Search Results
137 EIGHT Participatory action research with refugee and asylum-seeking women Margaret Greenfields Introduction This chapter discusses the methods, processes and outcomes of a Comic Relief1-funded three-year community development and advocacy programme undertaken with Refugee and Asylum-Seeking Women (RASW) in London. It focuses on how the use of participatory action research and training delivered by RASW can challenge and inform the way in which ‘professionals’ deliver health and legal services to vulnerable communities. The project, undertaken during
Introduction Participatory action research (PAR) and community-based participatory research (CBPR) are critical methodological approaches that work with individuals and communities to define research questions and conduct research inquires. Each approach seeks to develop participant-driven knowledge about lived experiences and social problems while also promoting and, often, engaging in social change activities. PAR and CBPR are gaining footholds in the US in fields such as education, public health and nursing due to the promise these methodologies have to
This chapter describes the use of different artistic expression strategies in a participatory action research process. The protagonists of this project are young people with intellectual disabilities and their families in the context of a socio-occupational training programme at the university. The main objective of the research is to explore themes around the overprotection–autonomy continuum from the participants’ perspectives. A set of artistic techniques from different disciplines (visual art, performing art, and music) were used as a means to discuss and
investigate what the most desirable alternatives for action would be. If forum theatre is applied in combination with the systematic retention of the insights that are developed together, it can be labelled as participatory action research. Indeed, some books on action research describe the researcher as a cultural animator, a role that is close to that of a theatre maker ( Tacchi et al., 2003 ). This applied form of forum theatre with neighbourhood teams firstly consisted of preparing a performance by finding a critical situation that was rehearsed in order to emphasise
41 3 Spaces and places for popular education and participatory action research This book started from increasing concerns about the growth of Far Right populism, racism and violence, along with rising disquiet about ‘fake news’ in various international contexts. How might popular education and participatory action research contribute to the development of alternative approaches in response to these contemporary challenges, building support for more constructive ways forward? Although these concerns have become increasingly evident over the past couple of
movements; especially as some feminists still find it difficult to recognize selling sex as a legitimate form of labour. To this end, a Feminist Participatory Action Research (FPAR) methodology was employed. Colleen Reid and Claudia Gillberg describe FPAR as a ‘participatory and action-oriented approach to research that centres gender and women’s experiences both theoretically and practically’ ( 2014 : 343). FPAR draws from feminist principles of knowledge production. It also prioritizes the research participants’ active engagement in the meaning-making process and
multinational corporations. In a situation of such severe food injustice, research on food cannot be detached or ‘neutral’. It must, if it is to be relevant and ethical, actually contribute towards social change. This chapter argues that participatory action research (PAR), as both a normative commitment and an approach to inquiry, is a means by which research can contribute to food justice. Going beyond both ‘public sociology’ and ‘critically engaged sociology’ in its attempts to empower research participants and respond to their needs, PAR seeks to effect change not only
Key messages In youth participatory action research (YPAR), youth conduct research relevant to their lives. In California, there is an education policy that encourages community engagement with local data. YPAR can be implemented at scale, and should be used to generate policy-relevant data. YPAR can offer new insights, different from traditional research, to policy conversations. Interest in both the use of evidence in education policy and youth-led research is increasing ( Ozer et al, pending ; Tseng and Nutley, 2014 ). Youth participatory
125 Participatory action research and policy change Brett G. Stoudt, María Elena Torre, Paul Bartley, Fawn Bracy, Hillary Caldwell, Anthony Downs, Cory Greene, Jan Haldipur, Prakriti Hassan, Einat Manoff, Nadine Sheppard and Jacqueline Yates The Morris Justice Project (MJP) works in an area of New York City that is internationally renowned for its place in urban music and culture as much as the stigma that is associated with its reputation. MJP is an informal collection of collaborators and, through its members, is connected with an academic
291 THIRTEEN Responding to unhappy childhoods in the UK: enhancing young people’s ‘well- being’ through participatory action research Charlie Cooper Background There is a wealth of evidence pointing to a decline in young people’s emotional ‘well-being’ in the UK – particularly among the most disadvantaged – in the last 20 years (Collishaw et al, 2004). The 2007 United Nations Children’s Fund’s (UNICEF) assessment of children’s and young people’s well-being in 21 ‘advanced’ nations placed the UK bottom (UNICEF, 2007). A similar study of young people
