Abstract:Where (Gitlin, 2007, p.1).Advocates of participatory action research agree that the impetus of this method is to attempt to restructure power relations in the research process, to honour the knowledge and strengths with/in/of diverse communities, and to challenge the dynamics of inequalities by furthering the struggle for social justice (Saba Waheed, nguyen ly-huong, Anna Couey, 2005). But how can decolonization support participatory action research?This paper will explore the ethical, social and epistemologi… Show more
“…We also reached an agreement on how results would be disseminated (Johnston et al, 2016;Kirshner et al, 2011;Tuck & Fine, 2007). Participatory action research has been identified as a research method that fits with the goals of decolonizing research with Indigenous populations (Caxaj, 2015;Gill et al, 2012;Zavala, 2013). Participatory action research allows for the centring of community partners as it allows for the community partners to have the important role of providing guidance.…”
Countries like Belize, located in the Global South, often have limited financial resources to address problems such as intimate partner violence, and financial support from the Global North is often accompanied by the inherent problems caused by the effects of colonization. As violence is one of the leading causes of death for women in Belize, the need to understand the reasons is pronounced. A decolonized approached is utilized to center the voices of women who had been victims of intimate partner violence. In conducting this research I address, the W questions: who, why, where, and how, in order to recognize my role in the research process and to center the voices of the collaborators. All of the collaborators, through sharing their stories, revealed the impact of colonization on how they see themselves and the world around them. These findings indicate the need for further research on the effects of colonization, as well as the decolonization methods needed in order to restructure how victims of intimate partner abuse are treated and provided support
“…We also reached an agreement on how results would be disseminated (Johnston et al, 2016;Kirshner et al, 2011;Tuck & Fine, 2007). Participatory action research has been identified as a research method that fits with the goals of decolonizing research with Indigenous populations (Caxaj, 2015;Gill et al, 2012;Zavala, 2013). Participatory action research allows for the centring of community partners as it allows for the community partners to have the important role of providing guidance.…”
Countries like Belize, located in the Global South, often have limited financial resources to address problems such as intimate partner violence, and financial support from the Global North is often accompanied by the inherent problems caused by the effects of colonization. As violence is one of the leading causes of death for women in Belize, the need to understand the reasons is pronounced. A decolonized approached is utilized to center the voices of women who had been victims of intimate partner violence. In conducting this research I address, the W questions: who, why, where, and how, in order to recognize my role in the research process and to center the voices of the collaborators. All of the collaborators, through sharing their stories, revealed the impact of colonization on how they see themselves and the world around them. These findings indicate the need for further research on the effects of colonization, as well as the decolonization methods needed in order to restructure how victims of intimate partner abuse are treated and provided support
“…Within the last decade, scholars have noted that if teachers want to decolonize their classrooms, they must purposefully develop opportunities for their students to work “within the contact zones” that allow them to confront dominant ideologies, learn from struggles, and develop an understanding of systems of oppression, particularly within institutional settings (Gill & White, ). Within community psychology classrooms, participatory action research (PAR) projects can help challenge dominant academic research paradigms while simultaneously decolonizing learning (Cammarota, ; Gill, Purru, & Lin, ). According to Julio Cammarota (), PAR is a powerful tool for teachers wanting to take a decolonial pedagogical approach because its emphasis on collaboration and learning from others.…”
Section: Decolonial Pedagogy In the Classroommentioning
Highlights
An example of decolonial pedagogy connected to community psychology values.
Illustrates the potential outcome of praxis assignments connected to social justice.
An example of how class projects can raise student awareness and activism.
“…The course's decolonizing pedagogical approach discussed above centered knowledge generated by people from historically marginalized communities through readings and speakers and were important resources for students, supporting growth and challenging assumptions and understandings of power and knowledge production. The authentic relationship‐building and self‐awareness point to the communal and reflexive pedagogical approach, countering the colonial legacy of individualism and “neutrality” valued in academia in the global North (Gill, Purru, & Lin, ). Many students’ comments, such as the one cited here, cut across the course's content and process, and incorporate students’ self‐reflexivity:This is one of my favorite classes in my academic career.…”
Section: Exploring Par Pedagogy Through Participatory Action Researchmentioning
confidence: 99%
“…This student describes a personal transformation, a deeper consciousness of self, and reflexive engagement with her positionality. The decolonizing process is reflected in the student's description of a developing awareness that all people construct knowledge, and in their reconceptualization of power hierarchies and their personal positioning within multiple, overlapping hierarchies of power (Gill et al., ). These comments suggest the students’ engagement with decoloniality, as Norte described it, that is, a process that involves gaining an expanded awareness and imagining alternative actions and goals to the colonial norms (as cited in Asher, ) in terms of being a researcher and in daily living.…”
Section: Exploring Par Pedagogy Through Participatory Action Researchmentioning
This article focuses on some of the epistemological and activist challenges at the center of a participatory and action research teaching‐learning process developed through a student‐initiated graduate seminar at Boston College, a university in the global North. The course includes participation of students and instructors in a 2.5‐day Undoing Racism™ workshop facilitated by the People's Institute for Survival and Beyond (PISAB), a New Orleans based non‐profit. Authors, who include a university‐based co‐instructor and student and a Collaborative Community Fellow, describe the decolonial, antiracist pedagogy performed in a coteaching‐colearning process “against the grain.” We report participants’ feedback on how this teaching‐learning experience facilitated their understanding of critical reflexivity and its multiple contributions towards designing PAR processes with communities that elicit and value local knowledge toward collaborative activism. We summarize our experiences and challenges in developing decolonial pedagogy within a predominantly White, elite university, and how the course generates a space through which those who have walked this walk together are able to initiate diverse processes that facilitate community‐collaborative knowledge generation and actions toward redressing injustice and inequity through undoing racism.
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