Commentary: Working Across Distant Spaces: Connecting Participatory Action Research and Teaching

Abstract

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. For many geographers, teaching and research take place in separate spaces. The teaching/research nexus may be a "complex and contested relationship" (Healey, 2005, 195), but the links are often weak (Jenkins, 2000), the relationship predominantly one-way (Healey, 2005) and, in many countries, the dichotomy between them is growing (LeHeron et al, 2006). Some of the best teaching is informed by others' research and our own; sometimes we talk about a two-way flow where students' engagement with our research material (or the simple act of having to distil it) enriches our thinking when we are back in research mode. But this isn't anything like an equal exchange. As Cook et al. (2007) have recently demonstrated, direct student engagement in research issues, and the challenge of drawing on and situating their own experiences and values, not only democratizes but enriches teaching and learning for all concerned.

Doing Participatory Action Research and Doing a PhD: Words of Encouragement for Prospective Students

“…This may require strategies for linking our teaching with our PAR endeavours-to provide students with opportunities for 'hands-on practice' wherever possible. These issues, and many more, have already been thoughtfully addressed in a symposium published in this journal (Kindon & Elwood, 2009;Pain, 2009), as well as by Stoecker (2008) and Khanlou and Peter (2005).…”

“…For instance, Cancian (1993, p. 92) stated that PAR "retards academic publication and career advancement" and Moore (2004, p. 153) observed that PAR is "antithetical to academic success" (see also Stoecker & Bonacich, 1992;Hall, 1993;Coates et al, 1998;Kindon & Elwood, 2009). Others have argued that the hours spent building and sustaining meaningful relationships and engendering social change have not been granted recognition (Hall, 1993;Pain, 2009). Rather, activist research is treated with disdain in the academy and ascribed the status of 'community housework' (Hubbard, 1996).…”

“…There has been a 'participatory turn' in human geography in recent years (Fuller & Kitchin, 2004;Kindon & Elwood, 2009, p. 20;Pain, 2009). Although participatory action research (PAR) has 'come in from the cold', it has not achieved mainstream status (Hall, 2005;Kindon et al, 2007).…”

“…A recent symposium in this journal showcased the growing body of work that recognizes the contribution of PAR to geographic teaching, learning and research (Kindon & Elwood, 2009;Pain, 2009). This paper explores the potential for successful PAR PhDs, and is written from the firsthand experience of an early career researcher who recently completed one.…”

Productive tensions—engaging geography students in participatory action research with communities

“…Even where teaching is research-led, the relationship between research and teaching is predominantly one-way (Healey, 2005) and, in many countries, the dichotomy between them is growing (Le Heron, Baker, & McEwan, 2006). These are tendencies that entrench elitist models of knowledge production-universities are presented as the sole site of knowledge, and students need not stray outside their boundaries to learn everything that they need to know (Pain, 2009). I also wanted to think about how our students' knowledge and energy could be used for some benefit, whilst students might develop a set of skills and experiential knowledge which they do not gain from academic study alone.…”