refugee and asylum-seeking women
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 participatoryactionresearch 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
Participatoryactionresearch (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 participatoryactionresearch 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 participatoryactionresearch. 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
Spaces and places for popular
education and participatoryactionresearch
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 participatoryactionresearch 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 ParticipatoryActionResearch (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
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 participatoryactionresearch (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
In youth participatoryactionresearch (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
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
Responding to unhappy
childhoods in the UK:
enhancing young people’s ‘well-
being’ through participatoryactionresearch
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