The Ethnographic Vignette as Innovative Tool in Intersectional Social Justice Activist Research

2022 ◽  
pp. 68-89
Author(s):  
Debra D. Burrington
Keyword(s):  
New York ◽  
Social Justice ◽  
Participatory Action ◽  
Community Based ◽  
Community Groups ◽  
Community Based Research ◽  
Western Us ◽  
Practice Based Research ◽  
Innovative Tool ◽  
Ethnographic Narratives

This chapter leverages ethnographic narratives written during the author's year of nearly daily ‘walking tourism' in New York City on the heels of 9/11 as a vehicle to illustrate an innovative approach to community-based research for intersectional social justice purposes. Since the 1990s, the author has employed creatively crafted vignettes as an activist researcher working with alliances of racial, gender, queer, economic, and labor organizations that joined together to conduct progressive intersectional social justice interventions in a conservative Western US state. Here the author extracts pieces of her “New York Stories” for use as vignettes that could be employed in practice-based research as discussion prompts to foster restorative dialogue and participatory action research efforts in community groups and organizations committed to the work of intersectional social justice.

Social Justice Training Through Student Engagement in Community-Based Research

2012 ◽  
Author(s):  
Tania Israel ◽  
Alise Cogger ◽  
Kristin Conover ◽  
Audrey R. Harkness ◽  
Jay N. Ledbetter
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Community Based ◽  
Community Based Research

Youth-Led REP: Building Critical Consciousness for Social Change

2004 ◽  
Vol 26 (2) ◽  
pp. 45-50
Author(s):  
Jonathan London ◽  
Melissa Chabrán
Keyword(s):  
Action Research ◽  
Research Evaluation ◽  
Popular Education ◽  
Theory And Practice ◽  
Social Critique ◽  
Participatory Action ◽  
Community Based ◽  
Empowerment Evaluation ◽  
Community Based Research ◽  
The Social

If knowledge is a form of power, then to lack knowledge is to lack power, and to build knowledge is to build power. This seemingly basic notion is at the source of diverse streams of theory and practice entitled participatory action research, community-based research, counter mapping, popular education and empowerment evaluation. It is from these historical, political and methodological headwaters that a relatively new stream of work, called youth-led action research, evaluation and planning, arises. These practices, while distinct, all represent attempts to build the power and capacity of those at the margins of society to examine, define, and ultimately shape their worlds according to their needs, visions and values. Youth-led action research, evaluation and planning expands the social critique and progressive stance towards breaking the monopolies of power/knowledge to include age-based inequities, along with (and in relationship to) inequities based on race, ethnicity, class gender, sexuality and other markers of difference.

scholarly journals A framework for entry: PAR values and engagement strategies in community research

2010 ◽  
Vol 3 ◽  
pp. 1-19 ◽  
Author(s):  
Joanna Ochocka ◽  
Elin Moorlag ◽  
Rich Janzen
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Research Study ◽  
Community Research ◽  
Participatory Action ◽  
Community Based ◽  
Community Based Research ◽  
Engagement Strategies ◽  
Sensitive Topics ◽  
Collaborative Community

The purpose of this article is twofold: to explore the entry process in community-based research when researching sensitive topics; and to suggest a framework for entry that utilises the values of participatory action research (PAR). The article draws on a collaborative community-university research study that took place in the Waterloo and Toronto regions of Ontario, Canada, from 2005–2010. The article emphasises that community entry is not only about recruitment strategies for research participants or research access to community but it is also concerned with the ongoing engagement with communities during various stages of the research study. The indicator of success is a well established and trusted community-researcher relationship. This article first examines this broader understanding of entry, then looks at how community research entry can be shaped by an illustrative framework, or guide, that uses a combination of participatory action research (PAR) values and engagement strategies. Key words: research entry, community engagement, participatory action research, mental health and cultural diversity

Collecting Folk Histories

2015 ◽  
Vol 37 (3) ◽  
pp. 45-75
Author(s):  
William S. Walker
Keyword(s):  
New York ◽  
Collaborative Research ◽  
Public History ◽  
New York State ◽  
Field Research ◽  
Community Based ◽  
Community Based Research ◽  
Student Community ◽  
History Of

This article explores the shared intellectual tradition in folklore, public history, and oral history of involving students in community-based field research. This case study of the collaborative research New York State folklorist Harold W. Thompson and his students undertook in the 1930s contributes to ongoing efforts to enrich our understanding of public history’s genealogy. It also demonstrates that a counter-tradition to the “lone genius” model of humanities research emerged through faculty-student community-based research projects in history and folklore.

Community-Based Participatory Research

2013 ◽  
Author(s):  
Tracey Marie Barnett
Keyword(s):  
Action Research ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Collaborative Action Research ◽  
Participatory Action ◽  
Community Members ◽  
Community Based ◽  
Community Based Research ◽  
Partnership Approach

Community-based participatory research (CBPR) embraces a partnership approach to research that equitably involves community members, organizational representatives, social workers, and researchers in all aspects of the research process. CBPR begins with a research topic of importance to the community and has the aim of combining knowledge with action and achieving social change. It is community based in the sense that community members become part of the research team and researchers become engaged in the activities of the community. Community–researcher partnerships allow for a blending of values and expertise, promoting co-learning and capacity building among all partners, and integrating and achieving a balance between research and action for the mutual benefit of all partners. Various terms have been used to describe this research, including participatory action research (PAR), action research (AR), community based research (CBR), collaborative action research (CAR), anti-oppressive research, and feminist research.

scholarly journals COMMUNITY-BASED RESEARCH ON INDOOR AND OUTDOOR RISK FACTORS IN NEW YORK CITY

Epidemiology ◽  
1998 ◽  
Vol 9 (Supplement) ◽  
pp. S53
Author(s):  
P. L. Kinney ◽  
M. Northridge ◽  
P. Shepard
Keyword(s):  
Risk Factors ◽  
New York ◽  
New York City ◽  
York City ◽  
Community Based ◽  
Community Based Research ◽  
Indoor And Outdoor

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.

scholarly journals Revolutionizing education: Youth participatory action research in motion

2010 ◽  
Vol 3 ◽  
pp. 187-189 ◽  
Author(s):  
Katie Richards-Schuster
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Social Contexts ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Community Based ◽  
Community Based Research ◽  
Traditional Research ◽  
The Social

This article reviews 'Revolutionizing education', a deeply reflective and retrospective book of scholarship on critical questions about youth participatory action research. The book contains a series of case study chapters that examine how youth participatory action research transforms young people and the social contexts in which they live as well as the learnings and implications yielded from this research. The book examines youth participatory action research both for its radical and revolutionary challenge to 'traditional research' practices but also for its active focus on research as a vehicle for increasing critical consciousness, developing knowledge for 'resistance and transformation' and for creating social change. It represents an important contribution to the field of youth participatory action research and community-based research.

Surviving the Strain of Youth Organizing: Youth and Organizational Responses

2021 ◽  
pp. 0044118X2110582
Author(s):  
Jenny DeBower ◽  
Anna Ortega-Williams ◽  
Laura J. Wernick ◽  
Brittany Brathwaite ◽  
Miguel Rodriguez
Keyword(s):  
New York ◽  
New York City ◽  
Focus Groups ◽  
Research Study ◽  
Well Being ◽  
The United States ◽  
Youth Of Color ◽  
Participatory Action ◽  
Community Based ◽  
Organizational Responses

Youth of Color in the United States are often leaders in movements for social justice. Evidence suggests that organizing has a positive macro-therapeutic effect on the mental health of young organizers; however, they can also experience strain and become targets of the very systems they are trying to change. In a community-based participatory action research study, three organizations that train youth of Color in organizing in Brooklyn, New York City held focus groups with youth and adult staff. The focus groups examined the strains experienced by youth organizers and the strategies adult partners use to prepare organizers to maintain hope and well-being. Findings suggest four key emergent strategies: (a) provide an emotional homespace to process the rub between worlds, (b) actively shape the long view on systems change, (c) increase self-care skills and emotional preparation for organizing, and (d) promote healing by building leader(full) communities.

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