Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes

Abstract

The practice of community based participatory research (CBPR) has evolved over the past 20 years with the recognition that health equity is best achieved when academic researchers form collaborative partnerships with communities. This article theorizes the possibility that core principles of CBPR cannot be realistically applied unless unequal power relations are identified and addressed. It provides theoretical and empirical perspectives for understanding power, privilege, researcher identity and academic research team composition, and their effects on partnering processes and health disparity outcomes. The team’s processes of conducting seven case studies of diverse partnerships in a national cross-site CBPR study are analyzed; the multi-disciplinary research team’s self-reflections on identity and positionality are analyzed, privileging its combined racial, ethnic, and gendered life experiences, and integrating feminist and post-colonial theory into these reflections. Findings from the inquiry are shared, and incorporating academic researcher team identity is recommended as a core component of equalizing power distribution within CBPR.

Public pastoral care as nexus and opportunity for a transformed practical theology within decolonisation discourse in South African higher education

“…This indicates a self-sustaining system of colonial hegemonic knowledge systems including practical theology by academics. This hegemonic situation is self-perpetuating unless there is reflexivity (Dreyer 2016) and academics' consciousness of their positionality of power (Muhammad et al 2015). Noting the general superiority of South African universities because they produce the bulk of African research (CHET 2013), it can be extrapolated that South African academic colonial hegemonies tend to be also sustained by universities through viewing people with research partners in Western countries as having important collaborations while being lukewarm to collaborations with African partnerships.…”

“…A decolonised practical theology should include the following features: (Dreyer 2016) and academics' consciousness of their positionality of power (Muhammad et al 2015) resulting in intentional pursuit of agendas based on pressing challenges. 5.…”

Through Their Eyes

“…As outlined in this article and prior literature (Wang and Burris, 1997), the application of participatory methods can be time-consuming, and requires prior logistical planning and specific research and analytical skills. Developing a partnership with participants, although critical to extract insider insights, can be especially challenging if a sense of trust and respect is not effectively established between participants and research or evaluation teams (Muhammad et al, 2014). In addition, given the integral involvement of participants during each phase, the overall direction and scope of the study can vary; this may lead to difficulties in governing and managing the direction of the study (Cargo & Mercer, 2008).…”

Doing It Write: Representation and Responsibility in Writing Up Participatory Research Involving Young People

“…Thus, it would be "self-effacing (and dishonest)" to deny their contributions to these stages of the project (Dorozenko et al, 2016, p. 200). Muhammad et al (2015) support this, stating that academics have the training and expectations to produce peer-reviewed articles, whereas young people may have distinct responsibilities (for instance school/work) that preclude additional tasks. A potential consequence is that "academic power and privilege can become omnipresent" in the writing and representation of data (Muhammad et al, 2015(Muhammad et al, , p. 1055.…”

“…Muhammad et al (2015) support this, stating that academics have the training and expectations to produce peer-reviewed articles, whereas young people may have distinct responsibilities (for instance school/work) that preclude additional tasks. A potential consequence is that "academic power and privilege can become omnipresent" in the writing and representation of data (Muhammad et al, 2015(Muhammad et al, , p. 1055. We commend Mary Kellett's decision to include Ruth, Naomi and Simon, aged 10, as co-authors on an article about empowering children as active researchers (see Kellett, Forrest, Dent, & Ward, 2004).…”