Sport, gender and development: on the use of photovoice as a participatory action research tool to inform policy makers

2013 ◽  
pp. 147-159
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Research Tool ◽  
Gender And Development ◽  
Participatory Action ◽  
Policy Makers

scholarly journals Participatory Action Research to Determine Essential Elements of a Wheelchair Assessment

2013 ◽  
Author(s):  
Teresa Plummer ◽  
Max Ito ◽  
Ferol Ludwig
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
End Users ◽  
Essential Elements ◽  
Research Approach ◽  
Participatory Action ◽  
Delphi Consensus ◽  
Policy Makers ◽  
Procurement Process ◽  
Wide Range

Nearly 3 million people in the Unites States utilize a wheelchair for mobility. Yet, there is no standardized assessment or procurement process for wheelchair provision. Thus, practitioners have limited guidance in the essential elements of a wheelchair assessment. End users may have no or limited experience in determining the best choice of wheelchairs to meet their needs and often rely on the knowledge of the practitioner in the decision-making process of wheelchair selection. The author explored the current state of practice and the essential elements in the wheelchair assessment and procurement process. Obtaining the correct wheelchair is a complex process, involving the client, family, practitioners, suppliers, manufacturers, policy makers and insurers. This study utilized a qualitative research approach using Participatory Action Research (PAR) and a Delphi consensus approach to garner input from 155 individuals who have experience in or with wheelchair assessments. Participants in this study included representation from wheelchair manufacturers, suppliers, educators, occupational and physical therapists, end users, policy makers, and government affairs personnel. The findings of this study suggest that the wheelchair assessment include a wide range of elements, be client specific, and reflect a client-centered process.

Creative Expressions of Agency: Contemplating Youth Voice and Adult Roles in Participatory Action Research

2015 ◽  
Vol 117 (13) ◽  
pp. 135-152 ◽  
Author(s):  
Vanessa Jones ◽  
Carmine Stewart ◽  
Anne Galletta ◽  
Jennifer Ayala
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Social Identities ◽  
Educational Policies ◽  
Youth Voice ◽  
Participatory Action ◽  
Policy Makers ◽  
The Arts ◽  
Community Issues ◽  
Adult Roles

In this chapter, we examine youth voice within intergenerational collectives where youth and adults are in consultation with each other about school and community issues. The three projects discussed in this chapter reflect the use of participatory action research (PAR) to address educational policies and practices viewed as counterproductive by youth within poor and working class neighborhoods. The use of PAR to inform policy makers and establish alternative educational approaches reflects a critical theoretical framework in that it considers the complexity of experiences and social identities among youth who are positioned differently in relation to educational and opportunity access. The use of the arts as a strategy for inquiry and action is discussed as a way to identify alternative frames of analysis—ways of seeing from different angles the explanations offered by decision makers for the use of particular educational policies. The chapter outlines strategic planning for public engagement at significant junctures of the PAR projects to ensure youth voices are heard and prevailing discourses and theories of action challenged, thus bringing into clear focus the imperative for more equitable and humanizing conditions within education.

Outcomes and Intentionality of Action Planning in Photovoice: A Literature Review

2020 ◽  
pp. 152483992095742
Author(s):  
Saria Lofton ◽  
Alexis K. Grant
Keyword(s):  
Action Research ◽  
Literature Review ◽  
Participatory Action Research ◽  
Planning Process ◽  
Action Planning ◽  
Community Level ◽  
Participatory Action ◽  
Community Members ◽  
Policy Makers ◽  
Different Levels

Participatory action research methods have been utilized to engage community members in community-driven health promotion projects addressing issues across various socioecological levels. Photovoice is one such participatory action research method that allows participants to use photography to document their experiences and dialogue to eventually influence change and reach policy makers. However, it is unclear how photovoice projects demonstrate intentional action planning and its impact on community-level outcomes. The purpose of this literature review is to understand (1) how action plans are developed, initialized and implemented in the community and (2) describe community-wide changes that occurred in photovoice projects with an action planning process. We searched scholarly databases for peer-reviewed articles that used photovoice with action planning and community-level outcomes. As a result, 19 articles were included in this review. Using the socioecological model to assess the literature, we found that action planning varied at different levels of influence. The intentionality of action planning was described through the use of specific action steps, as well as intentional dissemination to stakeholders, evaluation, and sustainability primarily at the community and organization levels. Our results suggest that the most successful photovoice projects were those that were intentional in action planning. We provide recommendations for photovoice researchers to better incorporate action planning into their methodology and make use of photovoice as an action research tool that can provide a clear, sustainable path toward community-wide changes.

A microanalysis of a participatory action research process with a rural Aboriginal men's health group

2004 ◽  
Vol 10 (1) ◽  
pp. 64 ◽  
Author(s):  
Komla Tsey ◽  
David Patterson ◽  
Mary Whiteside ◽  
Leslie Baird ◽  
Bradley Baird ◽  
...  
Keyword(s):  
Action Research ◽  
Community Development ◽  
Participatory Action Research ◽  
Gay Men ◽  
Research Process ◽  
Leadership Roles ◽  
Participatory Action ◽  
Policy Makers ◽  
Health Group ◽  
Challenges And Opportunities

Our recent paper (Tsey, Patterson, Whiteside, Baird, & Baird, 2002) analysed the early stages of a participatory action research process (PAR) designed to support members of a rural Aboriginal men?s group to take greater control and responsibility for the factors influencing their health and wellbeing. This follow-up paper focusses on key challenges and opportunities associated with the PAR process. Among other things, the paper highlights: a need for training providers and policy-makers to give more attention to the issue of community development skills and how to promote the uptake of such skills more widely in Indigenous settings; the importance of taking a ?solution-focussed approach? in line with the principles of PAR when doing community development work; a need for relevant training and creation of real employment opportunities to be central to strategies designed to support rural Aboriginal men to take their rightful place; a need for the men?s group to promote the broad spectrum of its activities more widely so as to minimise an image problem that the men?s group is only for men having problems; and, above all, an urgent need for the men?s group organisers to play leadership roles through, for example, dialogue with local gay men so as to jointly come up with ideas to make the men?s group more accessible for all men, including gay men.

scholarly journals Irrelevance of Basic School Education in Nepal: An Anti-Colonial Critique on Problems and Prospects

2019 ◽  
Vol 13 ◽  
pp. 31-39 ◽  
Author(s):  
Shree Krishna Wagle ◽  
Bal Chandra Luitel ◽  
Erling Krogh
Keyword(s):  
Action Research ◽  
Public School ◽  
Participatory Action Research ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
School Education ◽  
Practical Relevance ◽  
Participatory Action ◽  
Policy Makers ◽  
Contextualized Teaching And Learning

Despite its contextual, theoretical, and practical relevance, contextualized teaching and learning has not been the priority of school education of Nepal. The policy provision of local curriculum and the use of locally available resources for teaching and learning have continuously lost its position in educational circle. To this background, taking anti-colonial critical stance, this paper analyses problems and prospects of contextualized teaching and learning in school education of Nepal. Taking evidences from the first author's lived experiences, and experiences from a Participatory Action Research (PAR) project in a public school of Nepal, the paper exposes manifold challenges and dilemmas initiated by Western-modern educational ideologies, and promptly illustrates how those uncritically imposed/accepted schooling agendas were responsible to demolish rural (and indigenous) identities of Nepal. The paper eventually proposes policy makers and curriculum practitioners of Nepal to pursue agency in school education, making it more place-relevant; enabling school graduates to learn to ‘live’ (rather than ‘leave’) their place.

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