Community–University Partnerships: Using Participatory Action Learning and Action Research (PALAR)

Abstract

Using Participatory Action Learning and Action Research (PALAR)As a core function of a university, community engagement needs to be embraced by all academics in higher education, enabling research for, and as, social change. This article considers participatory action learning and action research (PALAR) as an approach for community-university partnerships to foster and maximise the rewards of university engagement with communities for collaborative research and problem-solving. It has the following dual focus: (1) to explain how PALAR can provide opportunities for universities to work collaboratively with community members; and(2) to demonstrate what can be achieved using PALAR.The three R's of PALAR -relationships, reflection and recognition -are the key elements that promote a truly participatory approach to knowledge creation and practical social and educational improvements. In addition, PALAR is a useful method for disrupting traditional perspectives of communityuniversity relationships and interaction.PALAR has the potential to: (1) promote mutual learning and development; (2) foster the cascading of learning and knowledge to others in the community; and (3) co-create knowledge that is relevant, contextualised and useful, both for meeting community needs and producing research output as required of universities.Two case studies (one South African and one Australian) will provide evidence of the usefulness of PALAR in developing the capacity among participants (academic researchers, postgraduate students and community members) to collaborate for meaningful educational and social change. To provide a context for these case studies, the following section briefly explains the concepts of action learning (AL), action research (AR), participatory action research (PAR), and participatory action learning and action research (PALAR) (based on Zuber-Skerritt 2011). A model is presented for the design of community development programs through university-community partnerships using PALAR.

La investigación acción participativa en procesos de desarrollo comunitario: una experiencia de cooperación interuniversitaria en el barrio de Jesús María, La Habana Vieja (Cuba)

“…En este marco, el compromiso de las universidades debe atender a favorecer a nivel comunitario procesos formativos de los agentes y técnicos locales de las comunidades con las que se trabaje, facilitando recursos y medios que generen una apropiación social del conocimiento (Kearney, Zuber-Skerritt & Wood, 2013). Es importante, apoyar la realización de diagnósticos, evaluaciones y estudios de casos que permitan conocer la situación de partida antes de llevar a cabo cualquier acción de desarrollo, incidiendo en que estas investigaciones recojan en todo momento las necesidades reales de la población.…”

Collaborated understandings of context-specific psychosocial challenges facing South African school learners: a participatory approach

“…PALAR seeks to acknowledge and evolve traditional empirical research to integrate with local knowledge (Fasokun et al, 2005;Teare, 2013) to benefit the community and to simultaneously generate action as well as empirically sound theory. The three processes mentioned below (Kearney et al, 2013) are an integral part of any PALAR project from the outset, facilitated by the embodiment of the principles summarised as the 7Cs , mentioned above:…”

“…Learning occurs through an iterative process of action and critical reflection (Kearney et al, 2013) that encourages participants to reflect on their professional practice, both individually and collaboratively, to improve their educational circumstances, while encouraging democratic, mutually rewarding partnerships in keeping with the 7Cs of PALAR (Zuber-Skerritt, 2011). The aim is to promote transformative action, character building of individual participants and the community, while simultaneously contributing to professional theory and practice (Zuber-Skerritt, 2011).…”

“…The PALAR process aims at collaborative transformation and empowerment of community members (Zuber-Skerritt & Teare, 2013) by allowing their knowledgeable voices to be heard (Kearney, Wood, & Zuber-Skerritt, 2013), thus acknowledging existing indigenous knowledge and skills (Zuber-Skerritt & Teare, 2013). Learning occurs through an iterative process of action and critical reflection (Kearney et al, 2013) that encourages participants to reflect on their professional practice, both individually and collaboratively, to improve their educational circumstances, while encouraging democratic, mutually rewarding partnerships in keeping with the 7Cs of PALAR (Zuber-Skerritt, 2011).…”

“…Data generation consisted of the video-recorded informal group discussions and reflections on the various exercises, as well as visual data (de Lange, Mitchell, & Stuart, 2007;Wilson et al, 2007) as a stimulus to promote active participation and to acknowledge their existing knowledge of the context (Kearney et al, 2013). Participants took photos within the community to highlight contextual psychosocial challenges (Wilson et al, 2007).…”