A systematic review of photovoice as participatory action research strategies

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.

Download Full-text

Liberatory Methodologies: Participatory Action Research Strategies for Discovering Inclusive Maker Space Practices

2018 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie.2018.8658738 ◽

2018 ◽

Cited By ~ 1

Author(s):

Adam S. Masters ◽

Lisa D. McNair ◽

Donna M. Riley

Keyword(s):

Action Research ◽

Participatory Action Research ◽

Participatory Action ◽

Research Strategies

Download Full-text

A university’s response to people with disabilities in Worcester, Western Cape

African Journal of Disability ◽

10.4102/ajod.v8i0.439 ◽

2019 ◽

Vol 8 ◽

Author(s):

Jana V. Müller ◽

Lieketseng Ned ◽

Hananja Boshoff

Keyword(s):

Action Research ◽

Service Learning ◽

Participatory Action Research ◽

Single Case ◽

People With Disabilities ◽

Western Cape ◽

Participatory Action ◽

Research Strategies ◽

Student Training ◽

The University

Background: The call for institutions of higher education to foster interaction with communities and ensure training is responsive to the needs of communities is well documented. In 2011, Stellenbosch University collaborated with the Worcester community to identify the needs of people with disabilities within the community. How the university was engaging with these identified needs through student training still needed to be determined.Objectives: This study describes the engagement process of reciprocity and responsivity in aligning needs identified by persons with disability to four undergraduate allied health student training programmes in Worcester, Western Cape.Method: A single case study using the participatory action research appraisal methods explored how undergraduate student service learning was responding to 21 needs previously identified in 2011 alongside persons with disability allowing for comprehensive feedback and a collaborative and coordinated response.Results: Students’ service learning activities addressed 14 of the 21 needs. Further collaborative dialogue resulted in re-grouping the needs into six themes accompanied by a planned collaborative response by both community and student learning to address all 21 needs previously identified.Conclusion: Undergraduate students’ service learning in communities has the potential to meet community identified needs especially when participatory action research strategies are implemented. Reciprocity exists when university and community co-engage to construct, reflect and adjust responsive service learning. This has the potential to create a collaborative environment and process in which trust, accountability, inclusion and communication is possible between the university and the community.

Download Full-text

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

Frontiers in Sustainable Food Systems ◽

10.3389/fsufs.2021.709401 ◽

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.

Download Full-text