Participatory Action Research in Education: Benefits and Tensions Across Contexts

Sosnowski, Jim; Tokunaga, Tomoko; Evans, Sarah

doi:10.1111/napa.12174

Cited by 3 publications

(3 citation statements)

References 22 publications

(35 reference statements)

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“…Finally, it's worth noting that while many community collaborators contributed to this research, because of their lack of interest in publishing and the language barrier, only one chose to coauthor this article. Not surprisingly, most collaborators are more interested in tangible impacts on their communities, as seen in other recently reported collaborative action research (e.g., Sosnowski et al., 2022, 21).…”

Section: Next Steps and Broader Discussionmentioning

confidence: 71%

Participatory design of a smart forest in the Brazilian Amazon using smartphones, algorithms, and ethnographic methods

Zhang

Silva²

2023

Annals of Anthropol Pract

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This article reports on the participatory design of a smart forest project in a state forest reserve in the Brazilian Amazon in collaboration primarily with local community residents and secondarily with forest reserve managers and environmental scientists. The Smart Forest project was collectively proposed to use low‐cost digital technologies for forest‐carbon monitoring and sustainable development. Our research includes a feasibility test and impact assessment of the proposed components of the Smart Forest. It combines ethnographic fieldwork methods, such as interviews and focus groups on using recycled smartphones and sound‐recognition algorithms to remotely detect illegal logging, with innovative methods, such as field experiments using an open‐source smartphone app for participatory mapping of local traditional ecological knowledge (TEK). Our research findings, including unexpected ones, are helpful for community development, continuous participatory design, and academic research. This research was developed based on the first author Zhang's multiyear ethnographic field research in Amazonia and on the second author de Silva's local life experiences and action‐research interests.

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Section: Next Steps and Broader Discussionmentioning

confidence: 71%

Participatory design of a smart forest in the Brazilian Amazon using smartphones, algorithms, and ethnographic methods

Zhang

Silva²

2023

Annals of Anthropol Pract

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“…It is a methodological strategy that assesses an issue requiring intervention for improvement. Participation Action Research is a form of collective inquiry undertaken by the people that the issue directly affects (Higgins, 2016;Serpal et al, 2018;Sosnowski et al, 2022). For the current project, it is an insider, also a researcher, to evaluate initiatives within an organisation where she works at.…”

Section: Methodsmentioning

confidence: 99%

“…Participation Action Research is a form of collective inquiry undertaken by the people that the issue directly affects (Higgins, 2016; Serpal et al. , 2018; Sosnowski et al. , 2022).…”

Section: Methodsmentioning

confidence: 99%

Flexible future learning opportunities for built environment professionals – a case study

Poon

2022

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PurposeThis paper discusses the redevelopment of MSc Civil Engineering and Construction Management of a modern university in the Midlands of the UK in recent years, with the aim to offer flexible future learning opportunities for built environment professionals and address the sector's skill shortage concerns (Augar Review, 2019 and 2021; Department for Education (DfE), 2020 and 2021; Foresight Review, 2017).Design/methodology/approachThe research method is insider action research and a case study approach. It involves interviews with external and internal stakeholders who contributed to this redevelopment and review of relevant documents related to the development.FindingsThe research finding showed that both the internal and external stakeholders welcome the proposed redevelopment of postgraduate courses in Civil Engineering and Construction Management. They found the course offers opportunities for civil engineering and construction professionals to further develop their skills and to address government initiatives on flexible and future learning. The online offer of the course is attractive to potential students. It has brought a substantial financial return to the university and created a new international presence of the course and the university.Research limitations/implicationsIt has been argued that an insider research approach may have an advantage in accessing information compared to other research methods. The case study approach may have limitations on generalisability.Practical implicationsThis research can be used as an example for other universities that aim to enhance their existing offers to address government initiatives and enhance financial viability.Originality/valueThis paper is a pilot study examining a university's response to skill shortage and government proposal on flexible learning for adults through redevelopment and enhancement of the offer of the existing postgraduate courses.

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Tech-ready teachers for Agriculture 4.0: a teacher–industry partnership case study

Cosby,

Sullivan,

Manning

et al. 2024

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PurposeThis case study is based on the Women in Agri-Tech programme, a teacher professional development programme that aimed to build teachers’ capabilities to use Agri-Tech in their agriculture/STEM classes to increase student awareness of agriculture technology and its associated career paths. Teachers and agriculture industry partners co-created Agri-Tech modules, which were implemented and evaluated from teachers’ and students’ perspectives. This paper demonstrates how work-related learning that emphasises technology can increase the visibility of career pathways and how multi-stakeholder benefits can evolve from teacher–industry partnerships.Design/methodology/approachAn action research design using quantitative and qualitative methods was used to construct this case study. Data collection methods included surveys, interviews, peer evaluation and teacher reflections.FindingsTeacher professional development that incorporates teacher-industry partnerships can increase teachers’ self-efficacy and build confidence to support authentic work-related learning in their classes. Integrating technology into agriculture/STEM classes can increase the visibility of agriculture career paths for students, which is critical given the serious skills shortage in this sector.Research limitations/implicationsThis study is limited in that the Women in Agri-Tech professional development programme was one standalone programme tailored specifically for women agriculture/STEM teachers through a competitive process. However, the beneficial implications of such programmes that support teacher–industry engagement have far-reaching benefits. Teacher professional development programmes that provide opportunities to partner with industry can support improvements in integrating career-aligned learning into the curriculum and can specifically address industry skills and knowledge gaps by addressing school-based learning requirements for the future workforce.Originality/valueThis paper contributes to the literature on education–industry partnerships and considers how teachers can contribute to an early intervention sector workforce development strategy for future industry sustainability.

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Participatory Action Research in Education: Benefits and Tensions Across Contexts

Cited by 3 publications

References 22 publications

Participatory design of a smart forest in the Brazilian Amazon using smartphones, algorithms, and ethnographic methods

Participatory design of a smart forest in the Brazilian Amazon using smartphones, algorithms, and ethnographic methods

Flexible future learning opportunities for built environment professionals – a case study

Tech-ready teachers for Agriculture 4.0: a teacher–industry partnership case study

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