Pub Date : 2023-04-04DOI: 10.1177/14767503231165462
Odessa Gonzalez Benson, Vadim Besprozvany, Bader Albader, Elena Godin, Antonio Siciliano, Imed Soltani
In the migrant journey across the Mediterranean Sea, thousands have perished and many more have gone missing. Behind every missing migrant is a community awaiting closure and demanding answers. This paper draws from a US- and Tunisia-based Participatory Action Research project of visual-digital storytelling to suggest how visual and spatial questions may inform and contribute to action and social justice work, aiming to scale down the Mediterranean Sea to the personal. We highlight conceptual and procedural facets of our work, including an exhibition and an online platform, to illustrate the triple concerns of visuality, spatiality and social justice.
{"title":"Visualizing loss and agency with the families of missing migrants of the Mediterranean: Design and scale in action research","authors":"Odessa Gonzalez Benson, Vadim Besprozvany, Bader Albader, Elena Godin, Antonio Siciliano, Imed Soltani","doi":"10.1177/14767503231165462","DOIUrl":"https://doi.org/10.1177/14767503231165462","url":null,"abstract":"In the migrant journey across the Mediterranean Sea, thousands have perished and many more have gone missing. Behind every missing migrant is a community awaiting closure and demanding answers. This paper draws from a US- and Tunisia-based Participatory Action Research project of visual-digital storytelling to suggest how visual and spatial questions may inform and contribute to action and social justice work, aiming to scale down the Mediterranean Sea to the personal. We highlight conceptual and procedural facets of our work, including an exhibition and an online platform, to illustrate the triple concerns of visuality, spatiality and social justice.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45961607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/14767503231157925
J. Heron
{"title":"John Heron 1928-2022: A personal memoir by Peter Reason","authors":"J. Heron","doi":"10.1177/14767503231157925","DOIUrl":"https://doi.org/10.1177/14767503231157925","url":null,"abstract":"","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"144 - 150"},"PeriodicalIF":1.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42583745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-05DOI: 10.1177/14767503221150337
C. Riedy, Melissa Parenti, Cherese Childers-McKee, Benito L. Teehankee
In their call to action research for transformations (ART), Bradbury et al. (2019, p. 3) note that ‘our mainstream approach to learning, education, and research is actively coproducing the very opposite of what we need at this time of unsustainability’. A neoliberal agenda has gradually eroded democracy and care in our educational institutions and replaced them with competitive markets, a managerial mindset and an emphasis on performativity and compliance that cares little for the needs of the individual learner (Ball, 2016), or for the transformative challenges of our time. Bradbury et al. (2019, p. 4) imagine a different world where ‘relational, collaborative learning processes with experiments to provoke future learning’ are commonplace. Despite the onslaught of neoliberalism, dedicated teachers within mainstream educational institutions have been keeping the dream of such a world alive through experiments with action research pedagogy. In our experience working in educational institutions, action research offers much potential as a methodology and pedagogical practice that prepares and supports learners to pursue transformative work. It is a powerful tool that can be cultivated, coached, and continually developed in diverse traditional and non-traditional, informal educational arenas. But it is by no means an easy practice to learn or teach or facilitate. We are deeply conscious of the exhaustive demands of the human work it takes to transform the world through intentional, influential research. In addition to teaching the practice of collaborative, stakeholder-driven action research, educational programs that employ action research need to provide more than the usual level of support for learners as they work to challenge historical norms and give voice to those who are rarely heard. Faced with these challenges, teachers, leaders, and scholars continue to labor in search of new and innovative approaches to curriculum and research that engages local and global communities. In what follows, we present four themes that we see as key in the kinds of action research pedagogy that supports students.
{"title":"Action Research Pedagogy in Educational Institutions: Emancipatory, Relational, Critical and Contextual","authors":"C. Riedy, Melissa Parenti, Cherese Childers-McKee, Benito L. Teehankee","doi":"10.1177/14767503221150337","DOIUrl":"https://doi.org/10.1177/14767503221150337","url":null,"abstract":"In their call to action research for transformations (ART), Bradbury et al. (2019, p. 3) note that ‘our mainstream approach to learning, education, and research is actively coproducing the very opposite of what we need at this time of unsustainability’. A neoliberal agenda has gradually eroded democracy and care in our educational institutions and replaced them with competitive markets, a managerial mindset and an emphasis on performativity and compliance that cares little for the needs of the individual learner (Ball, 2016), or for the transformative challenges of our time. Bradbury et al. (2019, p. 4) imagine a different world where ‘relational, collaborative learning processes with experiments to provoke future learning’ are commonplace. Despite the onslaught of neoliberalism, dedicated teachers within mainstream educational institutions have been keeping the dream of such a world alive through experiments with action research pedagogy. In our experience working in educational institutions, action research offers much potential as a methodology and pedagogical practice that prepares and supports learners to pursue transformative work. It is a powerful tool that can be cultivated, coached, and continually developed in diverse traditional and non-traditional, informal educational arenas. But it is by no means an easy practice to learn or teach or facilitate. We are deeply conscious of the exhaustive demands of the human work it takes to transform the world through intentional, influential research. In addition to teaching the practice of collaborative, stakeholder-driven action research, educational programs that employ action research need to provide more than the usual level of support for learners as they work to challenge historical norms and give voice to those who are rarely heard. Faced with these challenges, teachers, leaders, and scholars continue to labor in search of new and innovative approaches to curriculum and research that engages local and global communities. In what follows, we present four themes that we see as key in the kinds of action research pedagogy that supports students.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"3 - 8"},"PeriodicalIF":1.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46947462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.1177/14767503221147012
Erica Gilbertson, Aliki Nicolaides
In the context of increasingly complex challenges facing 21st century school systems, action research has incredible potential to help leaders address persistent problems and implement context-specific, sustainable solutions. Just as powerful, the action research process can be transformative for the individuals, groups, and organization involved. The authors, a doctoral candidate and associate professor, illustrate these concepts by sharing experiences leading an action research study that tackled the problem of high teacher turnover in a school-university partnership context. The article focuses primarily on the constructing phase of the action research cycle, in which the school-university partnership action research team becomes a learning community. The authors offer practical advice for building trusting relationships and share the story of how this team experienced individual and group transformation while designing innovative new teacher support through the action research process.
{"title":"Centering community building to facilitate transformative change for new teachers: An action research study","authors":"Erica Gilbertson, Aliki Nicolaides","doi":"10.1177/14767503221147012","DOIUrl":"https://doi.org/10.1177/14767503221147012","url":null,"abstract":"In the context of increasingly complex challenges facing 21st century school systems, action research has incredible potential to help leaders address persistent problems and implement context-specific, sustainable solutions. Just as powerful, the action research process can be transformative for the individuals, groups, and organization involved. The authors, a doctoral candidate and associate professor, illustrate these concepts by sharing experiences leading an action research study that tackled the problem of high teacher turnover in a school-university partnership context. The article focuses primarily on the constructing phase of the action research cycle, in which the school-university partnership action research team becomes a learning community. The authors offer practical advice for building trusting relationships and share the story of how this team experienced individual and group transformation while designing innovative new teacher support through the action research process.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"81 - 103"},"PeriodicalIF":1.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49220890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1177/14767503221145335
Shuhui Huang, Chun-Liang Chen
To help face an unknown future, including ecological and social crisis, the public requires similar opportunities as government in problem solving. Deliberative democracy can facilitate quick responses to complex problems in society, so too, in small and medium-sized enterprises with limited resources. Of the latter’s engagement with deliberative democracy, we know too little. Service design and innovation lays a foundation for transformative service research. This action research brings the theoretical framework of service design into action using the practice of World Café first outlined by Juanita Brown. As a method, participants and organizations can explore various innovation business model topics whilst developing competencies in communication within their own context. The aims of this paper are to identify what can be accomplished through collective consciousness. It offers an example of action research as an integrative examination of how multiple perspectives contribute to the whole. In this study, the authors based in a Non-Governmental Organization for professional development, encourages organizations to reflect on practices and develop critical thinking to suggest action steps for industry innovative services. In the following the reader will: (a) Explore Taiwan SMEs’ efforts to form collective consciousness and to achieve consensus on the innovation industry strategy formulation; (b) Learn how groups’ and organizations’ learning was facilitated with recommendations for the feasibility of future actions; (c) Note how effective group discussion and emotional interaction between SMEs’ members were achieved such that the participants unanimously committed to subsequent actions. In sum, the action research orientation to business development contributed to achieving through collective consciousness by which consensus and action was developed on strategy, opportunities, and resources.
{"title":"Consolidating strategies for innovative business models","authors":"Shuhui Huang, Chun-Liang Chen","doi":"10.1177/14767503221145335","DOIUrl":"https://doi.org/10.1177/14767503221145335","url":null,"abstract":"To help face an unknown future, including ecological and social crisis, the public requires similar opportunities as government in problem solving. Deliberative democracy can facilitate quick responses to complex problems in society, so too, in small and medium-sized enterprises with limited resources. Of the latter’s engagement with deliberative democracy, we know too little. Service design and innovation lays a foundation for transformative service research. This action research brings the theoretical framework of service design into action using the practice of World Café first outlined by Juanita Brown. As a method, participants and organizations can explore various innovation business model topics whilst developing competencies in communication within their own context. The aims of this paper are to identify what can be accomplished through collective consciousness. It offers an example of action research as an integrative examination of how multiple perspectives contribute to the whole. In this study, the authors based in a Non-Governmental Organization for professional development, encourages organizations to reflect on practices and develop critical thinking to suggest action steps for industry innovative services. In the following the reader will: (a) Explore Taiwan SMEs’ efforts to form collective consciousness and to achieve consensus on the innovation industry strategy formulation; (b) Learn how groups’ and organizations’ learning was facilitated with recommendations for the feasibility of future actions; (c) Note how effective group discussion and emotional interaction between SMEs’ members were achieved such that the participants unanimously committed to subsequent actions. In sum, the action research orientation to business development contributed to achieving through collective consciousness by which consensus and action was developed on strategy, opportunities, and resources.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48722894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-11DOI: 10.1177/14767503221145347
Mai N. Vang, M. Wolfgram, Bailey B. Smolarek, L. Lee, Payeng Moua, Ariana Thao, Odyssey Xiong, P. Xiong, Ying Xiong, Lisa Yang
This article documents and analyzes autoethnographic engagement in participatory action research (PAR)—a reflective, irritative, and dialogic writing and team-discussion process which documents researcher-activist experiences and contextualizes them within the action research process. We document autoethnography as implemented in a research partnership between HMoob American college student activists and education researchers, to study the systems of oppression and inform advocacy to support HMoob American students at a predominantly white university. Autoethnography informs all aspects of the PAR project, from the development of research questions, to data collection, analysis, and writing, to the implementation of plans for action. We provide evidence from selections of the team’s autoethnographic journals, of the role of autoethnographic engagement as a PAR research technique that can facilitate and bear witness to the developmental transformations for emerging PAR activists—specifically, the cultivation of critical consciousness, the critical re-framing of issues of cultural-community identity, and the formation of an identity as a researcher-activist. We argue that autoethnography provides a practical technique for PAR teams for engaging in iterative cycles of critical self-reflective praxis (Freire, 2011), facilitating the development of critically-engaged researchers and the formation of analyses that are epistemologically grounded and action-oriented, addressing issues of power asymmetries within research.
{"title":"Autoethnographic engagement in participatory action research: Bearing witness to developmental transformations for college student activists","authors":"Mai N. Vang, M. Wolfgram, Bailey B. Smolarek, L. Lee, Payeng Moua, Ariana Thao, Odyssey Xiong, P. Xiong, Ying Xiong, Lisa Yang","doi":"10.1177/14767503221145347","DOIUrl":"https://doi.org/10.1177/14767503221145347","url":null,"abstract":"This article documents and analyzes autoethnographic engagement in participatory action research (PAR)—a reflective, irritative, and dialogic writing and team-discussion process which documents researcher-activist experiences and contextualizes them within the action research process. We document autoethnography as implemented in a research partnership between HMoob American college student activists and education researchers, to study the systems of oppression and inform advocacy to support HMoob American students at a predominantly white university. Autoethnography informs all aspects of the PAR project, from the development of research questions, to data collection, analysis, and writing, to the implementation of plans for action. We provide evidence from selections of the team’s autoethnographic journals, of the role of autoethnographic engagement as a PAR research technique that can facilitate and bear witness to the developmental transformations for emerging PAR activists—specifically, the cultivation of critical consciousness, the critical re-framing of issues of cultural-community identity, and the formation of an identity as a researcher-activist. We argue that autoethnography provides a practical technique for PAR teams for engaging in iterative cycles of critical self-reflective praxis (Freire, 2011), facilitating the development of critically-engaged researchers and the formation of analyses that are epistemologically grounded and action-oriented, addressing issues of power asymmetries within research.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"104 - 123"},"PeriodicalIF":1.9,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48045343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1177/14767503221143872
S. Alpert, Michael S. Dean, William Ewell
This article explores the development, structure, and continuous improvement model of an Action Research education doctorate program research methodology course sequence. The aim of the study is to articulate a rigorous Action Research methodology course sequence and the collaborative faculty process utilized to create and continuously improve upon the research curriculum. The doctoral program under study utilizes a qualitative-dominant Action Research methodology as its signature pedagogy, integrating cycles of research into coursework before students implement and evaluate their action steps. To ensure students receive a thorough understanding of Action Research methodology, the program requires a four-research course sequence. These courses have been designed with a scaffolded approach that progressively reinforces and extends Action Research methods in ways that promote change agency, inclusivity, and social justice. This research course sequence is designed to build a rigorous foundation for students to conduct high quality Action Research that impacts their professional practice and academic scholarship and leads to transformative learning experiences for students, faculty, organizations, and communities.
{"title":"Preparing educational leaders through action research","authors":"S. Alpert, Michael S. Dean, William Ewell","doi":"10.1177/14767503221143872","DOIUrl":"https://doi.org/10.1177/14767503221143872","url":null,"abstract":"This article explores the development, structure, and continuous improvement model of an Action Research education doctorate program research methodology course sequence. The aim of the study is to articulate a rigorous Action Research methodology course sequence and the collaborative faculty process utilized to create and continuously improve upon the research curriculum. The doctoral program under study utilizes a qualitative-dominant Action Research methodology as its signature pedagogy, integrating cycles of research into coursework before students implement and evaluate their action steps. To ensure students receive a thorough understanding of Action Research methodology, the program requires a four-research course sequence. These courses have been designed with a scaffolded approach that progressively reinforces and extends Action Research methods in ways that promote change agency, inclusivity, and social justice. This research course sequence is designed to build a rigorous foundation for students to conduct high quality Action Research that impacts their professional practice and academic scholarship and leads to transformative learning experiences for students, faculty, organizations, and communities.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"124 - 143"},"PeriodicalIF":1.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43198220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.1177/14767503221143877
Emmie Henderson-Dekort, H. V. van Bakel, V. Smits, Tine Van Regenmortel
Embedded within family law proceedings and the United Nations Convention on the Rights of the Child (UNCRC, 1989) there is ambiguity surrounding the terms rights, participation, best interests, and capacity. Research furthering the rights of children is necessitated across academic literature and practice. Across research, literature and practice there is an evident reliance upon age in relation to the participation of children in family law settings. There is considerably limited research regarding strong characterisations of such concepts, and significantly less literature involving the voices of children and their perspectives regarding the topic. This qualitative action research aimed to gather the perspectives of children aged 6–12 regarding concepts relating to their capacity to participate using child-friendly methods of assessment, specifically the use of play, art, and narrative activities. This research aim to explore the research questions, how do children aged 6–12 demonstrate, understand and describe participation capacities, what does capacity, rights and participation mean to them? How can children demonstrate and increase their understanding of complex concepts through the use of child-friendly methods such as narrative, play, and drawing? This research allowed children to meaningfully share their unique perspectives, educated the participants, and provided one further step in actualizing the rights of children. Further, this research has offered recommended various methodologies for future endeavours involving children’s participation.
{"title":"“In accordance with age and maturity”: Children’s perspectives, conceptions and insights regarding their capacities and meaningful participation","authors":"Emmie Henderson-Dekort, H. V. van Bakel, V. Smits, Tine Van Regenmortel","doi":"10.1177/14767503221143877","DOIUrl":"https://doi.org/10.1177/14767503221143877","url":null,"abstract":"Embedded within family law proceedings and the United Nations Convention on the Rights of the Child (UNCRC, 1989) there is ambiguity surrounding the terms rights, participation, best interests, and capacity. Research furthering the rights of children is necessitated across academic literature and practice. Across research, literature and practice there is an evident reliance upon age in relation to the participation of children in family law settings. There is considerably limited research regarding strong characterisations of such concepts, and significantly less literature involving the voices of children and their perspectives regarding the topic. This qualitative action research aimed to gather the perspectives of children aged 6–12 regarding concepts relating to their capacity to participate using child-friendly methods of assessment, specifically the use of play, art, and narrative activities. This research aim to explore the research questions, how do children aged 6–12 demonstrate, understand and describe participation capacities, what does capacity, rights and participation mean to them? How can children demonstrate and increase their understanding of complex concepts through the use of child-friendly methods such as narrative, play, and drawing? This research allowed children to meaningfully share their unique perspectives, educated the participants, and provided one further step in actualizing the rights of children. Further, this research has offered recommended various methodologies for future endeavours involving children’s participation.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"30 - 61"},"PeriodicalIF":1.9,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44654175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1177/14767503221137851
Tiffany Fairey, Pamina Firchow, P. Dixon
Participatory methods seek to counter the extractive nature of mainstream research methods by putting control into the hands of research subjects. But participation itself does not guarantee against extraction. There is a tension between the desire for researcher-control and the prerogative of community action in participatory methods. How can researchers committed to participation manage this tension? In this paper, we draw on the concepts of “collaborative” and “action-oriented” participatory research to describe how integrating mixed-methodologies can help different research stakeholders attain desirable, fruitful and meaningful levels of ownership and build inclusive rigour. Drawing on our work with participatory indicators and photovoice with conflict affected communities in rural Colombia, we demonstrate how combining different kinds of participatory research methods—in this case, non-visual and visual research—creates opportunities to attend to the sometimes conflicting goals of robust research, policy change and community action. Under the broad umbrella of participatory research, collaborative approaches like participatory indicators and action-oriented approaches like photovoice complement and amplify each other in such settings, embracing complexity and catalyzing multiple ways of ‘knowing-for-action’. The result is participatory research that is attuned to the complexities of conflict-affected settings, inclusively rigorous and potentially transformative.
{"title":"Images and indicators: mixing participatory methods to build inclusive rigour","authors":"Tiffany Fairey, Pamina Firchow, P. Dixon","doi":"10.1177/14767503221137851","DOIUrl":"https://doi.org/10.1177/14767503221137851","url":null,"abstract":"Participatory methods seek to counter the extractive nature of mainstream research methods by putting control into the hands of research subjects. But participation itself does not guarantee against extraction. There is a tension between the desire for researcher-control and the prerogative of community action in participatory methods. How can researchers committed to participation manage this tension? In this paper, we draw on the concepts of “collaborative” and “action-oriented” participatory research to describe how integrating mixed-methodologies can help different research stakeholders attain desirable, fruitful and meaningful levels of ownership and build inclusive rigour. Drawing on our work with participatory indicators and photovoice with conflict affected communities in rural Colombia, we demonstrate how combining different kinds of participatory research methods—in this case, non-visual and visual research—creates opportunities to attend to the sometimes conflicting goals of robust research, policy change and community action. Under the broad umbrella of participatory research, collaborative approaches like participatory indicators and action-oriented approaches like photovoice complement and amplify each other in such settings, embracing complexity and catalyzing multiple ways of ‘knowing-for-action’. The result is participatory research that is attuned to the complexities of conflict-affected settings, inclusively rigorous and potentially transformative.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45142465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1177/14767503221133781
K. Glenzer
What are the crucial ingredients missing in our search for transformative – structural, cultural, political-economic – changes to entrenched systems of oppression right now? Why do so many smart, informed, data-driven efforts fail? This book says what’s missing is ART: Action Research for Transformation, a contemporary expression of action research. The book offers surprising, counter-intuitive, and most importantly, experienced-based insights on both what ART is, and how to do it. It reveals pathways to disrupt the academic détentes regarding quantitative versus quantitative, objective versus subjective, macro versus micro, and asks what is knowledge and what is it for. The book offers practical approaches, tools, and case studies, while featuring personal narratives from a wide range of active ARTists about their successes, challenges, doubts, and perhaps most importantly, the joy and value they experience performing ART. Its preponderant thesis is this: the problems of eco-social crisis aren’t “out there” so much as within, between and among each one of us, and the types of relationships we create with others. The book is therefore of value to educators and change leaders perhaps especially within our universities’ professional schools.
{"title":"How to do action research for transformations at a time of eco-social crisis, by Hilary S. Bradbury. Elgar, 2022. Four characters in search of a book review","authors":"K. Glenzer","doi":"10.1177/14767503221133781","DOIUrl":"https://doi.org/10.1177/14767503221133781","url":null,"abstract":"What are the crucial ingredients missing in our search for transformative – structural, cultural, political-economic – changes to entrenched systems of oppression right now? Why do so many smart, informed, data-driven efforts fail? This book says what’s missing is ART: Action Research for Transformation, a contemporary expression of action research. The book offers surprising, counter-intuitive, and most importantly, experienced-based insights on both what ART is, and how to do it. It reveals pathways to disrupt the academic détentes regarding quantitative versus quantitative, objective versus subjective, macro versus micro, and asks what is knowledge and what is it for. The book offers practical approaches, tools, and case studies, while featuring personal narratives from a wide range of active ARTists about their successes, challenges, doubts, and perhaps most importantly, the joy and value they experience performing ART. Its preponderant thesis is this: the problems of eco-social crisis aren’t “out there” so much as within, between and among each one of us, and the types of relationships we create with others. The book is therefore of value to educators and change leaders perhaps especially within our universities’ professional schools.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"20 1","pages":"427 - 433"},"PeriodicalIF":1.9,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42488600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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