scholarly journals Recommended methodologies to determine Australian Indigenous community members' perceptions of their health needs: a literature review

2020 ◽  
Vol 26 (2) ◽  
pp. 95 ◽  
Author(s):  
Rosetta Lillian Smith ◽  
Sue Devine ◽  
Robyn Preston
Keyword(s):  
Indigenous People ◽  
Relevant Literature ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Indigenous Community ◽  
Health Needs ◽  
Indigenous Australians ◽  
Participatory Action ◽  
Community Members ◽  
Research Methodologies

When addressing disparities in health status of Indigenous Australians, it is necessary to consult with Indigenous people to explore their health needs. The process of improving health outcomes is complex; it requires acknowledgement of underlying cultural and social determinants of health and active engagement of Indigenous people to define the issues and identify solutions. The aim of this study is to explore the most appropriate research methodologies to determine Australian Indigenous community members’ perceptions of their health needs. A scoping review was conducted in BioMed Central, CINAHL, Informit Health, MEDLINE Ovid, ProQuest and Scopus databases and Google Scholar for all relevant literature published between 2009 and 2018. Extensive manual searches of reference lists were also undertaken. The limited number of articles relating to needs assessment with Indigenous community members prescribed broadening the scope of the review to include articles that describe methodologies to enhance Indigenous people’s engagement in the research process. Twelve papers met the inclusion criteria. Three major themes emerged: (1) the imperative to develop and implement Indigenist research methodologies; (2) participatory action research (PAR) and community-based participatory research (CBPR) as appropriate methodologies to conduct research with Indigenous community members; and (3) yarning or storytelling as a culturally appropriate Indigenous method of data collection.

Community-Based Participatory Research

2013 ◽  
Author(s):  
Tracey Marie Barnett
Keyword(s):  
Action Research ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Collaborative Action Research ◽  
Participatory Action ◽  
Community Members ◽  
Community Based ◽  
Community Based Research ◽  
Partnership Approach

Community-based participatory research (CBPR) embraces a partnership approach to research that equitably involves community members, organizational representatives, social workers, and researchers in all aspects of the research process. CBPR begins with a research topic of importance to the community and has the aim of combining knowledge with action and achieving social change. It is community based in the sense that community members become part of the research team and researchers become engaged in the activities of the community. Community–researcher partnerships allow for a blending of values and expertise, promoting co-learning and capacity building among all partners, and integrating and achieving a balance between research and action for the mutual benefit of all partners. Various terms have been used to describe this research, including participatory action research (PAR), action research (AR), community based research (CBR), collaborative action research (CAR), anti-oppressive research, and feminist research.

Grounded in Culture: Reflections on Sitting Outside the Circle in Community-Based Research With Indigenous Men

2020 ◽  
Vol 30 (14) ◽  
pp. 2343-2350
Author(s):  
Candice M. Waddell ◽  
Rachel V. Herron ◽  
Jason Gobeil ◽  
Frank Tacan ◽  
Margaret De Jager ◽  
...  
Keyword(s):  
Mental Health ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Power Dynamics ◽  
Indigenous Research ◽  
Community Members ◽  
Community Based ◽  
Community Based Research ◽  
Research Paradigms ◽  
Reflexive Practice

Research continues to be a dirty word for many Indigenous people. Community-based participatory research (CBPR) is a means to disrupt power dynamics by engaging community members within the research process. However, the majority of relationships between researcher and participants within CBPR are structured within Western research paradigms and they often reproduce imbalances of power. The purpose of this article is to reflect on the process of CBPR within a research project focused on Indigenous men’s masculinity and mental health. In doing so, we aim to contribute to reflexive practice in CBPR and flatten research hierarchies to facilitate more equitable knowledge sharing. Our reflections highlight the importance of prioritizing healing, centering cultural protocols, negotiating language, and creating space for Indigenous research partners to lead. These critical lessons challenge Western researchers to ground their practices in Indigenous culture while they “sit outside the circle” to facilitate more equitable and engaged partnerships.

Lessons from a community-based participatory research study with transgender and gender nonconforming youth and their families

2018 ◽  
Vol 17 (2) ◽  
pp. 186-207 ◽  
Author(s):  
Sabra L Katz-Wise ◽  
Annie Pullen Sansfaçon ◽  
Laura M Bogart ◽  
Milagros C Rosal ◽  
Diane Ehrensaft ◽  
...  
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Well Being ◽  
Research Process ◽  
Lessons Learned ◽  
Community Partner ◽  
Community Members ◽  
Community Based ◽  
Gender Nonconforming ◽  
And Gender

Community-based participatory research (CBPR) involves community members collaborating with academic investigators in each step of the research process. CBPR may be especially useful for research involving marginalized populations with unique perspectives and needs. In this paper, we discuss successes and challenges of using a CBPR approach for the Trans Teen and Family Narratives Project, a longitudinal mixed-methods study to examine how the family environment affects the health and well-being of transgender and gender nonconforming youth. We describe considerations for using a CBPR approach with this population, including defining the community of transgender and gender nonconforming youth and families, engaging the community in the research process, managing conflicting agendas for community partner meetings, addressing insider/outsider status of the researchers, resolving researcher/community tensions regarding data collection tools, integrating academic and community members into a cohesive research team, developing safety plans to address participant suicidality disclosures, and differentiating the role of academics as researchers vs. advocates. We conclude by sharing lessons learned, which can inform future research to address the needs of transgender and gender nonconforming youth and families.

Partner development praxis: The use of transformative communication spaces in a community-academic participatory action research effort in a Mexican ethnic enclave in Chicago

2017 ◽  
Vol 16 (4) ◽  
pp. 414-436 ◽  
Author(s):  
Jennifer Hebert-Beirne ◽  
Jennifer K Felner ◽  
Joan Kennelly ◽  
Kamal Eldeirawi ◽  
Anna Mayer ◽  
...  
Keyword(s):  
Leadership Development ◽  
Participatory Research ◽  
Research Effort ◽  
Health Assessment ◽  
Community Based Participatory Research ◽  
Research Literature ◽  
Participatory Action ◽  
Community Members ◽  
Community Based ◽  
Transformative Communication

Trusting, productive relationships between traditionally discordant stakeholders—community members and researchers—are critical for successful Community-Based Participatory Research. Practical guidance on processes allowing for partner trust-building and collaborative leadership development in Community-Based Participatory Research literature lacks specificity. In this paper, we introduce our praxis of Transformative Communication Spaces to facilitate purposeful, iterative discourse that occurs in, and fuels each research phase. We elaborate on the use of Transformative Communication Spaces through Pláticas de Salud, Oral History Listening Events, and Data Analysis Think Tanks within the framework of our Little Village Participatory Community Health Assessment. We believe the integrity and potential of Community-Based Participatory Research is contingent on the use of Transformative Communication Spaces strategies to foster trusting partnerships necessary for shared learning and co-leadership.

scholarly journals Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Danielle Manton ◽  
Megan Williams
Keyword(s):  
Health Education ◽  
Critical Reflection ◽  
Allied Health ◽  
Indigenous Health ◽  
Health Professions ◽  
Indigenous Community ◽  
Health Needs ◽  
Indigenous Australians ◽  
Negative Stereotypes ◽  
Allied Health Professions

While professional education in medicine and nursing in Australia has been implementing strategies to increase accessibility for Indigenous Australians, allied health professions remain underdeveloped in this area. Failure to improve the engagement of allied health professions with Indigenous Australians, and failure to increase the numbers of Indigenous staff and students risks perpetuating health inequities, intergenerational disadvantage, and threatens the integrity of professions who have publically committed to achieving cultural safety and health equity between Indigenous and non-Indigenous people. Knowing this, leaders in the allied health professions are asking “What needs to change?” This paper presents a critical reflection on experiences of a university-based Indigenous Health Unit leading the embedding of Indigenous perspectives in allied health curriculum, informed by Indigenous community connections, literature reviews, and research in the context of an emerging community of practice on Indigenous health education. Key themes from reflections are presented in this paper, identifying barriers as well as enablers for change, which include Indigenous community relationship building, education of staff and students, and collaborative research and teaching on Indigenous Peoples’ allied health needs and models of care. These enablers are inherently anti-racism strategies that redress negative stereotypes perpetuated about Indigenous Australians and encourage the promotion of valuable Indigenous knowledges, principles, and practices as strategies that may also help meet the health needs of the general community.

Uncovering Social Issues Through Photovoice: A Comprehensive Methodology

2021 ◽  
pp. 193758672110551
Author(s):  
Mia Kile
Keyword(s):  
Social Sciences ◽  
Social Issues ◽  
Group Discussion ◽  
Personal Narratives ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Participatory Action ◽  
Shared Experience ◽  
Community Based ◽  
Photovoice Methodology

Photovoice is a form of participatory action research and community-based participatory research and often used in social sciences to understand the needs of others and uncover the challenges and assets that may exist. Photovoice engages participants in the research process by inviting them to share their experiences through photographs and personal narratives. This act of storytelling and group discussion provides emotional connections among the participant cohort. Through the discussion of shared experience, common themes may arise. This column provides and overview of the photovoice methodology and highlights some of the benefits and limitations one might experience when leading photovoice based projects. Photovoice is a powerful tool that can prove useful for design researchers and practitioners alike as they seek to understand the challenges facing others. It is through this understanding that transformation to improve situations can occur.

“Listening to Whom and for Whose Benefit?”

2019 ◽  
pp. 155-176
Author(s):  
George Nicholas
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Indigenous Community ◽  
Archaeological Record ◽  
Community Members ◽  
Heritage Preservation ◽  
Community Based ◽  
Community Needs ◽  
Intangible Heritage

The values that descendant communities place on heritage objects and places have historically been eclipsed by science-oriented approaches to the archaeological record. However, local knowledge is vital to making decisions about the protection or use of tangible or intangible heritage, and knowledge derived from it. Learning to listen must thus be a part of the archaeologist’s tool kit. In this chapter, I describe the value of what can be learned from Indigenous community members (Community-based participatory research), as well as how ethnoarchaeological studies contribute to a fuller understanding of heritage, directly benefit community needs and interests, and make substantial contributions to archaeology and heritage preservation. I focus on community-directed projects funded by the Intellectual Property Issues in Cultural Heritage (IPinCH) project. These initiatives directly benefit community needs and interests, while also making substantial contributions to archaeology and heritage preservation.

Community-Based Participatory Research

2020 ◽  
Author(s):  
Michael Duke
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
The United States ◽  
Research Process ◽  
Cultural Humility ◽  
Community Members ◽  
Community Based ◽  
Advisory Boards ◽  
Rapport Building

Community-based participatory research (CBPR) refers to a methodological and epistemological approach to applied community projects in which researchers and community members collaborate as equals in the research process. Also known as participatory action research (PAR), CBPR has gained considerable acceptance both as a set of methods for identifying and addressing local issues of concern and as a vehicle for applying the principles of equity, cultural humility, mutual learning, and social justice to the relationships between researchers and communities. Although somewhat distinct from applied anthropology, CBPR shares with ethnography in particular an attentiveness to rapport building and community engagement and an overall validation of local knowledge. There is little consensus regarding the threshold of community participation necessary for a given research project to be considered CBPR. However, at a minimum the approach requires that community members define the problems to be assessed, provide consultation on the cultural and social dimensions of the study population, and serve in an advisory capacity over the entire project. The history of CBPR and its antecedents reflects its twin values as a pragmatic approach to researching and addressing local problems and as an emancipatory social justice project that seeks to diminish the hierarchical relationship between researchers and community members. Specifically, the pragmatic perspective was developed in the United States by social psychologist Kurt Lewin in the 1930s (and subsequently by the anthropologists Laura Thompson and Sol Tax), while the emancipatory approach derives from the work of educational theorist Paulo Freire in Brazil in the 1970s. Community Advisory Boards (CABs) play an outsized role in the success of CBPR projects, since they typically represent the community in these studies, and thus maintain oversight over all aspects of the research process, including the study design, sampling and recruitment protocols, and the dissemination of findings. Accordingly, nurturing and maintaining trust between researchers, the CAB, and the community constitutes a foundational practice for any CBPR study.

scholarly journals Working Towards the Promise of Participatory Action Research: Learning From Ageing Research Exemplars

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691881795 ◽  
Author(s):  
Tanya Elizabeth Benjamin-Thomas ◽  
Ann Marie Corrado ◽  
Colleen McGrath ◽  
Debbie Laliberte Rudman ◽  
Carri Hand
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Social Transformation ◽  
Critical Appraisal ◽  
Research Process ◽  
Participatory Action ◽  
Community Members ◽  
Policy And Practice ◽  
Full Participation ◽  
Research Findings

Within research addressing issues of social justice, there is a growing uptake of participatory action research (PAR) approaches that are ideally committed to equitable participation of community members in all phases of the research process in order to collaboratively enact social transformation. However, the utilization of such approaches has not always matched the ideal, with inconsistencies in how participation and action are incorporated. “Participation” within various research processes is displayed differently, with the involvement of community members varying from full participation to their involvement as simply participants for data collection. Similarly, “action” is varyingly enacted from researchers proposing research implications for policy and practice to the meaningful involvement of community members in facilitating social change. This inconsistency in how PAR is utilized, despite widespread publications outlining key principles and central tenets, suggests there are challenges preventing researchers from fully embracing and enacting the central tenets of equitable participation and social transformation. This article intends to provide one way forward, for scholars intending to more fully enact the central tenets of PAR, through critically discussing how, and to what extent, the principles of PAR were enacted within 14 key exemplars of PAR conducted with older adults. More specifically, we display and discuss key principles for enacting the full commitment of PAR, highlight a critical appraisal guide, critically analyze exemplars, and share strategies that researchers have used to address these commitments. The critical appraisal guide and associated research findings provide useful directions for researchers who desire to more fully embrace commitments and practices commensurate with enacting the promise of PAR for equitable collaboration and social transformation.

Minga, Participatory Action, and Social Justice: Framing a Decolonization Process for Principled Experiential Learning Among Indigenous Shuar Communities in Amazonian Ecuador

2019 ◽  
Vol 42 (2) ◽  
pp. 185-200
Author(s):  
Preety Gadhoke ◽  
Pablo J. Sanchez ◽  
Morgan Zajkowski ◽  
Kirin Taylor ◽  
Barrett P. Brenton
Keyword(s):  
New York ◽  
Experiential Learning ◽  
Participant Observation ◽  
Indigenous Communities ◽  
Indigenous Community ◽  
Participatory Action ◽  
Community Members ◽  
Learning Framework ◽  
Semistructured Interviews ◽  
Ethical Relations

Background: A case study of an undergraduate scholars program in New York and our long-term partnership with four Indigenous Shuar communities living in Morona-Santiago, Ecuador. Purpose: To introduce principled strategies for building an ethical experiential learning framework based on a decolonization process, Indigenous community work models and integrated perspectives from the multiple stakeholders involved. Method/Approach: A synthesis of academic literature, reflexivity as a team contending with our own decolonization processes, participant observation, and the in-depth interviews with key community members, drawn from semistructured interviews conducted from 2017 to 2018. Findings/Conclusion: The outcome of this synthesis were four distinct principles for a more holistic, ethical, and effective framework: shared investment, shared sense of accountability, pacts of reciprocity, and social bonds. The principles offered emphasize the critical dynamics of ensuring mutual benefit between university programs and Indigenous community partners within an experiential education context. Implications: These principles can be used by institutions to both evaluate the substance of their ethical relations and also develop socially just standards for community engagement and student mentorship when working with Indigenous communities.

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