What is good action research: Quality choice points with a refreshed urgency

Bradbury, Hilary; Glenzer, Kent; Ku, Ben; Columbia, Dusty; Kjellström, Sofia; Aragón, Alfredo Ortiz; Warwick, Robert; Traeger, James; Apgar, Marina; Friedman, Victor J.; Hsia, Hsiao Chuan; Lifvergren, Svante; Gray, Paul A.

doi:10.1177/1476750319835607

Cited by 55 publications

(52 citation statements)

References 4 publications

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“…This close connection and compassion requires the external researcher to be very transparent in terms of his/her own biases, values and assumptions, and to "bracket" them [44] in order to not be blinded by them and to be able to look at the data from a certain distance. Guided by criteria for action research [45], actionability and reflexivity, in addition to being systematic and the sound application of methods and analytical tools, have been critical elements in ensuring a high quality in our research.…”

Section: The Koru Approachmentioning

confidence: 99%

Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

Macintyre

Chaves²,

Monroy³

et al. 2020

Sustainability

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In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.

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Section: The Koru Approachmentioning

confidence: 99%

Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

Macintyre

Chaves²,

Monroy³

et al. 2020

Sustainability

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“…Yet the traditional spaces for educational research and methodologies for educational research are simply too narrow. As we work toward a sustainable world that offers opportunity and hope for every individual to thrive collectively (Bradbury, Glenzer, et al, 2019), we acknowledge the crisis of inadequate, unjust, or altogether missing education for children and youth. As educators and action researchers ourselves, we know that transformative education of children and youth includes and goes beyond more than just academic knowledge.…”

Section: Why Address Action Research and Education Now?mentioning

confidence: 99%

“…They present their journeys toward a transformation by engaging participants directly in the research process. Each of these illustrations shares stories of collective thriving, transcending individualistic goals and stories, tackling unilateral power, and exploring the spaces in which we can work together, in a participatory way, with stakeholders (Bradbury, Glenzer, et al, 2019), all foundational to the action research process. These papers tell the story of research that discovers and reflects upon the candid, developmental nature of internal observations and group relationships when engaging in the PAR process.…”

Section: What Educational Action Research Looks Like In This Themed Imentioning

confidence: 99%

A charge to educational action researchers

2020

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We conceive of education broadly and see it occurring in a diverse set of places and spaces, in classrooms and communities. We want to challenge our educational researcher colleagues to leverage the power of action research to better effect change within their schools and communities. We will point to constructive steps for this new way of working in the papers of the special issue we introduce. We call on action researchers to engage in reflexive practice, to critically assess their intentions about creating opportunities to yield power to co-participants, and to share the messy details of their often imperfect learning process so that others may see themselves in the processes. We therefore invite practicing and emergent action researchers to continue what the authors in this themed issue have begun. In the following papers you see action researchers engaging in democratization of power and knowledge, welcoming risk, redefining spaces for learning, prioritizing reflexivity, and illuminating their practice through publishing. We want and need to see more of this. In other words, we invite and incite education action researchers to learn from one another as we reimagine and redesign the learning spaces we create with students. We acknowledge the challenging barriers to conducting research in schools. Working with youth in ways that go beyond a structured or required curriculum is a challenge. Teachers, teacher researchers, youth, youth researchers and communities can, however, leverage the power of action research to transform educational spaces within and outside of schools to breathe new life into education by transforming relationships. From that basis the transformation of curriculum, assessment, ways of being, learning can grow. Ours is a call for a shift in education research to empower youth, educators, researchers, and community members so that collectively our efforts can support a sustainable relationship with the systems that support teaching and learning in all settings, all communities, and for all populations. This includes our beautiful planet. As we think about the transformational potential of action research, sometimes referred to as participatory action research, we urge action researchers to consider how to operate within the curriculum and influence hierarchy and power in a school research site. In the sections that follow, we outline our vision for transforming education with youth and educators through action research.

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“…We do this because we see that reflexivity and depth of participation with patients make a positive difference. We want to add to the ongoing discussion on quality in action research and show how it can be enhanced in many ways (Bradbury-Huang, 2010;Friedman, Gray, & Arag on, 2018;Bradbury et al, 2019b). There is also inspiration to be taken from books that introduce participatory research to improve people's health and well-being (e.g.…”

Section: Calling Our Future Needs In Higher Quality Action Researchmentioning

confidence: 99%

“…This specially themed issue draws nine papers together to enrich our understanding of PAR and action-oriented research for transformations (Bradbury et al., 2019b). The aspiration in this presentation is to consider future directions in the domain of healthcare.…”

mentioning

confidence: 99%

Health and healthcare as the context for participatory action research

Kjellström

Mitchell

2019

Action Research

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Participatory action research (PAR) is a social, practical and collaborative process in which the building of relationships with participants is crucial. It has two distinct features, one is community based and driven to generate knowledge or understanding about what will bring about change; the other is its quality improvement cycle, whereby the actions, reactions, interventions and change are monitored, reviewed and adjusted according to the response. In practical terms, PAR methodology is carried out as a series of planning, acting, observing and evaluating cycles; in other words, reflection and reflexivity are inherent in the process. The challenges of engaging with PAR are to ensure that participants are encouraged to collaborate fully with the process and drive the process, power imbalances are discussed and the recognition that change and action may not always be possible. There are also challenges when studies are written up in a reflexive manner because being reflexive is not as straightforward as it seems. It involves deep introspection, as the researchers become aware of how their own agenda, experiences and motivation can contribute to interactions with participants and potentially influence the knowledge and actions created. This specially themed issue draws nine papers together to enrich our understanding of PAR and action-oriented research for transformations (Bradbury et al., 2019b). The aspiration in this presentation is to consider future directions in the domain of healthcare. In relation to the Action Research Journal's vision, researchers should aim to develop Sustainable Development Goals when engaging in credible quality improvement projects that are monitored and adaptable in the relevant setting (Bradbury et al., 2019a). Our emphasis is therefore to concentrate more on reflexivity, transformation and the implications when developing future studies. Reflexivity and the quality of Action Research for transformations As associate editors who brought this themed issue together, we reflected on the issue of reflexivity in particular. We did this in part because reflexivity is still so

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What is good action research: Quality choice points with a refreshed urgency

Cited by 55 publications

References 4 publications

Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

A charge to educational action researchers

Health and healthcare as the context for participatory action research

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