatory action research methodology that has been used in community-based research in many different areas including social science, health science and education. In this study, photovoice was used as a pedagogical tool in a third-year BSc Bioscience non-major microbiology module at Dundalk Institute of Technology. In order to ascertain if photovoice was an effective way of engaging these students, a qualitative descriptive methodological approach, in the form of a focus group, was employed. Six of the 13 students who took the module participated in the focus group, reporting a positive experience overall of using photovoice. Further analysis of the focus group data resulted in the overarching theme of choice, with creativity and critical thinking and research skills as sub-themes to emerge. These findings suggest that photovoice is an effective way to engage students in microbiology as a non-major subject. However, as it was a small sample size, future research would need to use a larger cohort of students to provide further evidence of using photovoice as a pedagogical engagement tool for non-major subjects.

Applications of Photovoice-Based Entrepreneurial-Minded Pedagogical Interventions in the Engineering Classroom

The recent emergence of generative AI technologies is beginning to shape workforce hiring practices. The shift towards skills-based hiring over degree-based hiring has sparked concerns over the ability of college graduates to be prepared for their career roles. One approach to equip students to work with technology and adapt to rapidly changing environments is the development of an entrepreneurial mindset. One way to cultivate entrepreneurial thinking is through the participatory action research methodology, photovoice. This study explores how photovoice promotes discovery, evaluation, and exploitation of opportunities in university engineering classrooms. For this study, a literature review was conducted to identify, evaluate, and interpret available research. For the review, a five-step process was used. This process included defining a search criterion, constructing a Boolean logic search query, inserting the query into multiple academic search engines/databases, screening and selecting articles, and categorizing and mapping the literature. The review’s findings were organized based on the type of study, participants, duration of study and photovoice interventions used, study outcomes, and entrepreneurial mindset development. The results discussed in this paper offer insights, guidance, recommendations, and future directions for engineering education research.

Las prácticas de residencia en formación docente inicial a través de la investigación-acción participativa

This article addresses a research based on the participatory action research methodology. It has been developed in the city of Cruz del Eje, whose participants were teachers of Teaching Practice IV and residents of the initial and primary education teachers, directors and teachers of three associated schools. The general objective is to analyze and reflect on the form that accompaniment takes in residency and the richness of the co-participatory experience to make visible the richness that they can acquire from methodologies that allow contributing to a meeting between training and research. Among the results found, the incidence of school biography in residence was identified. The construction of devices and spaces to improve a collaborative culture was favored by the voluntary and interested collaboration of the participants in different experiences, although some aspects remain to be improved regarding the bond between resident and guiding teacher.

Las prácticas de residencia en formación docente inicial a través de la investigación-acción participativa

This article addresses a research based on the participatory action research methodology. It has been developed in the city of Cruz del Eje, whose participants were teachers of Teaching Practice IV and residents of the initial and primary education teachers, directors and teachers of three associated schools. The general objective is to analyze and reflect on the form that accompaniment takes in residency and the richness of the co-participatory experience to make visible the richness that they can acquire from methodologies that allow contributing to a meeting between training and research. Among the results found, the incidence of school biography in residence was identified. The construction of devices and spaces to improve a collaborative culture was favored by the voluntary and interested collaboration of the participants in different experiences, although some aspects remain to be improved regarding the bond between resident and guiding teacher.

Walking together in friendship: Learning about cultural safety in mainstream mental health services through Aboriginal Participatory Action Research.

Culturally safe service provision is essential to improving social and emotional wellbeing among Aboriginal and Torres Strait Islander communities, and to eliminating health inequities. Cultural safety is about ensuring that all people have a safe and healing journey through services, regardless of their cultural background. In this project, we aim to (1) understand how Aboriginal and Torres Strait Islander peoples conceptualise cultural safety, and (2) co-design a qualitative interview for the next phase of this project, where we plan to learn about experiences of cultural safety within mental health services. We conducted six focus groups (in one metro and two regional areas, Western Australia). Following an Aboriginal Participatory Action Research methodology, we yarned with Aboriginal and Torres Strait Islander mental health service users, carers, community members, mental health professionals and Cultural Healers about cultural safety. Participants described a culturally safe service as one where Aboriginal cultural knowledges, life experiences, issues and protocols are understood and acknowledged, and reported that mainstream mental health services are not currently culturally safe. Participants emphasised the importance of building trust, rapport, reciprocity and following appropriate relational processes when designing a qualitative interview for the next phase. A lack of cultural safety in mental health services is likely to contribute to the disparity in outcomes between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. Embedding cultural safety into research design allows for authentic community engagement and facilitates knowledge sharing around ways to improve cultural safety in mental health services.

Taking action for Athlete wellbeing: strengthening psychosocial support through interactive group work

ABSTRACT This article provides an exploration into the social context of elite sport and details how a participatory action research methodology was used to develop, deliver, and evaluate two interactive group work interventions, “connection workshops” and “mental health literacy training.” Located within a professional Australian National Rugby League (NRL) and designed to strengthen the psychosocial support available to athletes within the high-performance environment, four connection workshops and three mental health literacy training sessions were facilitated within “The Club.” Qualitatively evaluated through seventeen one-on-one semi-structured interviews with athletes, coaches, and support staff, results indicated that these programs had strengthened the presence of psychosocial protective resources within the high-performance environment, with an increase in athletes’ help-seeking behavior resulting from improved accessibility and quality of interpersonal supports.

Türkiye'de Yerel Buğday Çeşitlerinin ve Ürünlerinin Yaygınlaştırılmasında Öncü Topluluklar

Modern wheat varieties developed since the 1960s have increased yields but have also brought with them serious ecological, social and health problems. Local wheat varieties must be produced, developed, conserved and disseminated by farmers. In this research the pioneering farmer/consumer communities in Çanakkale, Balıkesir and Kars provinces and some community supported agriculture groups in Izmir province active in dissemination of local wheat varieties and breads and other products are examined. Participatory action research methodology was used among producer groups and food communities. The research question was developed through common problems and solutions by involving producers and consumers during the field research in line with participatory action research. The local wheat production of producer groups and the processes of supplying their products to the market were carefully analyzed and this information was shared with food groups. In the food groups, ways to increase the consumption of local wheat products were sought with the information shared. As a result, it is seen that pioneer groups that ensure direct marketing of products from farmers to consumers, organize farmers, work holistically and increase women's participation are more successful in the geographical dissemination of local wheat varieties and ensuring seed sovereignty. In consumer groups, it was observed that understanding the production process and identifying problems related to consumption through focus group studies initially increased the consumption of local wheat products. However, the high cost of bread made from local wheat varieties constitutes one of the biggest obstacles. Collaboration between consumers and food groups with local producers can increase the spread of the production and consumption of local wheat. Local governments can also play an important role in promoting local wheat and its products. One of these supports could be participatory plant breeding.

Using interactive management research in the organizational communication classroom

ABSTRACT This classroom assessment article shares the findings of a practicum-based undergraduate organizational communication course using interactive management research (IMR). IMR is a participatory action research methodology that fosters group design thinking to envision perceived pathways for collectively organizing to address a social issue. The methodology was used with undergraduate students to teach communication as constitutive of organizations and diversity, equity, and inclusion (DEI) in the workplace. According to the perceptions of students, inclusive organizing begins with inclusive policies and informed leadership to promote a receptive organizational climate where students, faculty, and staff can make microlevel commitments. This perceived top-down flow of organizing presents pedagogical, theoretical, and practical implications for communication teachers when teaching organizational communication and DEI to their students. Finally, methodological implications are presented for future teachers that wish to implement IMR as part of a practicum-based undergraduate course.

The Use and Impact Socialization of Religious Moderation Values Through Media of Hand Puppet Theater Stages Toward Forming Character of Tolerance In Primary School Students

Indonesia is a country with a rich diversity of religions and cultures. This diversity is a defining characteristic of the Indonesian nation and must be preserved and respected. This research aims to promote values of religious moderation through hand puppet theater performances to shape the tolerance character of elementary school students. Adopting a Participatory Action Research (PAR) methodology, which includes counseling, art performances, group discussions, and material distribution, this research strives for accurate results. The findings of this study will demonstrate the impact and effectiveness of performances in influencing the character of students at MIS Nurul Yaqin. A child's character is significantly shaped by their experiences at home, school, and in their community. This research indicates that the character development of MIS Nurul Yaqin students is influenced by three key aspects: (1) moral knowing, (2) moral feeling, and (3) moral action.

How to facilitate NHS professionals to recognise and use skills gained from global health engagement when back in the UK workforce? A participatory action research project to design, pilot and evaluate a series of online leadership workshops

ObjectivesLeadership knowledge and skills are known to be developed by health professionals during global health experiences overseas. However, volunteers struggle to recognise and use these new skills on return to...

Building Community for Those Living With HIV: Co-Empowerment and Participatory Action Research

The Calgary HIV Social Society (CHSS) self-determined and organized several social-recreational monthly events to reduce and understand the effects of social isolation and stigma that people living with HIV face every day. It has been found that COVID-19 had impacted the lives of people living with HIV by creating significant isolation for those already stigmatized because of living with HIV. Using a Participatory Action Research (PAR) methodology and focus group at the end of the events, the research showed how COVID 19, and the related concurring isolation has impacted the lives of people living with HIV. The research included three in-person social gatherings with a total of 60 participants living with HIV attending and a focus group with 10 participants. The social gatherings around the city of Calgary, Alberta showed how the possibility of having a safe space and being supported by people who live with similar systematic barriers, buffers the detrimental, social stigmatization of living with HIV and its secrecy. The research brought forth a better understanding on how social connection (including on-line support) during COVID-19 for persons living with HIV increased their general sense of belonging, reduced stigma and was a protective factor for their overall mental health.

AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning

Purpose The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work. Design/methodology/approach The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework. Findings This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations. Originality/value This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

Participatory action research: advocacy and activism for promoting social justice in and through CALL

Participatory action research (PAR)—the inquiry procedure adopted by researchers who collaborate with communities experiencing injustices to identify workable and evidence-based solutions to existing problems—is not well-known in the area of CALL. Taking the social justice challenges existing in CALL, PAR methodology may be of relevance and importance to CALL researchers-educators committed to initiating change and cultivating social justice in and through CALL. Accordingly, this methodological paper sets out to bring PAR methodology closer to the CALL research community as a type of socially engaged research inquiry. It (re)introduces the notion of social justice in CALL and indicates a range of equity-related challenges and opportunities existing in the field, provides an overview of PAR methodological issues, its foundational principles, and the essential phases, and articulates the relevance of PAR for the CALL research community. The paper ends with an illustration of PAR using an advocacy project conducted by the present author for social justice in L2 education through CALL at her university.

Co-design of an intervention exploring meaning and purpose after spinal cord injury

Purpose Rebuilding a strong sense of meaning and purpose following trauma is a vital contributor to post-traumatic growth and adapting well to a spinal cord injury. This project aimed to develop an intervention that used the concept of post-traumatic growth to foster a stronger sense of meaning and purpose in people with a spinal cord injury. Methods Using participatory action research methodology, the intervention was designed in an iterative process with health professionals and people with lived experience of spinal cord injury. We developed a ten-week online group program and delivered two pilot programs to 13 participants. We used their feedback to further refine the program before finalisation. Results A participatory action research approach resulted in a positive intervention well received by participants and consumer organisations. Feedback suggests the intervention shows promise for improvements in functional and psychosocial outcomes and has long-term viability. Conclusions The project successfully developed and delivered a novel program that uses the concept of post-traumatic growth to foster a stronger sense of meaning and purpose. Further implementation of the program with larger numbers will allow for evaluation of the program’s effectiveness.

Bibliotherapy as an adjuvant tool in the treatment of emotional challenges in early schoolchildren

Bibliotherapy, known as bibliomania, literary, or reading therapy, is based on reflective and pedagogical exercises that use reading-aloud practices to promote introspective reflections for personal growth to strengthen problem-solving, the treatment of traumatic life situations and emotional health well-being. At the Corporación Universitaria Minuto de DIOS - UNIMINUTO, specifically in the ILVIC (Infancias, Lecturas y Vida Cotidiana, 2023) seedbed, a group of students and teachers used this work method with children from the Fundación de Cristo Rey, in the city of Bogotá. The class sessions revealed processes of teaching reading to infants between eight months and four years of age. The exercises were worked with disruptive and fraternal pedagogical purposes, concomitance with a participatory action-research methodology with a qualitative approach. This allowed students and teachers to systematize their practices through the instruments applied in the various class workshops. This diversified knowledge broadened the possibilities of teaching children's literature and forked paths in forming readers from childhood.

Creation of an instrument for pediatric mental health in indigenous people: A participatory design

Indigenous communities represent a population group with multiple vulnerabilities that are exacerbated in low- and middle-income countries. The group of children and youths faces exposure to adverse living conditions that add to the complexity of the values and meanings they give to life, well-being, and health, especially mental health. In this sense, it is essential to find culturally sensitive approaches for the recognition of such meanings from mental health and its aspects of affectation. Therefore, we sought to describe a methodological process of co-construction and cultural approach with indigenous communities of an early detection instrument for mental disorders and spiritual disharmonies in childhood and youth. This study corresponded to the qualitative phase of a sequential, contextual mixed methods design, based on moments from the implementation of a Participatory Action Research methodology. It was found that collaborative processes of cultural approach in research allow for more precise knowledge of special importance for the recognition of alterations in mental health, which is also reflected in better processes of understanding needs, desires, and possibilities in mental health and that in turn allows for the development of timely actions of recognition and accompaniment. It is necessary to continue with the development processes of culturally appropriate methodologies for mental health research in indigenous communities.

Confronting coloniality of nature: Strategies to recover water and life in mapuche territory

Indigenous peoples dispute the material and symbolic control of territory and nature in confronting the “coloniality of nature,” proposing respect for knowledge and environmental relations that modernity-coloniality-capitalism have denied. In these disputes, they ways that nature, energy and water are used and their meaning are at the center of the debate. This work presents a decade of participatory action research with Mapuche organizations, with which strategies against the installation of extractive projects have been deployed. In these experiences, we highlight the use of the concept of ixofillmongen as a category of Mapuche knowledge that proposes a relational ontological approach to other life forms that are part of nature. Here we present its use as part of a Mapuche strategy to decolonize nature implemented against the installation of hydroelectric plants. Based on this work, we developed a participatory action research methodology that other indigenous communities can replicate for the design of collective research experiences and the creation of alternative territorial strategies. The research results show that it is possible to build strategies for the recovery of water based on native peoples’ territorial and natural knowledge and get them to dialogue with critical and decolonial geography.