scholarly journals Sustainable Development and Participatory Action Research: A Systematic Review

2020 ◽  
Author(s):  
Jennifer Keahey
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Participatory Action

scholarly journals Agroecological Transitions: A Systematic Review of Research Approaches and Prospects for Participatory Action Methods

2021 ◽  
Vol 5 ◽  
Author(s):  
Erwan Sachet ◽  
Ole Mertz ◽  
Jean-François Le Coq ◽  
Gisella S. Cruz-Garcia ◽  
Wendy Francesconi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Action Research ◽  
Participatory Action Research ◽  
Case Studies ◽  
Food Systems ◽  
Participatory Action ◽  
Agroecological Transition ◽  
The One ◽  
Primary Type

There have been many calls for an agroecological transition to respond to food shocks and crises stemming from conventional food systems. Participatory action research and transformative epistemologies, where communities are research actors rather than objects, have been proposed as a way to enhance this transition. However, despite numerous case studies, there is presently no overview of how participatory approaches contribute to agroecological transitions. The present article therefore aims to understand the effect of applying participatory action research (PAR) in agroecology. We undertook a systematic review of articles reporting methods and results from case studies in agroecological research. On the one hand, our systematic review of 347 articles shows that the agroecological research scope is broad, with all three types—as science, a set of practices and social movement—well-represented in the corpus. However, we can see a clear focus on agroecology “as a set of practices” as the primary type of use of the concept. On the other hand, we found a few case studies (23) with a participatory approach while most studies used extractive research methods. These studies show that understanding the drivers and obstacles for achieving an agroecological transition requires long-term research and trust between researchers and farmers. Such transformative epistemologies open doors to new questions on designing long-term PAR research in agroecology when confronted with a short-term project-based society.

scholarly journals Raising Awareness of Agency to Address Climate Change: The Do One Thing (DOT) Strategy

2021 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Irene Muller ◽  
Lesley Wood
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
Participatory Action ◽  
Community Members ◽  
Action Research Approach

The United Nations Children's Fund 2008 report, Our Climate, Our Children, Our Responsibility, warned that children will suffer most from the effects of climate change. Environmental education is one way to prepare children to cope and enable them to educate their families and friends about the need to act now to minimise the danger climate change poses. This article reports on findings from a participatory action research project aimed at integrating education for sustainable development into the Grade 7 curriculum, with a specific focus on climate change. Critical participatory action research has a transformative intent, engaging participants in learning to cultivate a sense of purpose and increase their capacity to solve local problems. Learner responses to qualitative questionnaires and recorded discussions related to the Do One Thing (DOT) strategy were used to determine learning about climate change and enable both learners and community members to identify action for change. Thematic coding was used to evaluate the effectiveness of the DOT strategy in increasing awareness of agency and resultant learning. The findings indicate that not only did the learners gain knowledge about the causes and consequences of climate change but the potential of the learners and community members to identify possible actions for change was increased as well. We provide suggestions as to how teachers can use the DOT strategy as part of an action research approach to integrating environmental education for sustainable development in order to raise awareness of local environmental threats and encourage learners and their families to behave in a more environmentally friendly way. The explanation of the research process offered in this article also highlights how participatory learning activities can help engage learners as active agents in their own learning.

scholarly journals Using Technology to Scale up Youth-Led Participatory Action Research: A Systematic Review

2020 ◽  
Vol 67 (2) ◽  
pp. S14-S23 ◽  
Author(s):  
Lisa Gibbs ◽  
Mariah Kornbluh ◽  
Katitza Marinkovic ◽  
Sherry Bell ◽  
Emily J. Ozer
Keyword(s):  
Systematic Review ◽  
Action Research ◽  
Participatory Action Research ◽  
Scale Up ◽  
Participatory Action

Inquiry and Participatory Action Research in Primary School

2021 ◽  
Vol 42 (1&2) ◽  
pp. 157-205
Author(s):  
Christine McDougall
Keyword(s):  
Sustainable Development ◽  
Academic Performance ◽  
Action Research ◽  
Participatory Action Research ◽  
Sixth Grade ◽  
Educational Objective ◽  
Participatory Action ◽  
Interest In Science ◽  
Inquiry Group ◽  
Self Confidence

In Jamaica, learner-centered instruction is commended for teaching a curriculum focused on environmental education and sustainable development. This study investigated the potential of participatory action research (PAR) as an inquiry-based instructional method in a sixth-grade Jamaican classroom. Mixed methods compared the academic performance of students between teacher-led and PAR-driven groups, and analyzed key attributes of sustainable development. Though practicing PAR had no significant effect on students’ academic performance, perceived collaboration skills, and interest in science, participants displayed leadership skills, such as self-confidence, commitment, and teambuilding. Moreover, the inquiry group conducted cross-curricular research towards place-based environmental improvement. These assets correspond to the Jamaican educational objective of integrating multiple disciplines and stakeholders in the equation for a sustainable future and warrant a further evaluation of PAR in Jamaican schools.

scholarly journals Youth Participatory Action Research for Youth Substance Use Prevention: A Systematic Review

2019 ◽  
Vol 55 (2) ◽  
pp. 314-328 ◽  
Author(s):  
Elizabeth Salerno Valdez ◽  
Iva Skobic ◽  
Luis Valdez ◽  
David O Garcia ◽  
Josephine Korchmaros ◽  
...  
Keyword(s):  
Systematic Review ◽  
Substance Use ◽  
Action Research ◽  
Participatory Action Research ◽  
Youth Participatory Action Research ◽  
Substance Use Prevention ◽  
Participatory Action

scholarly journals Step by step: a participatory action-research framework to improve social participation in coastal systems

2021 ◽  
Vol 24 ◽  
Author(s):  
Natalia de Miranda Grilli ◽  
Mariana Martins de Andrade ◽  
Luciana Yokoyama Xavier ◽  
Cláudia Regina Santos ◽  
Fernanda Terra Stori ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Participation ◽  
Development Plan ◽  
Southeastern Brazil ◽  
Participatory Action ◽  
The Sustainable Development ◽  
Ecological Features ◽  
Local Stakeholders

Abstract Social participation enriches decision-making and is considered a civil right in many democratic countries, despite remaining a challenge. This paper presents evidence and discusses the evolution of social participation in the Araçá Bay (Southeastern Brazil), as a result of participatory action-research. Over three years, a process of social mobilization and participatory environmental assessment and planning engaged local stakeholders and resulted in a sustainable development plan. Enhanced social participation was evidenced by: (1) building trust among participants; (2) increasing knowledge of social-ecological features of Araçá Bay; (3) acknowledging different perspectives and interests about the bay; and (4) improving the understanding of management dynamics and institutions. The process led to the emergence of a local stewarded group that has the potential to foster the implementation of the sustainable development plan.

scholarly journals A systematic review of photovoice as participatory action research strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 675
Author(s):  
Nadi Suprapto ◽  
Titin Sunarti ◽  
Suliyanah Suliyanah ◽  
Desi Wulandari ◽  
Hasan Nuurul Hidayaatullaah ◽  
...  
Keyword(s):  
Systematic Review ◽  
Action Research ◽  
Participatory Action Research ◽  
Selection Process ◽  
Research Strategy ◽  
Qualitative Inquiry ◽  
Participatory Action ◽  
Research Strategies ◽  
Or Groups ◽  
Science Domain

Photovoice research is conducted by researchers to communicate images or photographs, and it has high confidence in analyzing the value, story or meaning of an image. Several previous studies that examined photovoice as a research strategy were analyzed and reviewed. This systematic review used an article selection process. It was defining the purpose, conducting a literature search, pulling articles by reading abstracts, reading the full paper, data abstraction, and conducting an analysis. The photovoice article selection was classified into education, health, and social science domain. Finally, forty-one articles have been reviewed with the total of participants involved ranged from five to fifty individuals. The majority of research method in the articles was participatory action research (PAR) through qualitative inquiry or field visits. Meanwhile, the research instruments used photography, documentation, observation, and interviews. In various fields of research, photovoice is able to increase the understanding of individuals or groups to interpret the content of an image or photo.

scholarly journals Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

2016 ◽  
Vol 18 (2) ◽  
pp. 135-152 ◽  
Author(s):  
Ilga Salīte ◽  
Elga Drelinga ◽  
Dzintra Iliško ◽  
Eridiana Oļehnoviča ◽  
Sandra Zariņa
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Continuing Education ◽  
Participatory Action Research ◽  
Social Innovation ◽  
Education For Sustainable Development ◽  
Transdisciplinary Research ◽  
Participatory Action ◽  
Research Framework ◽  
Strategic Vision

Abstract The need to focus on a transdisciplinary approach in education for sustainable development (EDS) has been reflected in research and especially action research as a possible solution, which can open a new perspective for understanding and interpretation of the complex phenomenon of sustainability as well as for developing new open continuing education programmes by integrating research and learning activities in the context of open transdisciplinary research. The content structure of the article: (1) it describes the experience that has evolved at one faculty and its subordinate scientific institute and has been proposed to be used within the entire institution; (2) it generalises issues arising from the extensive experience, which in action research manifest themselves as issues relating to the appropriate perspective choice in terms of sustainability, approaches that in education make it possible to understand the sustainability phenomenon, as well as features that help identify sustainability at different levels. Well-known cases in the history of science, philosophy of science, and systems development research have been used to highlight the relationship among the dynamic interaction of complex problems that can systematically appear as sustainable or unsustainable. Therefore, the article provides insight into a specific relationship among science development, integration and Anthropocene phenomena with sustainability / non-sustainability phenomena and their interaction; (3) it offers the experience necessary for the creation of participatory action research ideas and research base to expand the cooperation of university and its graduates using a stakeholder approach and connecting it with a transdisciplinary research framework, which envisages an activity around the sustainability phenomenon and its deep relationship to the openness for the evolution of sustainability consciousness as concerns individuals and societies; (4) it describes the first three activities of the first phase of the undertaken action research, which allowed determining the participants’ motivation to take part in the action research, identifying participants’ attitude and understanding sustainability and Anthropocene phenomena, as well as establishing a strategic vision of open transdisciplinary framework benefits and opportunities through participatory action research to develop open evolutionary study programs for continuing education, which would extend and deepen the cooperation of university and its graduates for social innovation creation and achieving quality education for sustainable development by reorienting the society and education towards sustainability and sustainable development. The present article aims at establishing an open transdisciplinary research framework, which is necessary for undertaking action research, and outlining a strategic vision for developing continuing education programs in the participatory action research that will help reorient continuing education to sustainable development.

scholarly journals Using Participatory Action Research to Develop a Course Module on Education for Sustainable Development in Pre-Service Chemistry Teacher Education

2013 ◽  
Vol 3 (1) ◽  
pp. 59-78
Author(s):  
Mareike Burmeister ◽  
Ingo Eilks
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Student Teachers ◽  
Student Evaluation ◽  
Education For Sustainable Development ◽  
Chemistry Teacher ◽  
Research Experience ◽  
Participatory Action

This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using Participatory Action Research. Experience gained during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded extremely positively to the course. The student teachers stated that the module was interesting, relevant and valuable for their later profession as high school chemistry teachers. They also emphasised that they now felt more competent in the area of sustainability and ESD.

A Systematic Review of Youth Participatory Action Research (YPAR) in the United States: Methodologies, Youth Outcomes, and Future Directions

2018 ◽  
Vol 45 (6) ◽  
pp. 865-878 ◽  
Author(s):  
Yolanda Anyon ◽  
Kimberly Bender ◽  
Heather Kennedy ◽  
Jonah Dechants
Keyword(s):  
Systematic Review ◽  
Action Research ◽  
Participatory Action Research ◽  
The United States ◽  
Future Research ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Systematic Review Methodology ◽  
Youth Outcomes ◽  
Meta Analyses

Objectives. To use a systematic review methodology to describe the state of the youth participatory action research (YPAR) literature and synthesize findings about the youth outcomes reported in these studies. Methods. We screened and coded studies using a process consistent with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 3,724 articles found in the database search, 67 reports of 63 distinct studies were included in the final sample. These reports were coded for reports of YPAR principles and project characteristics, study methods, and reported youth outcomes. Results. The YPAR literature comprises predominantly qualitative studies, with only two randomized trials. The most common outcomes associated with participation in YPAR were those related to agency and leadership (75.0%), followed by academic or career (55.8%), social (36.5%), interpersonal (34.6%), and cognitive (23.1%) outcomes. Conclusions. This systematic review provides emerging evidence of the skills and competencies youth may develop through YPAR and offers methodological recommendations for future research that can provide greater evidence of causality.

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