Feminist‐informed participatory action research: A methodology of choice for examining critical nursing issues

Corbett, Andrea; Francis, Karen; Chapman, Ysanne

doi:10.1111/j.1440-172x.2007.00612.x

Cited by 36 publications

(38 citation statements)

References 17 publications

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“…According to Corbett, Francis, and Chapman (2007), participatory action research means the researcher researches with the participants rather than doing research on a topic. Traditionally, participatory action research has meant that the participants actively work with the researcher in conducting the research; this project is not participatory in that sense.…”

Section: Methods Participatory Feminist Action Research: Toward Greatementioning

confidence: 99%

Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors’ Practices

Spencer

2015

Equity & Excellence in Education

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This article reports the results of a feminist action research project that sought to ascertain professors' best practices for engaging undergraduates in feminist classrooms. In semi-structured interviews, professors recommended assigning readings from a variety of positionalities; creating a safe space for class discussion; relying on data to respond to student resistance; and including issues related to diversity, human identity, and social justice at a curricular level. The article concludes with a discussion of the author's experience implementing this advice in his own teaching for two years.Feminist pedagogies necessarily exist in tension and paradox, fraught with opportunities and challenges. With awareness that one cannot speak of a singular and monolithic feminist pedagogy, in general, we might expect that instructors who identify as feminists want to foster values of equality and freedom in their classrooms-even while institutional roles codify the instructorstudent relationship as hierarchal. Feminist instructors can likely agree that we want our students to become more aware of their own privileges and more capable in relationships and interactions with people from different groups (whether defined by gender, race, class, sexuality, or other axes of difference). Yet, we also want students to recognize that privilege resides not just at the level of the individual but, in fact, emerges as a result of complex structures and systems of power and oppression.Moreover, feminist instructors face impossible paradoxes as employees in institutions that are often organized hierarchically and who are implicated in those same structures and systems of power and oppression we want our students to recognize and resist. Some feminist instructors have institutional privilege and economic security in the form of tenure-track or tenured positions; those with tenure may feel safer to critique their own institutions and the uneven distribution of salary and power on which their institutions (and their own positions) rely. Contingent faculty and part-time faculty, though, have much to risk in offering more radical (or even liberal) points of view. These risks multiply for faculty members of color or who are queer or gender nonconforming, among others. Students, too, come to the classroom differently affected-privileged, disadvantaged, or often in some combination-by those same systems of power and oppression. Students' experiences and perceptions of their own privilege or disadvantage influence their

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Section: Methods Participatory Feminist Action Research: Toward Greatementioning

confidence: 99%

Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors’ Practices

Spencer

2015

Equity & Excellence in Education

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“…The research approach selected for this project was action research (AR) (Carr and Kemmis 1986;Corbett et al 2007;Greenhalgh et al 2006;Kemmis 2006). AR is characterised by a series of cyclic phases that includes the processes of planning, action, data collection, analysis and critical reflection.…”

Section: Methodsmentioning

confidence: 99%

Treatment Content in Child and Adolescent Mental Health Services: Development of the Treatment Recording Sheet

Bearsley-Smith

Sellick

Chesters

et al. 2008

Adm Policy Ment Health

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This paper presents a clinician self-report measure developed to record the specific components of treatment used with adolescents attending a Child and Adolescent Mental Health Service (CAMHS). Using action research methodology, 18 clinicians attended up to five facilitated discussion groups during 2006 to discuss the planned implementation of a clinical trial. The clinicians helped adapt a checklist for recording treatment strategies applied in CAMHS with adolescents. The sessions were audio-taped and transcribed for thematic analysis. The final treatment recording checklist is presented. The clinicians reported the instrument was helpful for recording the content of their interventions and understanding their colleagues practice.

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“…Action Research and Participatory Action Research are research approaches which have been used for many years to facilitate change in varying contexts. Action Research differs from Participatory Action Research because the researcher is a person from outside the situation rather than within [23]. In this project the lead researcher did not work in the study ward, but had a nursing background and was sensitive to the experiences of the participants in the ward.…”

Section: Designmentioning

confidence: 98%

Translating theory into practice: Using Action Research to introduce a coordinated approach to emotional care

Williams

Dawson

Kristjanson

2008

Patient Education and Counseling

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Feminist‐informed participatory action research: A methodology of choice for examining critical nursing issues

Cited by 36 publications

References 17 publications

Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors’ Practices

Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors’ Practices

Treatment Content in Child and Adolescent Mental Health Services: Development of the Treatment Recording Sheet

Translating theory into practice: Using Action Research to introduce a coordinated approach to emotional care

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