Gay and grey: participatory action research in Hong Kong

2017 ◽  
Vol 18 (3) ◽  
pp. 257-272 ◽  
Author(s):  
Travis SK Kong
Keyword(s):  
Hong Kong ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Transformation ◽  
Queer Studies ◽  
Research Process ◽  
Power Relation ◽  
Participatory Action ◽  
Self Help ◽  
The Social

This article examines how a research project transformed into participatory action research (PAR) whose outcome was a self-help group for older (60+) gay men in Hong Kong. The overall process witnessed a change in the level of participation by both the researcher and researched, as well as the social transformation of the participants and production of knowledge on Chinese homosexuality. Most importantly, the morph into PAR can be seen as a process whereby the participants took control and felt empowered. By bridging the gap between queer studies and PAR, this research rethinks three power issues embedded in the research process: the power relation between researcher and researched, that between participants and the major form of oppression in queer lives, i.e. heteronormativity, and the knowledge–power relation in the formulation of Chinese homosexuality.

scholarly journals PARTICIPATORY ACTION RESEARCH

Sosio Informa ◽  
2005 ◽  
Vol 10 (2) ◽  
Author(s):  
Mu'man Nuryana
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Practical Knowledge ◽  
Relevant Information ◽  
Research Process ◽  
Theory And Practice ◽  
Necessary Condition ◽  
Participatory Action ◽  
The Social ◽  
Reflection Theory

Sebuah Kerangka Kerja bagi Action Research dalam Pengembangan Komunitas dan Pendidikan Populer - This paper helps to elaborate about how researchers, teachers and educational advisors balance their different roles in participatory action research teams. Through explaining the Participatory Action Research (PAR) as a way of building bridges and making connections between people, this method of doing research depicted a process that seeks to develop a practical knowledge and understanding of social, political, environmental, or economical conditions. By using PAR on of research and development, we can recognize our social relationships and the value of our real experiences and personal thoughts and feelings. Moreover, PAR seeks to link the research process to the process of social change; it recognizes the change process as a researchable topic; it brings the research process full circle with people's interests in finding practical solutions for common problems and issues of concern by uniting action and reflection, theory and practice; it involves doing research to define a problem as well as applying the information in action towards solutions to identified problems; it is research conducted by, with and for people, rather than research on people; it is participatory in that it is a necessary condition that people play key roles in and have relevant information about the social system, or community, under study, and that they participate in the research design and implementation of action plans based on research outcomes.

scholarly journals Community Organizing Participatory Action Research (COPAR) in Curriculum Development

2017 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Janette H Malata-Silva
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Curriculum Design ◽  
Community Organizing ◽  
Social Transformation ◽  
National Development ◽  
Research Process ◽  
Participatory Action ◽  
Peasant Communities ◽  
Learning Competencies

Using Community Organizing Participatory Action Research (COPAR) as the main framework for the multiple data-gathering methods utilized in the study, the researcher addressed the following objectives: (1) to assess the educational needs of the Lumad and peasant communities in light of the implementation of Republic Act 10533, and (2) to develop a curriculum that addresses the needs of the Lumad and peasant communities considering the learning competencies stipulated by RA 10533. Freire’s method of education was maximized as participants in the research included men, women, and children who learned to assess their role in their community as agents of change with the goal of achieving social transformation through education. Still adhering to Freire’s method of education, the intended curriculum that was designed is simple and easy to understand, integrative, and perceptive of the social realities surrounding the Lumads and other peasant learners. From the state-approved curriculum, the new alternative curriculum ensured the presence of lessons and activities with a positive influence on all the aspects of a child’s development: physical, emotional, social, linguistic, aesthetic, and cognitive through the application of the outcomes-based education (OBE) framework. Curriculum design also utilized the Makabayan (nationalist), Makamasa (mass-oriented), and Siyentipiko (scientific) (MMS) orientation, which is based on rooted assessment of the needs of the community learners. The integration of OBE with MMS framework is expected to result in transformative education that can produce lifelong learners who will aspire to be part of national development while promoting their identity and the good of their communities. The research process undertaken proved that community immersion provides an opportunity for self-reflexivity that can result in a more inclusive curriculum design. Lastly, it can be concluded that community organizing in education is a painstaking and endless process of collaborations, which, if purposeful and sustained, can positively impact the communities.

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.

scholarly journals Community Organizing Participatory Action Research (COPAR) in Curriculum Development

2017 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Janette H Malata-Silva
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Curriculum Design ◽  
Community Organizing ◽  
Social Transformation ◽  
National Development ◽  
Research Process ◽  
Participatory Action ◽  
Peasant Communities ◽  
Learning Competencies

Using Community Organizing Participatory Action Research (COPAR) as the main framework for the multiple data-gathering methods utilized in the study, the researcher addressed the following objectives: (1) to assess the educational needs of the Lumad and peasant communities in light of the implementation of Republic Act 10533, and (2) to develop a curriculum that addresses the needs of the Lumad and peasant communities considering the learning competencies stipulated by RA 10533. Freire’s method of education was maximized as participants in the research included men, women, and children who learned to assess their role in their community as agents of change with the goal of achieving social transformation through education. Still adhering to Freire’s method of education, the intended curriculum that was designed is simple and easy to understand, integrative, and perceptive of the social realities surrounding the Lumads and other peasant learners. From the state-approved curriculum, the new alternative curriculum ensured the presence of lessons and activities with a positive influence on all the aspects of a child’s development: physical, emotional, social, linguistic, aesthetic, and cognitive through the application of the outcomes-based education (OBE) framework. Curriculum design also utilized the Makabayan (nationalist), Makamasa (mass-oriented), and Siyentipiko (scientific) (MMS) orientation, which is based on rooted assessment of the needs of the community learners. The integration of OBE with MMS framework is expected to result in transformative education that can produce lifelong learners who will aspire to be part of national development while promoting their identity and the good of their communities. The research process undertaken proved that community immersion provides an opportunity for self-reflexivity that can result in a more inclusive curriculum design. Lastly, it can be concluded that community organizing in education is a painstaking and endless process of collaborations, which, if purposeful and sustained, can positively impact the communities.

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