Use Of Participatory Action Research Research Articles

Participatory Action Research as Pedagogy: Stay Messy

In this paper, we reflect on the use of Participatory Action Research (PAR) as a pedagogy. To do so, we first introduce PAR and review the burgeoning literature discussing PAR as a pedagogical approach at the university level. We then provide vignettes of our independent experiences as college educators facilitating PAR within undergraduate classrooms. Through our stories, we engage with the messy space between our efforts to change unjust systems and the neoliberal constraints of the academy with a chokehold on those efforts. In this narrative reflection, we examine key themes across our experiences, including: 1) relationship development as a political act; 2) the importance of emergent and responsive pedagogy; and 3) the challenges associated with prefiguring democratic practices in the classroom. Altogether, this paper grapples with the value and risk of bringing PAR into university classrooms and urges PAR educators to refrain from tidying up their pedagogy.

Who takes part in participation? Challenges to empowering student voice in music teacher education

ABSTRACT In this study, we employ a participatory action research framework to investigate how preservice music teachers can take part in developing their own education. The main focus is on how two music teacher educators at two institutions in Norway work to create a space for student voice and participation. The study’s data are analysed and presented through a combination of self-study methodology and narrative analysis conducted by two of the authors, followed by reflections by the two other authors. In these analytical steps, we identify four teacher roles in the form of metaphors: ‘the impatient manager’, ‘the conflicted gatekeeper’, ‘the balancing artist’ and ‘the reluctant host’. These roles are further discussed in light of theoretical perspectives on student voice and participation. The results reveal challenges in the use of participatory action research and in making changes to music teacher education.

Use of participatory action research to support Syrian refugee mothers in the resettlement period in Canada: A longitudinal study.

Research has shown that refugees in a foreign country often experience physical and mental health challenges upon resettlement (Ahmad et al., 2021; Salam et al., 2022). In Canada, refugee women experience a range of physical and mental barriers, including poor access to interpreter services and transportation, and a lack of accessible childcare, all of which can negatively affect their successful integration (Stirling Cameron et al., 2022). Social factors that support Syrian refugees to settle successfully in Canada have been unexplored systematically. This study examines these factors from the perspectives of Syrian refugee mothers living in the province of British Columbia (BC). Framed by principles of intersectionality and community-based participatory action research (PAR), the study draws on Syrian mothers' perspectives of social support in early, middle, and later phases of resettlement. A qualitative longitudinal design consisting of a sociodemographic survey, personal diaries, and in-depth interviews was used to gather information. Descriptive data were coded, and theme categories were assigned. Six themes emerged from data analysis: (1) Steps in the Migration Journey; (2) Pathways to Integrated Care; (3) Social Determinants of Refugee Health; (4) COVID-19 Pandemic Impacts and Ongoing Resettlement; (5) Strength-Based Capabilities of Syrian mothers; (6) Peer Research Assistant's Research (PRAs) Experience. Results from themes 5 and 6 are published separately. Data obtained in this study contribute to the development of support services that are culturally appropriate and accessible to refugee women living in BC. Our objectives are to promote the mental health and improve the quality of life of this female population, and to enable it to access healthcare services and resources in a timely manner.

Participatory Action Research on empowerment in older women: A theoretical-methodological analysis

This article aims to conceptually and methodologically analyse the use of Participatory Action Research (PAR), through field research, in order to increase knowledge about it, and to illustrate its strengths and weaknesses to encourage its use in Health Sciences.Within qualitative methodology, PAR can be used as a tool for the analysis of change and transformation, whose objective is the emancipation and liberation of people who find themselves in an oppressive social context.The assessment of this approach is based on field research with older women who sought to improve their self-care through empowerment. For this purpose, PAR was undertaken, consisting of 22 sessions and two individual telephone calls where qualitative and quantitative data generation tools were used; all this through the most critical modality of PAR. In an exercise of reflexivity, modifications and improvements in the intervention were detected to work with older women in future research.The analysis carried out makes it possible to generate new knowledge on PAR for future research thanks to the identification of critical points: the link generated, the adaptation of tools to older women, and the handling of the high volume of data produced.

Evaluating the use of participatory action research to implement evidence‐based guidance on dementia palliative care in long‐term care settings: A creative hermeneutic analysis

BackgroundDementia affects a large proportion of society and places a significant burden on older people and healthcare systems internationally. Managing symptoms at the end of life for people with dementia is complex. Participatory action research can offer an approach that helps to encourage implementation of evidence‐based practices in long‐term care settings.MethodsThree evidence‐based guidance documents (pain assessment and management, medication management, nutrition and hydration management) were introduced in three long‐term care settings for older people. Data generated from work‐based learning groups were analysed using a critical hermeneutic approach to explore the use of participatory action research to support the implementation of guidance documents in these settings.ResultsEngagement and Facilitation emerged as key factors which both enabled and hindered the PAR processes at each study site.ConclusionsThis study adds to the body of knowledge that emphasises the value of participatory action research in enabling practice change. It further identifies key practice development approaches that are necessary to enable a PAR approach to occur in care settings for older people with dementia. The study highlights the need to ensure that dedicated attention is paid to strategies that facilitate key transformations in clinical practice.

A collaborative approach to studying homelessness in rural Saskatchewan through participatory action research

This paper reflects on the use of Participatory Action Research (PAR) in a united campaign to enhance the ability to respond to homelessness in rural northern Saskatchewan, Canada. The primary means for this was to stimulate discussions and mutual collaboration between academic researchers, community leaders, social agencies, front-line workers, and people who experience homelessness. PAR assisted the research team and community to remain grounded and focused on the reality of the situation at hand. This article outlines the experience, struggles, victories, and lessons learned from this campaign. Significant victories included the aggregation of data, ideas, and shared beliefs; the opportunity to share these findings and initiate conversations amongst and between the groups; and an opportunity for the participants to articulate a united vision and plan to move forward. Key outcomes of this project were the creation of a unified plan for increased communication and collaboration amongst community members, researchers, leaders, and agencies, as well as the establishment of a group which aims to seek for opportunities for collaboration and education provincially. A partnership with the community and the researcher is not without its struggles; however, it is an authentic and vibrant method of studying a group today.

Women survivors of female genital mutilation/cutting: A collaborative process of engaging them as ambassadors of change in Hargeisa, Somaliland

The overall question guiding this research was why after so many years of research and other forms of interventions to eradicate female genital mutilation, it persists. This article is about a special group of women who undergo medical surgery to repair the damage they had endured after genital mutilation/cutting (FGM) in childhood. The process describes how women are encouraged to reflect on their experiences before and after medical surgery and to engage in dialogue on how FGM can be stopped. The study builds on participatory action research aiming to generate knowledge while simultaneously attempting to change the system, or in this case, the attitudes to and reasoning around FGM. However, due to the outbreak of COVID-19, the entire process that should have lasted for at least three years, could not be implemented. This paper therefore covers only the initial process of reaching the affected women, whom we call ambassadors of change, and the organization of the first dialogue workshop. The process started with pre-dialogue mapping that involved visiting women who had received care through an NGO and interviewing them individually or in small groups about their FGM complications and their life after medical surgery. They were also invited to a dialogue workshop with other women and representatives from the government and civil society, to talk about FGM, their pains and how to stop FGM. A total of 34 women participated in the workshop where they discussed their experiences and exchanged views on how to end the practice. The use of participatory action research is discussed and the study indicates the need for using innovative methods to mobilize and engage community members and policy makers to end FGM.

How to foster successful implementation of a patient reported experience measurement in the disability sector: an example of developing strategies in co-creation

BackgroundThe integrated uptake of patient-reported experience measures, using outcomes for the micro, meso and macro level, calls for a successful implementation process which depends on how stakeholders are involved in this process. Currently, the impact of stakeholders on strategies to improve the integrated use is rarely reported, and information about how stakeholders can be engaged, including care-users who are communication vulnerable, is limited. This study illustrates the impact of all stakeholders on developing tailored implementation strategies and provides insights into supportive conditions to involve care-users who are communication vulnerable.MethodsWith the use of participatory action research, implementation strategies were co-created by care-users who are communication vulnerable (n = 8), professionals (n = 12), management (n = 6) and researchers (n = 5) over 9 months. Data collection consisted of audiotapes, reports, and researchers’ notes. Conventional content analysis was performed.ResultsThe impact of care-users concerned the strategies’ look and feel, understandability and relevance. Professionals influenced impact on how to use strategies and terminology. The impact of management was on showing the gap between policy and practice, and learning from previous improvement failures. Researchers showed impact on analysis, direction of strategy changes and translating academic and development experience into practice. The engagement of care-users who are communication vulnerable was supported, taking into account organisational issues and the presentation of information.ConclusionsThe impact of all engaged stakeholders was identified over the different levels strategies focused on. Care-users who are communication vulnerable were valuable engaged in co-creation implementation strategies by equipping them to their needs and routines, which requires adaptation in communication, delimited meetings and a safe group environment.Trial registrationReviewed by the Medical Ethics Committee of Zuyderland-Zuyd (METCZ20190006). NL7594 registred at https://www.trialregister.nl/.

The use of participatory action research to improve energy intake of the soccer athletes

It was estimated that 5, 3 % of Universitas Negeri Semarang (UNNES) soccer athletes were malnourished. The consumption survey results show that the average dietary energy intake (DEI) was 63.24% of the dietary reference intake (DRI). The purpose of this study was to improve the energy intake of athletes. This research was using a participatory action research method. The study was divided into 2 cycles which allocated in 30 days. This research was using a total sampling method. A total of 19 UNNES soccer athletes were involved as research subjects. Data on nutritional status and energy intake were analyzed to evaluate the success of participatory action research. Semi-Quantitative Food Frequency Questionnaire (SQ-FFQ) used to take dietary energy intake data, Nutrition status measured by BMI using Seca scales and microtome. A non-parametric test was used to analyze the success of the participatory action research program. Results showed that participatory action research can improve energy intake (EI) in athletes. Baseline data showed that the average percentage of DEI was 63.24% from the DRI. The average percentage of DEI increased became 71.38% at the end of the first cycle and rose into a 91.91 % at the end of the second cycle. It is recommended for trainers to include nutrition assistance activities as part of the exercise program for athletes.

Democratising knowledge through action research: theoretical reflections and challenges in the field

ABSTRACT The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7–9) school-teachers of English as a second or additional language, together with two researchers/the authors, reflected and identified factors that needed to be engaged with to improve teaching and make learning English meaningful to the Bafokeng children’s language, community values and ways of living. In developing the partnerships that were crucial for PAR, first, we acknowledged and affirmed how the teachers described and accounted for their teaching and, second, how together with the researchers, individually and collectively co-produced knowledge democratically about the teaching that was studied and how it could be improved. The argument is that without the partnerships that were developed and continuously constructed during field-work, the collaborative ways of identifying how to improve the teaching of English while recognizing language, values and ways of living they brought into lessons would have been impossible. Finally, the article reflects on the conditions that made the partnerships and roles played by all eleven participants in the study crucial in laying the foundations for meaningful professional development for the teachers.

4.B. Skills building seminar: Participatory action research: sharing power to improve public health research outcomes

Abstract This skills building seminar addresses the use of Participatory Action Research (PAR) as strategy to involve professionals and practitioners from (non-academic) health organizations in public health research. These so-called stakeholders possess external -experiential practice-based- knowledge important for a successful realization of a public health research project. After a short introduction on the why and when of PAR as a suitable strategy in public health research, and the why and when in a project's life cycle stakeholders can or must join, levels of participatory practices will be discussed, as well as consequences of transfer of power from academic researchers to professionals and practitioners in the field. The first part of the seminar will be followed by two real life examples from two projects in Germany: 1) a psycho-oncological care project -hospital-based-, where alarm bells went off during the external prospective evaluation of the new care programme. In the development phase of this new programme,key stakeholders had not been involved yet; and 2) the optimization, by inserting PAR cycles, of a stroke family caregiver support programme before implementation in a public health care system. The audience is invited to discuss research dilemmas, as well as pros and cons of the PAR strategy Key messages Participatory action research is about active collaboration between academics and health professionals to bring transformative change through the process of taking action and doing research. Sharing power between academics and health professionals is vital to improve public health research.

A STEP-UP Resilience Intervention for Supporting Indigenous Students Attending Boarding Schools Its Development and Implementation

Developing and nurturing resilience is critical to the social and emotional wellbeing (SEWB) of Indigenous Australian adolescents and their continuing life trajectories. The attendance of many Indigenous adolescents from remote communities at boarding schools creates a need to prioritise and proactively create opportunities that build and nurture student resilience. This requires sustainable and multi-dimensional school-wide approaches. Despite this need, there are no documented SEWB or resilience building approaches for Australian Indigenous students who attend boarding schools. We describe the use of participatory action research to develop and implement a two-year STEP-UP intervention with boarding schools, designed to create supportive environments for improving psychosocial resilience and wellbeing of remote-living Indigenous students. The intervention consisted of three components implemented annually across eight schools: a site-specific STEP-UP action plan; staff capacity development; and an annual Schools and Communities Conference. Thematic analysis of a systematic literature review, documented action planning, conference group processes, resilience theory and survey findings from the associated broader resilience study resulted in the identification of six resilience building domains: valuing culture and identity; developing cultural leadership; nurturing strong relationships; building social and emotional skills; creating safe, supportive environments; and building staff capacity. These domains became the resulting framework for STEP-UP planning and enabled focused examination of practices and future planning. Learnings from the intervention process suggest principles to consider when designing interventions: utilising a strengths-based approach; design responsiveness; collaborative partnerships; institutional capacity; and sustainability. A resilience toolkit website was developed to enable knowledge translation and sustainability beyond the study.

Islamic Character Education in E-Learning Model: How Should It be Implemented?

Recently, studies examining the inclusion of Islamic character education in schooling sectors have been exclusively discerned. The research mainly focused on teachers’ and students’ perceptions, curriculum and materials development, as well as policy implementation. Albeit the results of these studies shared significant insights in teacher education programs, very sparse discussions were carried out with regard to how the Islamic character education should be enacted. Interestingly, virtual education nowadays also challenges the implementation of this notion. In this work, therefore, we propose a model of Islamic character education cultivation employing e-learning approach in a schooling context. The use of participatory action research (PAR), additionally, is encouraged to capture learning cycles of Islamic character in the classroom between teachers and students. This proposal, if implemented by teachers, would contribute to better realization of moderate teachings of Islam through character education.

Use of Participatory Action Research in the Development of a Survey of Physiotherapy Services for People with Multiple Sclerosis in Canada.

Purpose: Currently, there is a paucity of research describing physiotherapy services for individuals with multiple sclerosis (MS) in Canada. Using qualitative methods, we aimed to develop a survey to examine physiotherapy practice patterns for people with MS receiving services in Canada. Method: We began by conducting a review of the current literature and combining participatory action research methods with the expertise of registered physiotherapists and individuals with MS. Semi-structured interviews were conducted with 10 participants to obtain their input into survey development. The interviews were then transcribed verbatim and analyzed thematically. Results: Five key themes emerged from the thematic analysis: (1) provide additional answer options, (2) reformat or clarify questions, (3) ensure that questions or options are appropriate, (4) ensure good readability and flow, and (5) determine the appropriate length of the survey. After a final revision, the survey consisted of 24 items in the following domains: demographics, MS programme and patient population, interdisciplinary care, and programme and service barriers. Conclusions: This survey is the first of its kind in Canada and is the first step toward improving the quality of health of people living with MS and the effectiveness of current physiotherapy practices for them.

How participatory action research as pedagogy helped transform the identities of students enrolled in a developmental mathematics classroom

ABSTRACT This study explores the use of participatory action research (PAR) as pedagogy with adults to create dialog about their educational experiences connected with learning mathematics. The dialog, largely centered on race and poverty and how those aspects factored into their learning, produced the opportunity for critical reflection. This dialog gave students a context for investigating mathematical concepts. The novel pedagogy allowed students to re-evaluate assumptions they had about their ability to learn mathematics, hence affecting a change in their identity. The data presented here is viewed through the lens of transformative learning and its relation to identity. The ultimate goal of this paper is to provide evidence that participatory educational environments provide adults with effective opportunities to develop a greater sense of self within the academic environment, thereby enhancing their chances to succeed.

The research circle - a tool for preschool teachers’ professional learning and preschool development

ABSTRACTThe article explores a professional learning programme, a research circle, in which preschool teachers and researchers collaborate on content relating to sustainable development, science and technology. It investigates how collaborations between preschool teachers and researchers can contribute to professional learning and preschool development. The research focuses on experiences of participation in research circles and makes use of Participatory Action Research (PAR). The data consists of twelve preschool teachers’ written documentation as preparation for seminars in the research circle and semi-structured interviews with eight preschool teachers. The analysis explores three bodies of social and educational change: individuals, teams and organisations. The overall conclusion is that participation in a research circle support preschool teachers to become more aware of their own practices, address issues and challenges and make improvements in a collaborative and reflective way, it is a useful tool for preschool teachers’ professional learning and preschool development.

Amplifying youth voice and cultivating leadership through participatory action research

This article presents the story of Youth Hub, a grassroots, neighborhood-based initiative in Boston, Massachusetts, highlighting its use of participatory action research (PAR) to amplify youth voice, cultivate leadership, and promote change. The article includes an explanation of the need from which Youth Hub emerged; a discussion of Youth Hub’s use of PAR, including benefits and challenges of the approach; a summary of key research findings; an examination of PAR’s usefulness for knowledge creation, including benefits and challenges; and an analysis of youth leadership and ownership in Youth Hub’s model, also including benefits and challenges. The article concludes with suggestions for how Youth Hub’s approach can be useful for amplifying youth voice and building youth leadership more broadly.

Participatory Action Research with South Asian Immigrant Women

Participatory Action Research (PAR) is presented as similar to social work in regard to processes, outcomes and empowerment. The challenges in utilizing PAR in social work are explored using the example of a PAR project with a group of South Asian immigrant women in Windsor, Ontario, Canada. An examination of the insider-outsider dimensions of PAR is also provided. The similarities between the process in social work and the process in PAR are discussed with reference to the specific skills relevant to both. This paper proposes a set of considerations to facilitate the use of Participatory Action Research in social work.

Using Participatory Action Research to Create Systematic Parent Engagement

Despite ample research supporting the value of strong family, school, and community partnerships, few districts or communities have been able to support and sustain systematic parent engagement. This article focuses on the efforts undertaken by a research team in Saskatoon, Canada to develop a model that empowers parents to systematically engage with educators and schools in order to enhance educational and social outcomes for children and parents. Central to this effort has been the use of participatory action research (PAR) as a means to honor and engage the experiences of diverse community members. This article highlights specific PAR methods that supported the development of a more systematic approach to parent engagement. The experiences described demonstrate how the improvisatory and responsive nature of the PAR approach help to both build trust and create more sustainable changes in communities.

Economia social e solidária, governança e turismo no âmbito do desenvolvimento territorial sustentável

Este estudo analisa a ação de organizações de economia social e solidária que atuam no setor do turismo no território da Área de Proteção Ambiental da Baleia Franca, em Santa Catarina, Brasil. Tendo como base a abordagem do Desenvolvimento Territorial Sustentável - DTS, o estudo foi realizado mediante o emprego da pesquisa ação-participativa na rede de organizações TOBTerra. Neste contexto, o problema de pesquisa questiona se essas organizações estariam criando ou não um ambiente propício ao desenvolvimento de produtos e serviços turísticos em linha com os preceitos do DTS. Por conseguinte, o estudo tem como objetivos: identificar, descrever e interpretar a ação da Rede TOBTerra no setor do turismo do referido território. Justifica-se a importância deste estudo pela natureza predatória do turismo litorâneo em Santa Catarina em territórios onde não se estabelecem pactos entre agentes locais em torno da gestão e uso parcimonioso dos recursos patrimoniais natural e cultural. Pretende-se dar uma contribuição científica à abordagem do DTS no âmbito do turismo por meio de um trabalho teórico-empírico, destacando os conceitos de “cesta de bens” e de “governança territorial”, como também gerar conhecimento prático via análise interorganizacional dos conflitos, dos acordos e princípios comuns para a ação coletiva.