scholarly journals Social Innovation and Participatory Action Research: A way to research community?

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Gerarld Taylor Aiken ◽  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Social Innovation ◽  
Research Community ◽  
Participatory Action

Paradigms

2018 ◽  
Author(s):  
Alicia O'Cathain
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Action Research ◽  
Participatory Action Research ◽  
World View ◽  
Realist Evaluation ◽  
Research Community ◽  
Participatory Action ◽  
Mixed Methods Evaluation ◽  
The Status

A paradigm is a world view held by members of a research community. It determines what humans can know and how to undertake research to generate knowledge. It shapes how research is undertaken and how quality is judged. In mixed methods evaluations combining qualitative research and RCTs, the implicit paradigm is often post-positivism. There are alternative paradigms such as participatory action research and realist evaluation. The status of qualitative research within a mixed methods evaluation may depend on the paradigm adopted. Researchers undertaking qualitative research may adopt a different philosophical stance from those undertaking the RCT. It is important to have team discussions about paradigms throughout a mixed methods evaluation to understand the variety of stances within the team. This chapter focuses on the range of paradigms researchers adopt and some of the challenges researchers face when combining qualitative research and RCTs within different paradigms.

Participatory Action Research and City Youth: Methodological Insights from the Council of Youth Research

2013 ◽  
Vol 115 (10) ◽  
pp. 1-23 ◽  
Author(s):  
Mark A. Bautista ◽  
Melanie Bertrand ◽  
Ernest Morrell ◽  
D'Artagnan Scorza ◽  
Corey Matthews
Keyword(s):  
African American ◽  
Action Research ◽  
Participatory Action Research ◽  
Urban Youth ◽  
Research Community ◽  
Youth Of Color ◽  
Participatory Action ◽  
Traditional Research ◽  
Youth Research ◽  
Research Questions

Background The research community has long documented educational disparities along race lines. Countless studies have shown that urban African American and Latino students are systematically denied educational resources in comparison to their white counterparts, resulting in persistent achievement disparities. Though this research is thorough in many regards, it consistently lacks the voices of the Latino and African American students themselves. This omission not only silences those most affected by educational inequalities, it also denies the research community valuable insights. Purpose This article discusses an analysis of a youth participatory action research (YPAR) program, the Council of Youth Research, in which urban youth of color research educational conditions. We address the following research questions: 1. How do the Council youth appropriate traditional tools of research? How do they adapt and transform these tools to serve their purposes? 2. What methodological insights can adult educational researchers draw from the study of an intervention project that seeks to center the voice and perspectives of youth? 3. How does YPAR as it is practiced by Council youth challenge what is considered as legitimate and transformative research? Research Design To address our research questions, we conducted ethnographic research on the Council during the summer of 2010 and the 2010-2011 school year. Findings We demonstrate how the students in the Council appropriated traditional research methods for critical uses and employed creative approaches to conveying research findings. We focus on the students’ use of participant observation, database analysis, and interviews, and describe the multimodal avenues through which the students conveyed findings. Conclusion Our study points to alternatives to traditional research that take advantage of urban students’ positionality and insights. We argue that the perspective of youth of color, especially in working-class, urban areas, is integral to our understanding of problems in urban schools as well as approaches to transforming inequitable learning conditions and structures. Until we make the power of research accessible to young people and other marginalized communities, educational research will be limited in its scope and impact.

Piloting participatory action research: Community as intermediary to education pathways of Congolese refugee youth.

2022 ◽  
Author(s):  
Odessa Gonzalez Benson ◽  
Ana Paula Pimentel Walker ◽  
James M. Ellis ◽  
Mieko Yoshihama ◽  
Maki Usui ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Research Community ◽  
Participatory Action ◽  
Refugee Youth

scholarly journals Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

2016 ◽  
Vol 18 (2) ◽  
pp. 135-152 ◽  
Author(s):  
Ilga Salīte ◽  
Elga Drelinga ◽  
Dzintra Iliško ◽  
Eridiana Oļehnoviča ◽  
Sandra Zariņa
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Continuing Education ◽  
Participatory Action Research ◽  
Social Innovation ◽  
Education For Sustainable Development ◽  
Transdisciplinary Research ◽  
Participatory Action ◽  
Research Framework ◽  
Strategic Vision

Abstract The need to focus on a transdisciplinary approach in education for sustainable development (EDS) has been reflected in research and especially action research as a possible solution, which can open a new perspective for understanding and interpretation of the complex phenomenon of sustainability as well as for developing new open continuing education programmes by integrating research and learning activities in the context of open transdisciplinary research. The content structure of the article: (1) it describes the experience that has evolved at one faculty and its subordinate scientific institute and has been proposed to be used within the entire institution; (2) it generalises issues arising from the extensive experience, which in action research manifest themselves as issues relating to the appropriate perspective choice in terms of sustainability, approaches that in education make it possible to understand the sustainability phenomenon, as well as features that help identify sustainability at different levels. Well-known cases in the history of science, philosophy of science, and systems development research have been used to highlight the relationship among the dynamic interaction of complex problems that can systematically appear as sustainable or unsustainable. Therefore, the article provides insight into a specific relationship among science development, integration and Anthropocene phenomena with sustainability / non-sustainability phenomena and their interaction; (3) it offers the experience necessary for the creation of participatory action research ideas and research base to expand the cooperation of university and its graduates using a stakeholder approach and connecting it with a transdisciplinary research framework, which envisages an activity around the sustainability phenomenon and its deep relationship to the openness for the evolution of sustainability consciousness as concerns individuals and societies; (4) it describes the first three activities of the first phase of the undertaken action research, which allowed determining the participants’ motivation to take part in the action research, identifying participants’ attitude and understanding sustainability and Anthropocene phenomena, as well as establishing a strategic vision of open transdisciplinary framework benefits and opportunities through participatory action research to develop open evolutionary study programs for continuing education, which would extend and deepen the cooperation of university and its graduates for social innovation creation and achieving quality education for sustainable development by reorienting the society and education towards sustainability and sustainable development. The present article aims at establishing an open transdisciplinary research framework, which is necessary for undertaking action research, and outlining a strategic vision for developing continuing education programs in the participatory action research that will help reorient continuing education to sustainable development.

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