Participatory Action Research

McIntyre, Alice

doi:10.4135/9781483385679

Cited by 672 publications

(456 citation statements)

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“…Action research involves the research making active contributions to the case company while undertaking the research. Critics of action research observe that researchers embedded within a study may compromise their objectivity, yet they acknowledge that researchers offer unique insights that outside researchers may not observe (McIntyre, 2008;Mehra et al, 2002). …”

Section: Case-based Action Researchmentioning

confidence: 99%

Applying lean thinking in the food supply chains: a case study

Vlachos

2015

Production Planning & Control

103

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The purpose of the study is to examine the adoption and implementation of lean thinking in food supply chains. Since the majority of food companies are small and medium food enterprises (SMEs), a lean action plan was developed taking into account the particularities of SMEs. The methodology used was a case study research of a UK tea company. An action research approach was adopted to study the lean process and diagnose the problems which occurred during lean implementation. The present study developed a lean action plan

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Section: Case-based Action Researchmentioning

confidence: 99%

Applying lean thinking in the food supply chains: a case study

Vlachos

2015

Production Planning & Control

103

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“…Influenced by Freire's (2000Freire's ( [1973) literacy campaigns as much as by student-as-researcher approaches to teaching (Thomson & Gunter, 2009), PAR projects attempt precisely to overcome the aforementioned gap by giving learners the chance to develop research projects in which they produce knowledge around issues that they perceive as being immediately related to their own lives, with the aim of improving the latter in some specific way (McIntyre, 2008).…”

Section: Participatory Action Researchmentioning

confidence: 99%

‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice

Castro

2016

Educational Action Research

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The prevailing pedagogical orientations of EFL education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013-14, 2014-15, and 2015-16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching.The research was assessed collectively through a variety of qualitative strategies. Results showed that the photovoice workshop created a rich and meaningful context for EFL learning, one which enabled the STs to fully actualize their intellectual potential by producing knowledge collectively, setting thereby a memorable educational example for their own future teaching.Keywords: photovoice; participatory action research; EFL education; pedagogical oppression; intellectual emancipation; critical teacher education Intellectual oppression and pedagogical emancipation in ELTIt was not so much that theories and practices of ELT were developed in Britain (with a strong European influence) and then exported to the Empire, but rather that the Empire became the crucial context of development of ELT, from where theories and practices were often imported into Britain.[…] this has had profound and often pernicious effects on ELT. (Pennycook, 2007, pp. 16-7) The colonial origins of English language teaching (ELT) that Pennycook hypothesizes above may explain a phenomenon that I noticed very early on in the course of my research and lecturing on ELT at the University of X (Spain), when I was struck by the resemblance between the negative educational effects that often oppressed Spanish learners at elementary, secondary and even university levels of English as a Foreign Language (EFL) education, on the one hand, and those which, on the other, encumbered English as a Second Language (ESL) learners (mainly immigrant or minority language users) who attended mainstream classrooms in societies where English was the majority language. Despite the differences existing between the two social and educational contexts pointed above, it seemed to me that in both cases "students' learning opportunities, and ultimately their life potentials, Radically different contexts and causes thus accounted for two kinds of educational oppression, socioeconomic on the one hand, and pedagogical on the other.Yet I believed that their resulting effects in the classroom were comparable, that it only took inadequate pedagogical decisions for EFL teachers to reproduce in their classrooms the same negative educational effects that, in other circumstances, were created by profound socioeconomic factors. Clearly, a failed pedagogical approach universalized educational oppression, to the extent that students who had the chance to connect to education in other school contexts and subjects were forced to feel like foreig...

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“…The oppressed majority must be taught to imagine a better way so that they can shape their future and thereby become more human' (Freire, 1971, p. 94). These principles remain at the heart of participatory action research (Fals Borda and Rahman, 1991;Whyte, 1991;McIntyre, 2008;Chevalier and Buckles, 2013); participatory art (Boal, 2000); and 'farmer-to-farmer' (campesino a campesino) empowerment movements (Millner, forthcoming).…”

Section: Egalitarian Participatory Practice As a Work To Overcome Alimentioning

confidence: 99%

Theorising participatory practice and alienation in health research: A materialist approach

2015

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Health inequalities research has shown a growing interest in participatory ways of working. However, the theoretical ideas underpinning mainstream approaches to participation remain underexplored. This article contributes to theorising participatory practice for the kind of egalitarian politics to which many of those focused on reducing health inequalities are committed. First, we argue that the ambitions of participatory practice should be concentrated on 'overcoming alienation', rather than 'attaining freedom from power'. An overemphasis on negative freedom may help to explain a worrying confluence between participatory democracy and neo-liberal marketization agendas -we look instead to traditions of participatory practice that emphasize positive freedom and capacities for collaboration. Second, we discuss some such perspectives though consideration of critical pedagogy, but highlighting the role of materialised relations of authority, spaces, objects and encounters. Third, we explore the relationship between objectivity and alienation, arguing that participatory politics, against alienation, can look to reclaim objectivity for participatory, lively, practice. We then seek to show that participatory practice can play a role in creating common knowledge and culture, and in fostering a sense of public ownership over objective knowledge and institutions concerned with health. We conclude by asking what this looks like in practice, drawing some 'rules of thumb' for participatory practice in health inequalities research from existing inspiring examples.

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Participatory Action Research

Cited by 672 publications

References 0 publications

Applying lean thinking in the food supply chains: a case study

Applying lean thinking in the food supply chains: a case study

‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice

Theorising participatory practice and alienation in health research: A materialist approach

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