Problems Associated with Transnational Sociological Research Collaboration in Cambodia

2001 ◽  
Vol 29 (3) ◽  
pp. 521-549 ◽  
Author(s):  
Keyword(s):  
Rural Women ◽  
Research Collaboration ◽  
Social Research ◽  
Academic Culture ◽  
Research Process ◽  
Sociological Research ◽  
Participatory Action ◽  
Sociological Study ◽  
Action Research Project ◽  
Factors Affecting

AbstractIn this paper the focus will be the following applied social research projects I have been involved with - (1) role of rural women in the rehabilitation of local irrigation systems; (2) a study of contextual factors affecting risk-related sexual behaviour among young people between the ages of 15 and 25; (3) participatory action research project looking at problems of natural resource management; (4) sociological study of an urban wastewater project in a provincial town still affected by forms of low level insurgency - to illustrate the problems associated not simply with the research process but with the nature of collaborative research itself. However, an underlying purpose of this paper is not to argue against international collaboration on a range of research-based problems, but how we can better communicate the nature of our research and enhance its credibility. Living and working in a society like Cambodia that has yet to develop a critical academic culture of interest, relevance and utility to the international scholarly community, particularly in the field of sociology, is an issue that will be confronted in this paper.

scholarly journals Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Lulza Olim de Sousa ◽  
Emerentia Antoinette Hay ◽  
Schalk Petrus Raath ◽  
Aubrey Albertino Fransman ◽  
Barend Wilhelm Richter
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Community Based Research ◽  
Self Reflection

This article reflects the learning of five researchers in higher education in South Africa who took part in a participatory action research project to educate teachers how to integrate climate change issues into their teaching and learning. It was the first time any of the researchers had used participatory action research. We are all from natural science backgrounds and now involved in education for sustainable development. We had been trained in more traditional, objective, and researcher-driven methodologies grounded in a positivist paradigm. The purpose of this article is to share our learning about the changes we had to make in our thinking and practices to align with a participatory paradigm. We used reflective diaries to record our journey through the action research cycles. A thematic analysis of our diaries was supplemented by recorded discussions between the researchers. The analysis revealed that, while it was challenging to begin thinking in a different paradigm, we came to appreciate the value of the action research process that enabled teachers to integrate climate change issues into their teaching in a participatory way. We also concluded that we require more development to be able to conduct participatory research in a manner true to its values and principles. The conclusions we came to through our collaborative reflections may be of value to other researchers from similar scientific backgrounds who wish to learn what shifts in paradigm, methods, and processes are needed to be able to conduct community-based research in a participatory way.

Samen veranderen is samen leren

KWALON ◽  
2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Nicolien Kromme ◽  
Kees Ahaus ◽  
Rijk Gans ◽  
Harry van de Wiel
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Learning Process ◽  
Healthy Lifestyle ◽  
Space Versus ◽  
Research Process ◽  
Central Place ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project

Changing together is learning together. A participatory action research project on the role of the internist in promoting a healthy lifestyle This article describes the first three stages of an action research project. Following eight methodological principles of participatory action research, this article aims to give insight in the nature of the challenges and dilemmas involving internists, patients and patient representatives in the research process mention. Dilemmas included giving space versus limiting participation together with operating efficiently versus being flexible and honoring the input of all participants equally. It was a challenge to reflect not only on the content and procedures but also on everybody’s role in the learning process. In conclusion, action research offers a critical base for a participative and reflective method but it is also a challenge for busy healthcare practices that focus on content and concrete action and less on the learning process. Because reflection on the learning process is important for scientific standards, we suggest to give monitoring and reflection a central place in the action research cycle.

scholarly journals Participating in social exclusion: A reflexive account of collaborative research and researcher identities in the field

2020 ◽  
pp. 147675032095453
Author(s):  
Simon Newitt ◽  
Nigel Patrick Thomas
Keyword(s):  
Action Research ◽  
Collaborative Research ◽  
Social Research ◽  
Academic Research ◽  
Research Field ◽  
Participatory Action ◽  
Action Research Project ◽  
Cultural Conditions ◽  
A Site ◽  
Urban Marginality

This paper offers a critical reflexive perspective on a Participatory Action Research project with young people at a site of ‘advanced urban marginality’ ( Wacquant, 2008 ). Its purpose is to explore the ways in which habitus based inequalities in the research field ( Bourdieu, 1977 ) contributed to a parallel process of marginalisation and exclusion in the act of participating. More specifically, we examine how a particular professional academic research identity and taxonomy of participatory social research, animated by a benign intent, nonetheless exerted an ideological form of control over the enquiry, administering and recycling feelings of failure and marginalisation among participants - including the ‘professional’ researcher. To draw out the different ways this control took form, our analysis centres on a particular exchange within the group concerned with the distribution of a one-off financial stipend to participants. We endeavour to draw some conceptual insights in our exploration of this exchange, and in conclusion offer some ideas for a ‘good enough’ practice of action research undertaken in comparable socio-economic and psycho-cultural conditions.

iPads on Practicum: Perspective of a Student-Teacher

2013 ◽  
Vol 4 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Jamie Elbert ◽  
Dr. Jillianne Code ◽  
Dr. Valerie Irvine
Keyword(s):  
21St Century ◽  
Student Teacher ◽  
English Language ◽  
Learning Experience ◽  
Research Process ◽  
21St Century Learning ◽  
Modern World ◽  
Participatory Action ◽  
Action Research Project ◽  
Curricular Design

Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.

(Re)Constructing Expertise on Resistance: What We Can Learn from Youth Mobilizing against Social Inequality

2020 ◽  
Vol 63 (3) ◽  
pp. 506-515
Author(s):  
Theresa Hice Fromille ◽  
Karina Ruiz ◽  
Roxanna Villalobos ◽  
Lesly Martinez Ibañez ◽  
Valeria Mena
Keyword(s):  
Low Income ◽  
Undergraduate Research ◽  
Research Process ◽  
Educational Institutions ◽  
Sociological Research ◽  
Participatory Action ◽  
Institutional Settings ◽  
Communities Of Color ◽  
Youth Agency ◽  
Hispanic Serving

Historically, critical dialogue has excluded low-income communities of color and youth voices, and today academic spaces remain geographically, structurally, and intellectually inaccessible to non-academic members of our communities. Omitting the voices of young people in academic spaces reifies the assumption that expertise on resistance is legitimate only when it is taken up by credentialed actors working within educational institutions. In this article, we reflect on two feminist decolonial methods that we believe are necessary for conducting youth-centered research: (1) locating youth, or critically contextualizing demonstrations of youth agency within particular global, local, and institutional settings and (2) confronting our own insider-outsider positionalities in the research process. Theresa Hice Fromille, Roxanna Villalobos, and Valeria Mena critically analyze the community-engaged and participatory action research they have conducted in solidarity with Black and Latinx youth. Karina Ruiz and Lesly Martinez Ibañez discuss three undergraduate research programs offered in three different Hispanic Serving Institutions. Collectively, we aim to de/re-construct what it means to be a knowledge-producer in sociological research, and we advocate for scholars to recognize the political and epistemological significance of making space for youth expertise in academic spaces.

Unequal exchange: western economic logic and Inuit/Qablunaat research relationships

Polar Record ◽  
2013 ◽  
Vol 51 (2) ◽  
pp. 140-150 ◽  
Author(s):  
April Dutheil ◽  
Frank Tester ◽  
Jordan Konek
Keyword(s):  
Social Issues ◽  
Research Process ◽  
Cultural Analysis ◽  
Social Constructions ◽  
Class Relations ◽  
Participatory Action ◽  
Action Research Project ◽  
Class Differences ◽  
Canadian Culture

ABSTRACTFor some time, Inuit have made it clear that they wish to play a more substantial role in research with implications for themselves and their territory. To understand how researchers communicate and relate to each other, cultural analysis is often employed. Although cultural differences are relevant to understanding problems in the conduct of research, limiting differences to these realities is overly deterministic and essentialist. Many differences arising in the research process are products of social constructions found in Canadian culture and, increasingly, in Inuit communities. The paper re-examines the complexities of cross-class relations, focusing on how different relations to money, as a proxy for other relations characteristic of the capitalist mode of production, consumption and commodification, impact Inuit interaction with western-educated researchers. Using the Nanisiniq Arviat History Project in the community of Arviat, Nunavut Territory Canada, as a case study, the paper is a qualitative analysis of miscommunication resulting from cross-class differences. The Nanisiniq project was a two-year participatory action research project bringing Inuit youth and elders together to rediscover, interpret and apply knowledge of their history and culture to contemporary social issues affecting them.

Resident experts: The potential of critical Participatory Action Research to inform public housing research and practice

2018 ◽  
Vol 18 (4) ◽  
pp. 414-432 ◽  
Author(s):  
Amie Thurber ◽  
Leslie Collins ◽  
Marilyn Greer ◽  
Demetrese McKnight ◽  
Darlene Thompson
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Public Housing ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
The People ◽  
History Of ◽  
Housing Research ◽  
Critical Participatory Action Research

Policies affecting those living in poverty are often created without the direct and meaningful participation of the people meant to be served. This has been especially the case with public housing. To contextualize the need for alternative approaches to inquiry, we begin by examining the history of public housing through the lens of oppression and present critical Participatory Action Research as an alternative approach to research and policy-making. We provide a case study of a critical Participatory Action Research project sited in a public housing project slated for redevelopment. We conclude that engaging “resident experts” in the research process heightened the validity and credibility of the findings, amplified residents' self-determination, and provided greater congruence between the researchers' social justice values and our research methods.

scholarly journals Telecentre functionality in South Africa: Re-enabling the community ICT access environment

2013 ◽  
Vol 9 (4) ◽  
Author(s):  
Heidi Attwood ◽  
Kathleen Diga ◽  
Einar Braathen ◽  
Julian May
Keyword(s):  
Quality Of Life ◽  
South Africa ◽  
Key Factors ◽  
Participatory Action ◽  
Action Research Project ◽  
Departure Point ◽  
Factors Affecting ◽  
Structure And Agency ◽  
Active Citizen

The problems with telecentres are well documented.   Based on a participatory action research project that directly contributed to improved quality of life for 35% of participants and indirectly for another 41% of participants, this paper presents key factors affecting the use of telecentres by poorer people to empower themselves to improve their quality of life. Understanding the numerous interlinking problems surrounding the functionality and use of telecentres as factors of structure and agency as presented in Kleine’s Choice Framework (2011), provides a useful departure point to re-invent telecentres as active citizen development centres.

scholarly journals Lessons Learnt: Reflections on the ‘Insider-Outsider Divide’ in Working With Culturally and Linguistically Diverse Students in a Participatory Action Research Project

2021 ◽  
Vol 20 ◽  
pp. 160940692110663
Author(s):  
Jenny McDougall ◽  
Caroline Henderson-Brooks
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Linguistically Diverse ◽  
Research Process ◽  
Culturally And Linguistically Diverse ◽  
Negative Consequences ◽  
Participatory Action ◽  
Action Research Project ◽  
Institutional Expectations ◽  
Equitable Outcomes

This paper explores the challenges and possibilities in research that involves students from Culturally and Linguistically Diverse (CALD) backgrounds, a group that tends to be overlooked in university settings and in the literature. We present a reflexive account of our experiences as researchers in a Participatory Action Research (PAR) study that explored the needs of CALD students from an enabling (access) program in a regional Australian university. PAR was chosen as a research method out of our desire to give these students a voice and to help break down any potential barriers because of our positioning as researchers. We draw on the concept of ‘researcher as insider-outsider’ (Merriam, 2016) to highlight these aspects in our analysis of the research process. Some of our democratic objectives were achieved, but we also found there were limitations. Our position as Caucasian, Australian-born English speakers meant that we remained ‘outsiders’ to the CALD experience in fundamental ways. Further, our ‘insider’ status as researchers and lecturers was difficult to ignore, and institutional expectations created additional barriers. Some aspects of our data collection had unintended negative consequences, thus necessitating a change of course. On the plus side, however, consulting with students at each stage of the research helped to create more equal, trusting relationships and fostered empathetic understandings. The continual cycle of reflection and action assisted in ensuring we were responsive to the needs of participants. Although there are no guarantees, our experiences suggest that collaborative methods can assist in blurring the researcher-researched divide and give vulnerable communities greater agency in research. Despite the complexities and risks, exploring the needs of CALD students remains a worthwhile research endeavour. Any attempts to achieve equitable outcomes should highlight the capacity and potential of these students and not just their vulnerabilities.

scholarly journals Unraveling Ethics: Reflections from a Community-based Participatory Research Project with Youth

2015 ◽  
Author(s):  
Christine Walsh ◽  
Jennifer Hewson ◽  
Michael Shier
Keyword(s):  
Participatory Research ◽  
Ethical Dilemmas ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Research Project ◽  
Social Work Research

There is limited literature describing the ethical dilemmas that arise when conducting community-based participatory research. The following provides a case example of ethical dilemmas that developed during a multi-method community-based participatory action research project with youth in Calgary, Alberta, Canada. Several ethical dilemmas emerged during the course of the study related to the community in which the research was being undertaken, the recruitment of participants, and the overall research process. As important are possible harm s that may arise when the researcher is no longer involved. These ethical dilemmas and potential solutions are discussed in relation to social work research and community-based practice to raise awareness about the essential role of community in informing ethical research practices.

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