Respectful Partnerships Research Articles

Abstract B124: Indigenizing cancer biobanks as a form of cultural resistance

Abstract Purpose/Objective(s): Roswell Park is the oldest comprehensive cancer center in the US, founded in 1868. Roswell is also situated within the largest confederacy of Native American Nations in the Northeast, the Haudenosaunee, People of the Longhouse, also known as the Iroquois. Holdings of Indigenous biospecimens collected and housed in Roswell's biorepository were reported back to Indigenous urban communities and the largest Haudenosaunee Nation in the region. The purpose of the presentation was to share and engage discussion on indigenizing biorepository collections, procedures, storage, and utilization for investigation as a means of cultural resistance. Materials/Methods: Two projects were conducted. The first reviewed feedback on clincial trial recruitment methods in urban indigenous communiteis related to biospecimen research (n=16, phase 1; n=20, phase 2) and a second study is under way investigating reservation-based and urban perspectives on biobanking storage, perceptions of genetic research, ethics, and policy (n=35 interviews; n=6 focus groups). Both studies utilized a qualitative framework to collect, analyze, and report experiences, perceptions on clinical research, recruitment, biospecimen donation, and investigation. Mulitple analysts were incorporated from interdisciplinary qualitative paradigms, training, cultural backgrounds, and experience to enhance rigor. Summary: Preliminary results included the process of creating trust through respectful partnerships, understanding the consenting process, respecting traditional views, the need for education on the field of genetics, being congnizant of environmental spaces, and benefit to family and future generations. Other conclusions focused on macro level recommendations for indigenizing cancer-based biorepository collections, procedures, storage, and utilization for investigation as a means of cultural resistance and honoring. Conclusions: Conversations included conceptualization of macro-level policy initiatives that have the ability to enlighten the process of “Western science” in creating new narratives for future generations and building meaningful biologic specimen research agendas towards culturally attuned prevention and personalized medicine. It is important that unique societies contribute to the science and crucial that science respects the sovereignty of Native Nations to contribute for the benefit of all generations. Citation Format: Rodney C. Haring, Elisa M. Rodriguez, Whitney Ann E. Henry. Indigenizing cancer biobanks as a form of cultural resistance [abstract]. In: Proceedings of the Eleventh AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2018 Nov 2-5; New Orleans, LA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl):Abstract nr B124.

Community research in a public place: Wangangarra 1 rockshelter, Mitchell River National Park, East Gippsland (Australia)

Southeastern Australia’s temperate East Gippsland region is a large and diverse landscape that spans from the Bass Strait coast to the Australian Alps. The region includes a number of national parks and reserves jointly managed by Aboriginal Traditional Owners, the Gunaikurnai Land and Waters Aboriginal Corporation (the ‘Gunaikurnai Corporation’), and Parks Victoria. The Gunaikurnai Corporation recognises that archaeological research can be a fundamental tool in understanding relationships in past landscapes and managing places within Country. In 2017, the Gunaikurnai Corporation initiated a long-term collaborative study of Gunaikurnai Country with university-based scientists, with the management of Country through informed decision-making in mind. Here we present results from the first partnership research project in the Mitchell River National Park. A small-scale archaeological excavation of Wangangarra 1, a rockshelter that was not previously recognised to hold archaeological evidence, has revealed highly significant deposits spanning from before the Last Glacial Maximum to recent times, including evidence of occupation by the Old People. The results contribute to a better understanding of the Park as a cultural landscape, and demonstrate the success of respectful partnership research with local Indigenous groups as Traditional Owners.

Ecocentrism: Resetting Baselines for Virtue Development

From a planetary perspective, industrialized humans have become unvirtuous and holistically destructive in comparison to 99% of human genus existence. Why? This paper draws a transdisciplinary explanation. Humans are social mammals who are born particularly immature with a lengthy, decades-long maturational schedule and thus evolved an intensive nest for the young (soothing perinatal experience, responsive care, extensive breastfeeding, multiple responsive caregivers, positive social support, self-directed free play with multi-aged mates in the natural world). Neurosciences show that evolved nest components support normal development at all levels (e.g., neurobiological, social, psychological), laying the foundations for virtue. Nest components are degraded in industrialized societies. Studies and accounts of societies that provide the nest, particularly nomadic foragers, the type of society in which humanity spent 99% of its genus history, indicate a more virtuous human nature than that industrialized societies think is normal or possible. Nest-supported human nature displays Darwin’s moral sense whereas unnested individuals show dysregulation and a degraded moral sense—a species-atypical human nature. Original virtue is about flourishing—of self, human community and the more than human community—within all circles of life, based in a deep awareness of humanity’s dependence on the rest of nature to survive. The pillars of original virtue include relational attunement (engagement ethic), communal imagination, and respectful partnership with the natural world. All are apparent in human societies that provide the nest to their young, fostering connectedness throughout life. They maintain communal imagination through cultural practices that enhance ecological attachment and receptive intelligence to the natural world.

Developing Early Years leadership: examining the practice of facilitation in and through action research

ABSTRACT This article examines the use of first-person action research to improve the facilitation of a continuing professional development (CPD) project in Early Years leadership. The intention of this project was to support Early Years Leaders (EYLs) from a diverse range of Early Years settings in NW England to improve their practice and hence strengthen the quality of Early Years provision. The project gave rise to a nested action research inquiry carried out by both EYLs and the lead facilitator of the CPD. As the EYLs used the approaches offered by the facilitator to articulate and evaluate their experiences of leading Early Years provision, their sayings, the articulation of their expertise and burgeoning confidence in using that expertise, challenged the facilitator to find her own locus of knowledge. The article focuses on this process of building respectful partnerships for reflexive learning and how the facilitator, using her own overarching inquiry, developed insights into the process of facilitation itself. The concept of practice architectures was used as a framework to analyse the data. Findings include the importance of recognising diverse forms of expertise and where this lay and the emotional labour of relinquishing control of the process to enable authentic shared enquiry.

Индивидуально-личностные факторы пенсионного стресса у представителей профессий интеллектуального типа, проживающих в России и иммигрировавших в страны Евросоюза

The article introduces data from the study of the severity of social anxiety caused by the expectation of retirement and subsequent retirement; highlights signs of retirement stress: acceleration of biological aging, the discrepancy of psychological and biological age. It also regards individual-personal factors of biopsychological aging. The article presents the results of an empirical study of the biopsychological age of people – Russians by origin – pursuing intel-lectual professions and living in the European Union and in Russia. All the participants were continuing their research activity and were aged from 32 to 70 years, both living in Russia (n=101, women, 62), and having migrated to the European Union countries (n=101, women 56). Methods of assessing biological age with regard on health indicators, subjective psychological age, as well as the questionnaire of life path were applied. The results showed that in Russian sample the signs of retirement stress are more pronounced: the subjects have an acceleration of biological aging at the age of 51–65 years. The personal strategies for preventing retirement stress and maintaining relative juvenility, typical for the intellectual occupation professionals, were singled out: for men — democratic working conditions, positive attitude, collaborative non-ambitious non-aggressive behaviour; and for women — wellbeing, respectful partnership in the couple, friendly working conditions; multiple changes of place of residence. However, the difference in relative juvenility strategy for residents in Russian and EU was also observed.

Toward actionable, coproduced research on boreal birds focused on building respectful partnerships

Toward actionable, coproduced research on boreal birds focused on building respectful partnerships

Sowing a way towards revitalizing Indigenous agriculture: creating meaning from a forum discussion in Saskatchewan, Canada

Agriculture is practiced on 3–4 million acres of First Nations reserve lands in the Saskatchewan Prairies—predominantly by non-Indigenous farmers. A confluence of factors including an increase in agricultural land holdings on reserve and greater autonomy in land management have renewed conversations on how First Nations can realize the full economic benefits and exert greater control over agricultural activities that affect the reserve land base. We hosted a Forum on Indigenous Agriculture to share current knowledge on the contemporary status of Indigenous agriculture and to co-formulate research, capacity building, and policy priorities. First Nations’ roles in agriculture are diverse and were categorized in three broad contexts: as farmers, relying on traditional Indigenous or western practice, or a synergy of both; as landlords negotiating lease agreements; and as agribusiness entrepreneurs. Five themes emerged from the forum: centring Indigenous knowledge and traditional relationships to the land, capacity building, building respectful partnerships and relationships, financing farming and equitable economies, and translating research to policy and legislation. The forum provided foundational data to inform research and capacity building to meet community-defined goals in agriculture on reserve lands and by First Nations people.

Health Care with Indigenous Women: Respectful Partnerships

Health Care with Indigenous Women: Respectful Partnerships

The Role of Digital School-Home Communication in Teacher Well-Being.

Well-functioning communication is crucial in all work communities. A respectful and trusty partnership between parents and teachers in schools is essential not only for pupils but also for the well-being of the whole organization. Communication is at the heart of such a partnership. Although most parent-teacher communication nowadays takes place on digital platforms, not much is known about the specific role of digital communication (DC) in building parent–teacher partnerships. In an attempt to find out we asked 400 Finnish parents and 80 teachers about their experiences of communicating digitally and the kind of matters they discussed, and how they thought feedback on pupils should be expressed. The data was content-analyzed. Three categories related to DC content were identified: study-related matters, behavioral issues, and sensitive issues. Parental and teachers’ expectations of how pupil feedback should be expressed also fell into three categories: a good balance of encouraging and corrective feedback, more encouraging feedback, and a constant emphasis on the child’s weaknesses. These results have research and practical implications for teacher well-being.

Yarning shares knowledge: Wiradyuri storytelling, cultural immersion and video reflection

ABSTRACTThis article focuses on the design and teaching of a capstone law subject that is aimed at developing Indigenous cultural competency in future lawyers. The discussion covers the translation of Wiradyuri traditions of oral storytelling into a video reflection assessment task for law students who undertook a cultural immersion experience with Wiradyuri Elders in rural NSW as part of their law studies. We examine two foundational spaces through personal reflection. Firstly, the space for relational learning through the authentic engagement with Indigenous cultural narratives to deepen academic and student knowledge about traditional cultural practices and Indigenous legal systems. Secondly, we discuss how Indigenous self-determination and authentic relationships with Indigenous peoples can influence practices of social justice in legal education. We refer to specific place-based learning initiatives that highlight the strength and diversity of cultural traditions and bring to the forefront some of the contemporary social realities of Indigenous people in Australia today. Thus, connecting the development of knowledge to respectful partnerships of collaboration and validating the power of authentic learning experiences to influence meaningful engagement with Indigenous peoples at a local level. Finally, we reflect on the capacity for reflective analysis linked to this on-Country learning, both for students and academics, to impact on the development of legal professional identity in nascent lawyers, and thus impact on the profession at large.

Empowering LGBTQ parents: How to improve maternity services and child healthcare settings for this community – ‘She told us that we are good as a family’

Parental empowerment plays an essential role in maternity and child healthcare. Professionals delivering these services are ideally placed to improve parents' empowerment and well-being. This study aims to describe the supporting factors of parental empowerment from the perspective of self-identified lesbian, gay, bisexual, trans, or queer (LGBTQ) parents in Finland. The study was conducted using a qualitative inductive design, and 22 parents participated. Interviews were conducted between July and September of 2016 and analysed using inductive content analysis. Four categories emerged: 1) Parents' willingness to create socially recognized families, 2) Parenthood support, 3) Respectful partnership with all parents, and 4) Accessible services. Services were more empowering when parents were treated with dignity. This focus requires gender-neutral communication and a clear sense of security for parents. The findings indicate more education on LGBTQ-related issues is still needed.

SUN-341 RESPECTFUL ENGAGEMENT OF INDIGENOUS PEOPLES IN A PAN-CANADIAN KIDNEY RESEARCH NETWORK

Kidney disease has a strong and disproportionate impact on the health of Indigenous communities in Canada. Therefore, a national strategy to improve kidney health must include meaningful, culturally appropriate engagement with Indigenous peoples. The Can-SOLVE CKD Network is a pan-Canadian patient-oriented kidney research initiative that is working to improve the health of all Canadians and bring Indigenous ways of knowing into health research. As part of the Can-SOLVE CKD Network, Indigenous patients, caregivers, researchers, and community leaders created an Indigenous Peoples’ Engagement and Research Council (IPERC). This council sits at the centre of the network and supports collaboration grounded in traditional values and partnerships with Indigenous peoples and communities. Using an ethical framework that encompasses the principles of ownership, control, access and possession and the elements of participatory research, IPERC is mandated to guide Can-SOLVE CKD research projects in respectful engagement of Indigenous communities. A key component of this work is the creation of a new training pathway, Wabishki Bizhiko Skaanj (“White Horse” in Anishinaabe), that will help researchers and patient partners build respectful partnerships with Indigenous peoples in health research. Wabishki Bizhiko Skaanj aims to enhance researchers’ knowledge of racial biases, Indigenous voices and stories, the impact of colonization, and culturally safe health research practices. Its objectives are closely aligned with those of the Can-SOLVE CKD Network. Participants are encouraged to look, listen, learn, and lead their way along the pathway by examining racial identities, privileges, and biases, as well as participating in interactive learning exercises, facilitated online modules and webinars. The Wabishki Bizhiko Skaanj learning pathway includes a focus on Indigenous Elders in research, including the role of Elders and how to foster meaningful and reciprocal relationships between researchers and Indigenous Elders/Knowledge Keepers. This training aims to create a culturally safe space for researchers, patients, and Elders to come together to gain understanding of a holistic context for scientific observations. Can-SOLVE CKD has created a culturally safe space for Indigenous individuals to participate in all aspects of patient-oriented kidney research. Through IPERC, the network has instituted guidelines on ceremony and Elder participation that ensure recognition of traditional knowledge and territories. Wabishki Bizhiko Skaanj represents a novel learning platform for Indigenous cultural safety in Canadian health research. By enhancing knowledge, self-awareness and strengthening cultural competency, this learning pathway is enabling all partners in health research to ultimately close the gaps in kidney health outcomes between Indigenous and non-Indigenous communities. Feedback from a pilot of the components has been very positive. The Can-SOLVE CKD Network offers a model for respectful engagement of Indigenous communities in health research. By adopting Indigenous ways of knowing and fostering cultural competency, the network is working to enhance kidney health outcomes and overall wellness for and with Indigenous peoples and communities across Canada.

Insights from outside BJOG

Insights from outside BJOG

The impact and importance of place on health for young people of Pasifika descent in Queensland, Australia: a qualitative study towards developing meaningful health equity indicators

BackgroundHealth equity is a priority in the global sustainable development agenda. Available health equity indicators often focus on health outcomes, access to healthcare, risk factors and determinants such as income, education, and gender. Less attention has been given to other social determinants, including those related to place and ethnicity. Measures such as income, education, and gender, however, may not provide policy-makers with sufficient information to redress inequities. In this paper, we begin to develop health equity indicators for young Pasifika peoples in Logan, Queensland, Australia. While health data on Pasifika young people in Queensland is scant, available data suggests significant inequalities. The purpose of the study was to develop an understanding of the drivers of these disparities through the lens of the social determinants of health, to create health equity indicators.MethodsFollowing meetings with community stakeholders to develop respectful and collaborative partnership processes, we took a youth participatory action research approach. Six peer researchers (3 male, 3 female) were recruited from the Logan area for the project. Following training, the peer researchers undertook 31 qualitative interviews with young Pasifika (16–24 years old). Data was manually analysed, coded and grouped into themes to develop the draft indicators. Interviews used the culturally appropriate Talanoa storytelling approach.ResultsSix key themes were identified from the interviews and were used to develop example indicators related to: spiritual and socio-cultural dimensions, place, access to culturally responsive services, economic and material dimensions and political dimensions. The results demonstrate health inequities experienced by Pasifika populations are strongly linked to place and their economic, social and cultural position.ConclusionsThis study emphasises the need to understand the multiplicity of place-based factors that interact in complex ways to shape health inequities for young Pasifika peoples. It highlights health equity indicators must go beyond healthcare services, outcomes and a limited number of objective determinants, to include a more holistic focus. Starting to measure health and wellbeing via the lens of the social determinants of health will help to identify where policy-makers and programmes can intervene to begin to more adequately address inequities.

Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project

In this paper, we, a university special education professor and an executive director of a parent-to-parent non-profit organization, describe our collaborative partnership built on a common understanding that parents of children with disabilities are educational leaders. We address how we work collaboratively to locate and establish families as co-educators in an undergraduate special education course on families for pre-service special education teachers. In line with the Individuals with Disabilities Education and Improvement Act (IDEIA), we understand that parents have the right to make educational decisions regarding their child with a disability [Section 300.300(a)(2)(iii)]. Through a “Family as Faculty” (FAF) approach, families’ voices and expertise are positioned centrally in special education teacher preparation university courses. In this paper, we detail the ways in which we have worked together to construct a solid foundation for the first and subsequent FAF projects. We highlight the ways in which our partnership began through establishing trust, respect, and clear, common goals. These mutually created goals, built on the premise that we were committed to sustainable efforts to support the parents and families involved in FAF projects, are fundamental in ensuring that all stakeholders involved receive long-term support.

A school university teacher education partnership: Reconceptualising reciprocity of learning

As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

Facilitating Engagement among Academic and Community Partners: The Monteverde Institute’s View from the Middle

Researchers have recommended operative standards and ethical considerations to maintain the integrity of community engaged scholarship programs. This framework is valuable for guiding good practices and promoting enhancements. Implementation of these considerations in actual programs provides experiential knowledge and reveals additional considerations due to the distinctive nature of each program. This article presents a descriptive overview of the Monteverde Institute’s history and model in its application of community engaged scholarship in Costa Rica. As a reflective exercise, I discuss the Monteverde Institute’s successes and challenges as related to six principles put forth by scholars. As witnessed by its practices, the Monteverde Institute endorses these important concepts and I provide specific examples of the implementation and customization of these principles in different situations. As a result of this review, I outline the beneficial role provided by the Monteverde Institute as an intermediary, on-site institution in the facilitation of community engaged scholarship. The Monteverde Institute is an academic, research, and community organization that provides both academic structure and community project coordination to its partners. It views community engaged scholarship from different perspectives and guides the applicability of programs to real situations in the region. These actions enable the Monteverde Institute to co-create respectful and functional partnerships. This is important for long-term sustained cooperation and in-depth community engaged scholarship. The process is continual, and I end this reflection with the question, what now? Answering this question, as it relates to the Monteverde Institute, may reveal aspects applicable for the advancement of community engaged scholarship in other regions.

Implementation Through Community Coalitions: The Power of Technology and of Community-Based Intermediaries.

The measurement and monitoring of implementation fidelity or of adaptations to interventions in the ways described by the innovative papers in this special issue implies the need for an 'implementation infrastructure' to help assure the quality and hence impact of prevention delivery systems. In our work in Australia through schools and government-funded community services in socially disadvantaged communities we have begun to build such an infrastructure, which we call a Prevention Translation and Support System (PTSS). We offer our methodologies not as a template but as an illustration of one approach, designed for use with community coalitions. We aim to work in respectful partnerships with frontline professionals to construct, test, modify, and implement measurement tools and other electronic resources that can facilitate data-driven decision making and evidence-based practice, and generally promote the translation of prevention science into routine practice. The development and use of these technological resources are supported by community workers called Collective Change Facilitators, who act as a 'human bridge' between the worlds of research and practice. They serve as a critical friend to community coalitions, while also translating the needs of service deliverers back to the researchers and practitioners building the PTSS. One example of this engagement was the development and use of a multidimensional measure of coalition function, the Coalition Wellbeing Survey, that helps coalition leaders plan responsive action to overcome identified areas of difficulty and strengthen coalition function. The need for such a tool, accompanied by comprehensive resources, was identified early in our work as essential for the high-quality implementation by community coalitions of evidence-based services. We conclude that implementation of preventive innovations on a large scale, especially those in which technology is embedded to support measurement and monitoring, calls for the creation of new kinds of intermediate organizations that can help sustain a continuous process of research and quality improvement in the field.

Adages for Ethical Graduate Mentoring in the Twenty-first Century

Adages for Ethical Graduate Mentoring in the Twenty-first Century Charlotte M. Canning (bio), Esther Kim Lee (bio), and Sara Warner (bio) We were among the fortunate ones, and even then we knew it. After graduating with our doctoral degrees, we got tenure-track jobs in top-ranked programs at Research 1 (R1) universities. We each knew brilliant and talented people in our graduate programs for whom this was not true. Our paths were not without challenges, including deeply gendered obstacles, but we are now in positions that come with many privileges. With these privileges, however, come an equal number of responsibilities to research, teach, and serve on and off our campuses. Of these responsibilities, the one that is the most challenging is our role as advisers and mentors to PhD students. The three of us defended our dissertations in a historical moment when we were taught to be like our advisers, and the goal of almost everyone in our cohorts was to be a professor. Although the job market since the 1970s has been subject to downturns, there was little discussion of the ultimate end-goal of doctoral education. Now, however, there are many questions surrounding the purpose of doctoral education and whether or not the professoriate is indeed the goal for everyone, or whether this can be a goal at all. We did not experience the level of uncertainty our students are now experiencing, but we want to be the best advisers we can to help our students navigate the changing landscape of graduate education. Earlier in our careers, we all believed that we could change anything, and that what we endured our students would not. Esther wanted to make sure her students of color would not be the only minority participants in a seminar or a conference panel, as she often was in graduate school. A first-generation college student, Sara was the only working-class member of her graduate school cohort and the only out lesbian in most of her classes. Charlotte’s program was all white and mostly women. She hoped, like Esther and Sara, for greater diversity and that women would not silently have to endure sexual harassment. To some extent that has proven to be true, and our students have a greater voice and more support than we did. These changes, unfortunately, are not enough that we can look with pride on the current situation in academia, especially when it comes to diversity, inclusion, and ethical actions. We are advising our students to navigate a market that looks nothing like the one we experienced. We struggle daily with the ethics of what we are doing: How do we know we are making the right choices? How do we fulfill our obligations with integrity? What does a respectful partnership with our students look like? In what follows, we share some of our thoughts on what we have identified as the biggest challenges we face as professors and advisers to graduate students. We place particular focus on the job market and the issues of diversity as a way to ground our conversation. By reflecting on our own career trajectories and the current trends in our field, we hope to shed some light on how we approach the critically important responsibility of being doctoral advisors and mentors in the twenty-first century. Ethics and Advising I: Jobs Contingent, Alternative, and Adjacent The ethical quandary that those of us who administer PhD programs must grapple with is not simply the question of employment in higher education, but what kinds of jobs our students [End Page 103] can hope to get and where. Of course, getting a PhD as a theatre academic/scholar has always been something like a leap of faith. Even when Charlotte entered the job market in 1991, she received letters saying that searches had been closed due to losses of funding or hiring freezes at the institutions holding the searches. Perhaps one part of understanding our students’ future is to stop implying a past golden age, which never really existed. This is not to say, however, that there are not significant differences here in the early twenty-first century compared to the late twentieth...

Participatory research-A modernizing science for primary health care.

Participatory research is the science of partnerships underlying research, concerned with research governance, ownership of research products, and relationships behind research objectives and methods. The common strand behind the quite different schools of participatory research is that research should be in respectful partnership with people; it is not about researchers working on, for, or about people. Modern participatory research embraces different philosophies through several applications. The first application addresses research objectives, with participation at different points in the research cycle. Second, modern participatory research is relevant in adaptive management, including management of primary health care. Third, participatory research is a tool for patient engagement and patient‐centered outcomes in the clinical context. A fourth application is participatory research as an intervention: Participatory research moves people, and it mobilizes resources and can thus be pivotal to sustainability and for health‐promoting intersectoral linkages. As primary health care is a family medicine responsibility, participatory research offers family medicine a valuable toolbox complementing the accepted clinical toolboxes. Through shared identification of problems and decisions about solutions, participatory research increases participant capacity to identify and address their own issues. Among clinicians, it enhances professional practices. In the bigger social picture, all this promotes social justice, self‐determination, and knowledge utilization.