A Participatory Paradigm for an Engaged Scholarship in Higher Education

Collaborative imagination: earning activism through literacy education

“…He buttresses his position with well-established theories of engaged learning and community-based research (Bringle, Clayton, & Price, 2009;Curwood, Munger, Mitchell, Mackeigan, & Farrar, 2011;Jameson, Clayton, & Jaeger, 2011;Vernon & Ward, 1999) that manifest the value of university and community members working collectively and creatively toward the betterment of society, crafting a shared vision for change that ensures reciprocity in the partnership, and encompasses equal contributions and responsibility. In this sense, he echoes the views captured by action researchers in their analyses, case studies, and assessments of campus-community partnerships (Blouin & Perry, 2009;Leiderman, Furco, Zapf, & Goss, 2002;Sandy & Holland, 2006) as well as the perspectives of international scholars researching civic engagement in higher education (Munck, McIlrath, Hall, & Tandon, 2014;Zuber-Skerritt, Wood, & Louw, 2015). Feingenbaum's vision of literacy for social change is aligned with the widespread understanding among service-learning practitioners that transformational learning results from crossing academic and community cultures, negotiating power dynamics in the partnership, committing to support the continuity of the relationships established with community partners, and constantly reassessing the needs and expectations of diverse constituencies.…”

Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

“…PAR strives to frame an approach of knowledge generation that is both collaborative and focused on achieving positive social change (Brydon-Miller et al, 2020). The approach is based on reflection, data gathering, and analysis-and action that aims to change communities and reduce community problems through involving the people in the community who are affected by the problem (Zuber-Skerritt et al, 2015b). This meant working with the teachers and community members to determine the research objectives, questions, and methodology (Campos et al, 2016).…”

“…Reflective practice is a specialised cyclical form of thinking that forms part of action research (Finlay, 2008). This article leans on Kolb's experiential learning theory as the cornerstone of participatory forms of research given that it encompasses interactive cycles of reflection and action (Zuber-Skerritt et al, 2015b). The theory proceeds from the epistemological assumption that knowledge can be created through reflecting on the experience.…”

Supporting the development of program leaders in higher education: An action research case study

“…The two primary objectives of engaging in ALAR are, first, being action or change in practice, program, community or individual, and, second, enhancing understanding and knowledge of the broader community, including the researchers, patrons or both (Cherry & Bowden, 1999). ALAR is a method for facilitating change in people's actions and behaviours through reflection, relationships and recognition, which develops a depth in understanding of their practices and leads to transformation (Zuber-Skerritt et al, 2015).The ALAR process can also be explained in reference to the three R's, being relationships, reflection and recognition. Based on the objectives of ALAR, it is a fitting schema for developing key leadership skills, such as problem solving, selfawareness and solution-based processes (Kemmis, 2009).…”