Exploring and Implementing Participatory Action Research

Savin‐Baden, Maggi; Wimpenny, Katherine

doi:10.1080/03098260601065136

Cited by 55 publications

(43 citation statements)

References 14 publications

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“…As noted by Savin-Baden & Wimpenny (2007), whilst PAR is situated within the everyday working practices of those involved and is premised on the participants' commitment to engage in research for themselves, the notion of participation can be problematic and should be continually questioned with respect to the following:…”

Section: Negotiating Authentic Participationmentioning

confidence: 99%

“…However, the disruption created can set the agenda for change and strategies are required throughout to enable participants to feel supported and respected. As Savin-Baden & Wimpenny (2007) highlight, such strategies should include: consideration of the participants' sense of pride; recognition of the importance of validating individuals' skills and attributes, identities and efforts; affirmation of the participants' feelings of autonomy and competence and, with that, of their ability to be accountable for their actions.…”

Section: (Primary Researcher Reflective Log)mentioning

confidence: 99%

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Using Participatory Action Research to Support Knowledge Translation in Practice Settings

Wimpenny

2013

International Journal of Practice-based Learning in Health and

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Health care practitioners must underpin their practice with sound scientific evidence. Yet realising this is not straightforward, especially in light of the amount and appropriateness of research evidence available and its relationship to practice, coupled with practitioners' own ideology about the contribution of propositional knowledge (the use of propositions, ideas and theories). Knowledge translation is a collaborative means of making the best use of knowledge resulting from theory, policy and research evidence to ensure delivery of best practice to clients and carers to improve health outcomes. This paper presents participatory action research (PAR) as a methodology to meet the challenge of engaging professional staff in knowledge translation to support practice demands through a considered process of reflection, dialogue and action with others. Insights demonstrating PAR methods and results for knowledge translation will be drawn from the literature and from first-hand experience of a professional practice development research project involving occupational therapists working across a health and academic setting in the United Kingdom (UK).The principles and practice of PAR methodology, including a brief history of its purpose and development, are examined. Strategies for 'getting going', including consideration of research participant roles, examination of authentic participation and the process of analysis or meaning making are discussed. The overall aim of the paper is to illustrate how PAR might usefully be applied in practice settings to support knowledge translation.

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Section: Negotiating Authentic Participationmentioning

confidence: 99%

Section: (Primary Researcher Reflective Log)mentioning

confidence: 99%

Using Participatory Action Research to Support Knowledge Translation in Practice Settings

Wimpenny

2013

International Journal of Practice-based Learning in Health and

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“…Such work is grounded within communities, and a central issue remains tackling the unequal power relations within social groups to enable the participation of each individual (Cahill 2007;Pain 2004;Savin-Baden and Wimpenny 2007). Key to deconstructing dominant discourses and social hierarchies are the methods used (for example participatory diagramming, community mapping, art, video, drama: see Cieri 2007;Kindon 2003;Pratt and Johnston 2007), but the wider deployment of ethics, politics and relationships is crucial to ensure that research progresses through dialogue and co-ownership rather than simply attractive methodological moments ).…”

Section: Participatory Research and The Contact Zonementioning

confidence: 99%

Contact Zones: Participation, Materiality, and the Messiness of Interaction

2011

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Recent debates around urban encounter, integration and cosmopolitanism and renewed engagement with contact theory have raised questions about the spaces of interaction that may enable meaningful encounters between different social groups. Reflecting on a participatory art project with young people of African and British heritage in north east England, we argue that discussion and practice around participatory action research, including the deployment of contact zones as theory and method, can cast some light on what fosters transformative spaces. Through analysis of two different approaches to community art used in the project, we show how elements of each enabled and disabled meaningful interaction between young people. We draw attention to the materiality of art (the tools) within participatory practices (the doing of it) in contributing to a space where interactions might take place, emphasising a complex interplay across/between actors, materials and space that frames encounters as emergent, transitory, fragile yet hopeful. We examine the potential of a focus on the material in thinking beyond moments of encounter to how transformative social relations may be 'scaled up', before considering the implications for research and policy. IntroductionRecently, increasing attention has been given to the spatialities of interethnic encounters, focusing on how the settings of contact between different groups, as well as their wider political and social contexts, play a key role in the experiences and outcomes of encounter 'contact theory' (after Allport 1954), focusing on the spaces of interaction that may enable 'meaningful encounters' between different social groups, particularly because separation and hostility between existing and newly arrived groups is a key current social and political issue of concern in the UK and elsewhere.While in this paper we emphasise that there can be no quick fix for 'integration', our perspective is a hopeful one. We discuss an example that begins to map out the detailed practices and spaces that might move beyond the reiterative and exclusionary processes that We aim to make three main contributions to academic and policy literatures in this paper.First, we wish to make an explicit link between spatiality, encounter and the notion of contact zones, emphasising contact zones as method as well as theory. We suggest that feminist and participatory epistemological perspectives are critical to conceptual work on contact zones, if we are to develop a more nuanced and ethical approach to research, policy and practice in this area. Secondly, we highlight the role of the physical nature of encounters in fostering or foreclosing interaction, suggesting that alongside enabling spaces for intercultural encounter, attention must be paid to the materialities of such encounters -or more specifically, the epistemological deployment of materials within arenas of social interaction. Finally, we argue that paying close attention to these 'geographies of matter' can help us think through issues ...

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“…PAR is a specific participatory approach, offering "a collaborative process of research, education and action explicitly oriented towards social transformation" (Kindon et al, 2007, p. 9), often used to challenge the socially unjust situations in which people find themselves (Savin-Baden & Wimpenny, 2007). It frequently involves collaborations between different partners who have specific sets of skills and knowledge.…”

Section: Introductionmentioning

confidence: 99%

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

Pain

Finn

Bouveng³

et al. 2013

Journal of Geography in Higher Education

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This study discusses the benefits and challenges of an undergraduate module on participatory geographies, involving students in co-producing research with community partners. The module challenges the knowledge production model predominant in Geography curricula. We argue that it develops students' skills and understanding through engaging them intellectually, socially and emotionally outside the university. As a student, two community partners and a professor, we offer our perspectives on the opportunities and conflicts that arose. We do not gloss over tensions in achieving the module's diverse aims, but suggest that these are productive for teaching, learning, research and the needs of community organizations.

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Exploring and Implementing Participatory Action Research

Cited by 55 publications

References 14 publications

Using Participatory Action Research to Support Knowledge Translation in Practice Settings

Using Participatory Action Research to Support Knowledge Translation in Practice Settings

Contact Zones: Participation, Materiality, and the Messiness of Interaction

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

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