Pub Date : 2021-08-05DOI: 10.1177/14767503211037104
Jade French, Emma Curd
‘DIY’ publications called zines have long been a way for marginalized communities to record their stories, spread information and organize. However, this article presents zines as a potential research tool for action researchers who are working within organisational contexts. The authors, both museum professionals, action researchers and zinesters, use examples from their research within art museums to examine the value of zines as a methodology. Though the research projects take place within art organisations, using the four themes of aesthetics, communities of practice, counter-narratives and plurality it considers how zines could be used more broadly as a research tool in other knowledge-based settings. The authors provide a recommendation for practitioners to explore zining to engender dialogic cultures in their organisations as well as their potential in shaping ‘major’ and ‘minor’ organisational change.
{"title":"Zining as artful method: Facilitating zines as participatory action research within art museums","authors":"Jade French, Emma Curd","doi":"10.1177/14767503211037104","DOIUrl":"https://doi.org/10.1177/14767503211037104","url":null,"abstract":"‘DIY’ publications called zines have long been a way for marginalized communities to record their stories, spread information and organize. However, this article presents zines as a potential research tool for action researchers who are working within organisational contexts. The authors, both museum professionals, action researchers and zinesters, use examples from their research within art museums to examine the value of zines as a methodology. Though the research projects take place within art organisations, using the four themes of aesthetics, communities of practice, counter-narratives and plurality it considers how zines could be used more broadly as a research tool in other knowledge-based settings. The authors provide a recommendation for practitioners to explore zining to engender dialogic cultures in their organisations as well as their potential in shaping ‘major’ and ‘minor’ organisational change.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"20 1","pages":"77 - 95"},"PeriodicalIF":1.9,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43402548","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 : 2021-06-30DOI: 10.1177/14767503211023135
Merle Varik, Marju Medar, K. Saks
Support groups are one possibility to empower informal carers and accordingly have spread across many countries because of their informal, inexpensive nature and because of their effectiveness. This paper aims to reflect on the viewpoints and experiences of the lessons learned from the participatory action research (PAR) conducted from 2016 to 2019. During PAR, several support groups in different regions of Estonia were launched to empower the informal caregivers. In the study, the stakeholders and researchers participated as partners and developed new knowledge and 17 support groups were launched in different regions of Estonia. In conclusion, our experiences highlighted the stakeholders’ collaboration which resulted in creating the knowledge needed to launch support groups. Based on our experience, we recommend launching support groups in countries where they do not exist yet, and to apply participatory action research.
{"title":"Launching support groups for informal caregivers of people living with dementia within participatory action research","authors":"Merle Varik, Marju Medar, K. Saks","doi":"10.1177/14767503211023135","DOIUrl":"https://doi.org/10.1177/14767503211023135","url":null,"abstract":"Support groups are one possibility to empower informal carers and accordingly have spread across many countries because of their informal, inexpensive nature and because of their effectiveness. This paper aims to reflect on the viewpoints and experiences of the lessons learned from the participatory action research (PAR) conducted from 2016 to 2019. During PAR, several support groups in different regions of Estonia were launched to empower the informal caregivers. In the study, the stakeholders and researchers participated as partners and developed new knowledge and 17 support groups were launched in different regions of Estonia. In conclusion, our experiences highlighted the stakeholders’ collaboration which resulted in creating the knowledge needed to launch support groups. Based on our experience, we recommend launching support groups in countries where they do not exist yet, and to apply participatory action research.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14767503211023135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43609737","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 : 2021-06-23DOI: 10.1177/14767503211023133
L. Wood, Mary Mcateer
Although complex reasons exist for the poor state of education in socio-economically challenged communities in South Africa, improving parental support to learners is one approach to buffer contextual adversities. Yet, historically, collaboration between school and parent has been problematic. We hypothesized that a participatory action research approach might be useful to develop positive relations between teachers and parents. We report on the benefits of a PAR project undertaken by seven community parents and five teachers to enhance learner support in a primary school situated in a low-income area. Thematic analysis of focus group interviews with participants, triangulated by transcriptions of a final project workshop, revealed that participation in the PAR process enabled i) the development of contextually relevant content for an educational programme; ii) change in the assumptions of parents and teachers about their respective roles in supporting the child; iii) the personal/technical skills development of participants; and iv) positive outcomes beyond the project. The insights gain from this study highlight the benefits of PAR to enable schools to harness the wealth of knowledge and skills that exist in their community to enhance learner support and improve the quality of teaching and learning.
{"title":"The affordances of PAR for a school-community partnership to enhance learner support in socio-economically challenged communities","authors":"L. Wood, Mary Mcateer","doi":"10.1177/14767503211023133","DOIUrl":"https://doi.org/10.1177/14767503211023133","url":null,"abstract":"Although complex reasons exist for the poor state of education in socio-economically challenged communities in South Africa, improving parental support to learners is one approach to buffer contextual adversities. Yet, historically, collaboration between school and parent has been problematic. We hypothesized that a participatory action research approach might be useful to develop positive relations between teachers and parents. We report on the benefits of a PAR project undertaken by seven community parents and five teachers to enhance learner support in a primary school situated in a low-income area. Thematic analysis of focus group interviews with participants, triangulated by transcriptions of a final project workshop, revealed that participation in the PAR process enabled i) the development of contextually relevant content for an educational programme; ii) change in the assumptions of parents and teachers about their respective roles in supporting the child; iii) the personal/technical skills development of participants; and iv) positive outcomes beyond the project. The insights gain from this study highlight the benefits of PAR to enable schools to harness the wealth of knowledge and skills that exist in their community to enhance learner support and improve the quality of teaching and learning.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"62 - 80"},"PeriodicalIF":1.9,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14767503211023133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42698825","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 : 2021-06-20DOI: 10.1177/14767503211023127
Terah J. Stewart
An overarching component of PAR is that there should be participant engagement between researchers and other participants as members of a/the community under inquiry. This expectation while powerful, can also prove to be prohibitive for studies seeking to engage communities with stigmatized and/or criminalized identities, which was the case as I sought to engage a PAR methodology with college student sex workers. As such, along with study collaborators, we imagine and develop a power-conscious collaborative process that is useful for researchers wishing to embrace a collaborative ethic, when the community component of PAR might be unsuitable or unattainable. Specifically, this process creates conditions whereby the researcher can be cognizant of power relations and disrupt the prevalent researcher/researched dichotomy and more deeply invite subjects of research to become collaborators and share power within the inquiry.
{"title":"“I don’t feel studied”: Reflections on power-consciousness in action research with college student sex workers","authors":"Terah J. Stewart","doi":"10.1177/14767503211023127","DOIUrl":"https://doi.org/10.1177/14767503211023127","url":null,"abstract":"An overarching component of PAR is that there should be participant engagement between researchers and other participants as members of a/the community under inquiry. This expectation while powerful, can also prove to be prohibitive for studies seeking to engage communities with stigmatized and/or criminalized identities, which was the case as I sought to engage a PAR methodology with college student sex workers. As such, along with study collaborators, we imagine and develop a power-conscious collaborative process that is useful for researchers wishing to embrace a collaborative ethic, when the community component of PAR might be unsuitable or unattainable. Specifically, this process creates conditions whereby the researcher can be cognizant of power relations and disrupt the prevalent researcher/researched dichotomy and more deeply invite subjects of research to become collaborators and share power within the inquiry.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"20 1","pages":"162 - 179"},"PeriodicalIF":1.9,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14767503211023127","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48498238","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 : 2021-04-20DOI: 10.1177/14767503211009571
C. Simonsen, K. Ryom
Participation in sports and physical activities is perceived as a means of increasing well-being and foster social inclusion of refugees in their new host societies. However, researchers criticize ...
人们认为，参加体育活动是增进难民福祉和促进难民融入新的收容社会的一种手段。然而，研究人员批评。。。
{"title":"Building bridges: A co-creation intervention preparatory project based on female Syrian refugees’ experiences with physical activity","authors":"C. Simonsen, K. Ryom","doi":"10.1177/14767503211009571","DOIUrl":"https://doi.org/10.1177/14767503211009571","url":null,"abstract":"Participation in sports and physical activities is perceived as a means of increasing well-being and foster social inclusion of refugees in their new host societies. However, researchers criticize ...","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"1 1","pages":"147675032110095"},"PeriodicalIF":1.9,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14767503211009571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46832794","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 : 2021-04-11DOI: 10.1177/14767503211004707
S. Crowther, Doreen Balabanoff, L. Kay, Jenny Hall
A participatory action research (PAR) study using co-operative inquiry methods was employed to examine the topic ‘spirituality and childbirth’. Co-operative inquiry (CI) reclaims the right of co-researchers to create knowledge from their own lived experience, an approach that works ‘with’ rather than ‘on’ people, valuing individual contributions. Traditionally, CI has been organised synchronously in the same physical location. However, with current events and need for greater global collaboration for divergent/convergent perspectives, an ‘asynchronous’ CI is important to consider. To date, the authors are not aware of any published/unpublished asynchronous co-operative inquiry research projects. This article describes how our inquiry group worked across global regions and time zones meeting online, via emails and discussion boards, and gathered data in an online repository. The outcomes of this inquiry are published elsewhere, here we discuss the novel methods used to support emergence of a modified CI. We offer insight into how our cycles of reflection and action matured and were possible and enhanced through virtual inquiry methods. While technology posed limitations, working asynchronously across time and space enabled rich and complex conversations. An asynchronous modified CI method allows a depth of inquiry to be achieved whilst retaining the purpose of CI.
{"title":"Using a virtual platform for an asynchronous co-operative inquiry","authors":"S. Crowther, Doreen Balabanoff, L. Kay, Jenny Hall","doi":"10.1177/14767503211004707","DOIUrl":"https://doi.org/10.1177/14767503211004707","url":null,"abstract":"A participatory action research (PAR) study using co-operative inquiry methods was employed to examine the topic ‘spirituality and childbirth’. Co-operative inquiry (CI) reclaims the right of co-researchers to create knowledge from their own lived experience, an approach that works ‘with’ rather than ‘on’ people, valuing individual contributions. Traditionally, CI has been organised synchronously in the same physical location. However, with current events and need for greater global collaboration for divergent/convergent perspectives, an ‘asynchronous’ CI is important to consider. To date, the authors are not aware of any published/unpublished asynchronous co-operative inquiry research projects. This article describes how our inquiry group worked across global regions and time zones meeting online, via emails and discussion boards, and gathered data in an online repository. The outcomes of this inquiry are published elsewhere, here we discuss the novel methods used to support emergence of a modified CI. We offer insight into how our cycles of reflection and action matured and were possible and enhanced through virtual inquiry methods. While technology posed limitations, working asynchronously across time and space enabled rich and complex conversations. An asynchronous modified CI method allows a depth of inquiry to be achieved whilst retaining the purpose of CI.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"21 1","pages":"351 - 370"},"PeriodicalIF":1.9,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14767503211004707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46604141","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 : 2021-03-01DOI: 10.1177/1476750319865015
Miren Larrea
Action research has approached conflict mainly through the concept of conflict resolution, where action researchers play a role as third parties acting as organizers, conveners, and facilitators. This paper proposes a complementary role as stakeholders in the conflicts of territorial development and thus, as one more part in conflict. This is done in the context of one specific approach to action research, namely, action research for territorial development and one specific project, the Territorial Development Laboratory initiated in 2009 in Gipuzkoa, Basque Country, Spain. The paper argues that the ideological and political positions of action researchers, legitimated by the other stakeholders through the action research process, give them a stake in territorial development conflicts. It also revisits the interpretation of participation in action research in order to conceptualize action researchers’ role as stakeholders in the conflicts of territorial development. These discussions are of interest for any action researcher wanting to explore her or his role as a part in conflict in action research processes and not exclusively as a third party facilitating the process.
{"title":"We are not third parties: Exploring conflict between action researchers and stakeholders as the engine of transformation","authors":"Miren Larrea","doi":"10.1177/1476750319865015","DOIUrl":"https://doi.org/10.1177/1476750319865015","url":null,"abstract":"Action research has approached conflict mainly through the concept of conflict resolution, where action researchers play a role as third parties acting as organizers, conveners, and facilitators. This paper proposes a complementary role as stakeholders in the conflicts of territorial development and thus, as one more part in conflict. This is done in the context of one specific approach to action research, namely, action research for territorial development and one specific project, the Territorial Development Laboratory initiated in 2009 in Gipuzkoa, Basque Country, Spain. The paper argues that the ideological and political positions of action researchers, legitimated by the other stakeholders through the action research process, give them a stake in territorial development conflicts. It also revisits the interpretation of participation in action research in order to conceptualize action researchers’ role as stakeholders in the conflicts of territorial development. These discussions are of interest for any action researcher wanting to explore her or his role as a part in conflict in action research processes and not exclusively as a third party facilitating the process.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"19 1","pages":"110 - 125"},"PeriodicalIF":1.9,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1476750319865015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46024592","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 : 2021-02-15DOI: 10.1177/1476750321993530
Gina L Grandi
In order to truly examine critical cultural and social issues pertaining to young people, researchers must find ways to overcome the ways in which young people naturally filter their responses when speaking with adults, as these filters may limit what researchers are able to discover through interviews and focus groups. Working through theatre offers the opportunity for researcher and participant to co-construct knowledge. Drama workshops and the creation of a theatrical performance creates a community in which ideas and questions can be deeply examined and self-filtering and censorship mitigated; participant voice is centered and privileged. For seven weeks, I worked with thirteen high school girls to explore issues of identity through a devised theatre performance. My intent was to examine the ways arts-based research might provide more insight than traditional qualitative methods. This article discusses how working through theatre provided a space in which the girls I worked with felt more comfortable expressing their uncensored thoughts and opinions and offers a deeper insight into the ways working through the arts provides a model for participatory research that yields deep and nuanced understandings.
{"title":"Theatre as method: Performance creation through action research","authors":"Gina L Grandi","doi":"10.1177/1476750321993530","DOIUrl":"https://doi.org/10.1177/1476750321993530","url":null,"abstract":"In order to truly examine critical cultural and social issues pertaining to young people, researchers must find ways to overcome the ways in which young people naturally filter their responses when speaking with adults, as these filters may limit what researchers are able to discover through interviews and focus groups. Working through theatre offers the opportunity for researcher and participant to co-construct knowledge. Drama workshops and the creation of a theatrical performance creates a community in which ideas and questions can be deeply examined and self-filtering and censorship mitigated; participant voice is centered and privileged. For seven weeks, I worked with thirteen high school girls to explore issues of identity through a devised theatre performance. My intent was to examine the ways arts-based research might provide more insight than traditional qualitative methods. This article discusses how working through theatre provided a space in which the girls I worked with felt more comfortable expressing their uncensored thoughts and opinions and offers a deeper insight into the ways working through the arts provides a model for participatory research that yields deep and nuanced understandings.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"20 1","pages":"245 - 260"},"PeriodicalIF":1.9,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1476750321993530","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156879","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 : 2021-01-17DOI: 10.1177/1476750320960817
E. Rose, A. Bingley, Macarena Rioseco
This article reflects on a funded participatory artmaking project that engaged displaced people whose traumatic experiences prior to exile in the UK necessitated referral for psychological support. Reflections are informed by action research method involving a cyclical reflexive feedback loop, augmented by intra-action and deterritorialisation. Within this context, the Deleuzoguattarian framework is used to add insights into artmaking as a deterritorialising vector of destabilization to identify beneficial shifts in participants’ narratives of self in transition between the original homeland and the new environment. Artworks understood through the clients’ voices over the course of ten weeks, suggest transition from a repetition of original trauma to artworks focused on present lives, and more positive agency. The article explores how witnessing and being witnessed, in the context of emerging intra-actions and transitions, integrate the authors within those processes, authors and clients becoming part of each other’s new self-narratives.
{"title":"Art of transition: A Deleuzoguattarian framework","authors":"E. Rose, A. Bingley, Macarena Rioseco","doi":"10.1177/1476750320960817","DOIUrl":"https://doi.org/10.1177/1476750320960817","url":null,"abstract":"This article reflects on a funded participatory artmaking project that engaged displaced people whose traumatic experiences prior to exile in the UK necessitated referral for psychological support. Reflections are informed by action research method involving a cyclical reflexive feedback loop, augmented by intra-action and deterritorialisation. Within this context, the Deleuzoguattarian framework is used to add insights into artmaking as a deterritorialising vector of destabilization to identify beneficial shifts in participants’ narratives of self in transition between the original homeland and the new environment. Artworks understood through the clients’ voices over the course of ten weeks, suggest transition from a repetition of original trauma to artworks focused on present lives, and more positive agency. The article explores how witnessing and being witnessed, in the context of emerging intra-actions and transitions, integrate the authors within those processes, authors and clients becoming part of each other’s new self-narratives.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"20 1","pages":"380 - 405"},"PeriodicalIF":1.9,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1476750320960817","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47500881","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 : 2020-12-01DOI: 10.1177/1476750317705966
T. Kepe, R. Hall
This paper uses the case of South Africa’s latest land redistribution strategy known as the Proactive Land Acquisition Strategy, to explore whether, and how, research can have direct and positive impacts on beneficiaries of land reform. The study is situated within the practice of action research: to explore how it can generate knowledge that can be shared back and forth between stakeholders, as well as how it may ignite changes that the participants desire. The findings are that Proactive Land Acquisition Strategy is not meeting the overall goals land reform. But action research has allowed the beneficiaries to emerge from the process with new knowledge about their rights, as well as what options they have to move forward in their fight for secure land rights and decent livelihoods. We introduce a concept of a ‘learning and action space’ to explain our practice of action research. The paper concludes that action research is a desirable approach for land reform, but while it succeeded in educating beneficiaries, it is only one ingredient in ongoing struggles to challenge power relations among citizens and between citizens and the state.
{"title":"Creating learning and action space in South Africa’s post-apartheid land redistribution program","authors":"T. Kepe, R. Hall","doi":"10.1177/1476750317705966","DOIUrl":"https://doi.org/10.1177/1476750317705966","url":null,"abstract":"This paper uses the case of South Africa’s latest land redistribution strategy known as the Proactive Land Acquisition Strategy, to explore whether, and how, research can have direct and positive impacts on beneficiaries of land reform. The study is situated within the practice of action research: to explore how it can generate knowledge that can be shared back and forth between stakeholders, as well as how it may ignite changes that the participants desire. The findings are that Proactive Land Acquisition Strategy is not meeting the overall goals land reform. But action research has allowed the beneficiaries to emerge from the process with new knowledge about their rights, as well as what options they have to move forward in their fight for secure land rights and decent livelihoods. We introduce a concept of a ‘learning and action space’ to explain our practice of action research. The paper concludes that action research is a desirable approach for land reform, but while it succeeded in educating beneficiaries, it is only one ingredient in ongoing struggles to challenge power relations among citizens and between citizens and the state.","PeriodicalId":46969,"journal":{"name":"Action Research","volume":"18 1","pages":"510 - 527"},"PeriodicalIF":1.9,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1476750317705966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42275751","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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