Participatory Action Research – Practice and Effects

This article contributes to discussions of a public anthropology by bringing participatory action research (PAR) into dialogue with anthropology. PAR appears uniquely compatible with the goals of critical ethnography. Deeply concerned with global/structural inequality, it is also attentive to the power relations inherent within the research encounter; its point of departure is the kind of collaboration that the new (critical) ethnography proposes. However, despite these obvious affinities, few anthropologists have engaged PAR. At a time when more and more anthropologists are advocating forms of collaborative research practice, I argue that these two approaches to research can offer each other a great deal and that juxtaposing them is productive. Tracing the stages of her own fieldwork in post-Soviet Russia, the author argues that PAR offers the ethnographer a stance, or a framework to affect public anthropological engagement in the field. Further, it offers a means by which we can bring critical anthropological insights to collaborative projects for social change.

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Escuelas familiares. Una experiencia favorecedora para el desarrollo humano

Revista Electrónica Interuniversitaria de Formación del Profesorado ◽

10.6018/reifop.390161 ◽

2019 ◽

Vol 22 (3) ◽

pp. 127-138

Author(s):

Zulema Elisa Rodríguez Triana ◽

Jazmín Lorena Suárez Ortiz

Keyword(s):

Action Research ◽

Participatory Action Research ◽

Human Development ◽

Educational Strategy ◽

Research Practice ◽

Family Participation ◽

Participatory Action ◽

Developmental Contexts ◽

The University

La familia y la escuela son contextos de desarrollo para niños y niñas y, aunque comparten intencionalidades de formación, parecen caminar por senderos diferentes. Las escuelas familiares orientadas desde un enfoque de las capacidades y la corresponsabilidad sobre la base de los niños y niñas como titulares de derechos y actuadas mediante alternativas de formación y del fortalecimiento de la participación de la familia en la escuela son, desde la experiencia que deriva esta reflexión, una estrategia socioeducativa que favorece el desarrollo humano de los actores. Se asume una práctica investigativa construida a partir de la Investigación Acción Participante (IAP) en Manizales, Colombia con el acompañamiento de la Universidad de Caldas. Family and school are developmental contexts for boys and girls and, although they share training intentions, they seem to walk different paths. Family schools oriented from a capacities and co-responsibility approach based on children as holders of rights and acted on through training alternatives and strengthening family participation in school are, from the experience that derived this reflection, a socio-educational strategy that favors the human development of the actors. A research practice built from Participatory Action Research (PAR) is held in Manizales, Colombia with the support of the University of Caldas.

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