Podcasts about Participatory action research

There is a saying that nothing is certain in life but death and taxes. Clearly, there is a lot more certain in life, with perhaps the most important one being healthcare. Healthcare is something that we all encounter throughout our lives. Health is something that many of us may take for granted, but is always something that is in flux. We might ponder that our bodies are in a process of continuously breaking down, with a long spiral toward entropy, or a gradual decline toward disorder. Healthcare helps to delay that process to whatever extent we can, trying to stave off the inevitable and provide a footing upon which we can exist with some amount of comfort, stability, and security. A pandemic of course can bring this into stark focus. There is a certain vulnerability to having mass illness with unknown origins, unfamiliar symptoms and contagiousness, and potential fatal consequences. A lack of healthcare, a feeling of illness, not having knowledge about how to fend off disease all can make us feel exceptionally vulnerable. And scared. Some will say that our belief in superstition, magical thinking, and even religious belief all are our way of dealing with this uncertainty around our physical wellbeing and impending doom. Likewise science is another tool with which we can stave off our decline and try to have some control through making choices to improve our health and extend our lives. But how do we translate scientific knowledge and advances so that people can follow them? And how might we use innovative design to improve healthcare outcomes?Dr. Jessica Mudry is focused on these questions through the work she does at Toronto Metropolitan University. There she is a Professor and Chair of the School of Professional Communication. She also is the Director of the Creative School's Healthcare User Experience Lab. Here she uses her background in science and communication to generate ideas and create content to improve healthcare outcomes and improve health equity. In this episode, we talk about her path from chemistry to communication. We explore narrative theory, rhetoric, and language, and how we can apply them to scientific communication. She talks about how we have to learn to tell stories about science. We can't just tell one story, but have to understand how different stories can resonate with different audiences. Her work in science television demonstrates how you tell stories well, and how the best stories will win attention. We have to take inspiration from how young people communicate, and rethink what it means to have create academic content. Finally we talk about how Canadians are nice, how to create better impact measurements in academia, and how we can find humanity in healthcare.Dr. Jessica Mudry - https://www.torontomu.ca/procom/people/jessica-mudry/Healthcare User Experience Lab - https://www.torontomu.ca/healthcare-user-experience-lab/

Adam and Joe sit down with Dr. Joseph Winberry to talk about information sciences and community-based participatory action research (CBPAR). Dr. Winberry is an Assistant Professor at the University of North Carolina at Chapel Hill School of Information and Library Science. Much of his teaching and research revolves around critical librarianship, information marginalization, and older adults. Jumping into our lightning round, [00:45] Dr. Winberry walks us through the choices and experiences that led him to the crossroads of studying CBPAR and older adults.[04:33] Winberry tells us about the important work around “information marginalization” (Gibson & Martin, 2019) that guides his research and [07:22] what action research looks like more broadly in his context. At this point, our hosts dig in deeper into his dissertation study: a CBPAR project with LGBT older adults that was [09:02] “led by the community and addressing issues that they believe are important.” First, [09:11] he shares insights on what is critical to success in an action research investigation: time, relationships and flexibility. [10:35] He then offers advice to graduate students who are considering action research as their methodology for their thesis or dissertation. Joe asks Winberry to [12:54] tell us more about what brought him to community-based participatory action research, specifically. We get to hear about how his experience with community organizing and his role at the Office on Aging informed his passion for information sciences and action-oriented research. [20:02] Winberry shares some of the key scholars that shaped his work, and we share some of those references below. [21:33] Like many action research researcher-practitioners, Winberry also [21:30] faced some pushback about doing action research as part of a dissertation and walks us through his responses to those challenges. Any listeners interested in CBPAR will want to listen [23:29] to Winberry describe the methods and steps of his CBPAR process. The work led to the development of [25:33] a strategic plan, a series of community consultations to validate that plan, and then the establishment of a committee to follow up on that plan—called the Aging Rainbow Coalition or ARC. [31:19] Winberry spends some time sharing how he handled the hurdles of working with the Institutional Review Boards (IRB) for ethics approval and the important role of informal data collection. As a final discussion, our hosts prompt Winberry to talk about [33:01] positionality and reflexivity in CBPAR. For Winberry, “how I approached the study and how it ultimately looked” was absolutely shaped by his background. What are Winberry's parting words of encouragement to future action researchers? “Don't be afraid to take risks and don't be afraid to engage the community.” And more.Thanks Dr. Winberry for reaching out to us and sharing your work.How have you found yourself in the world of action research? Want to be interviewed or share one of your projects? Get in touch with us. Here are citations related to this discussion: Bharat Mehra. Mehra, B. (2021). Social justice design and implementation: Innovative pedagogies to transform LIS education. Journal of Education for Library and Information Science, 62(4), 460-476.Kitzie, V. L., Wagner, T. L., & Vera, A. N. (2020, March). “In the beginning, it was little whispers… now, we're almost a roar”: Conceptualizing a model for community and self in LGBTQ+ health information practices. In International Conference on Information (pp. 15-31). Cham: Springer International Publishing.Winberry, J. (2018). Shades of Silver. The International Journal of...

In the exciting second part of our discussion on YPAR and arts-based methods, new grad student co-hosts Shikha and Cory continue their conversation with Dr Kristen Goessling, Dr Dana Wright, Dr Amanda Wager and Dr. Marit Dewhurst, researchers and editors of Engaging youth in critical arts pedagogies and creative research for social justice: Opportunities and challenges of arts-based work and research with young people that came out in 2021. First, in our lightning round, we continue learning about our guests as we ask them about their pet peeves in collaboration–which are quite funny and enlightening! [1:15]. We also talk about an outline of common stages or phases in a YPAR project [2:16]. Some highlights include a discussion on relationship building as a design process [6:40] and building group dynamics [9:20] through participatory arts-based methods, like mapping and collage. In their projects, we can really see “PAR as a verb” in terms of supporting adults who work with young people as “PAR-ing” [11:48]. Throughout, our guests emphasize the pedagogical dimensions of YPAR because YPAR insists on sharing and learning skills together and democratizing knowledge production. For example, Amanda draws on theatre-based activities like the ”hot seat” to rehearse data collection methods like interviewing. YPAR challenges adultism with its “misconceptions about young people” and pushes adults to take youth seriously [15:25]. At its heart, “PAR is essentially doing two research projects at once: You are engaging in a process that you are studying because you are studying the praxis and so that you can hone it, refine it, and make it more effective; and you are studying the subject at hand” [18:48]. While navigating these layers, our YPAR guests explore navigating power dynamics [20:35] and participants shifting energies and motivations with and among youth [24:09]. Finally, [31:57] our guests offer advice to novice YPAR researchers on how to push the bar on meaningful participation in working with youth. They each share some encouragement and remind us that, ultimately, “anyone [who] has any designs on working with young people should be prepared that [young people] are the smartest people in the room and they will know if you are authentic or if you are trustworthy […] so it's best to bring your authentic self” [39:37].Here is the citation for their book on YPAR and arts-based methods: Goessling, K. P., Wright, D. E., Wager, A. C., & Dewhurst, Marit. (2021). Engaging youth in critical arts pedagogies and creative research for social justice opportunities and challenges of arts-based work and research with young people. Routledge; WorldCat.org. http://public.eblib.com/choice/PublicFullRecord.aspx?p=6469802Here are the YPAR handbooks mentioned in our conversationCommunity Futures, Community Lore: Learn to use youth participatory action research (YPAR), community mapping, public data and cultural organizing to generate solutions for our collective future.Berkeley YPAR hub: This hub features expansive curriculum and resources to enrich YPAR projects.Here are other publications by our guests:Goessling, K. P., Wright, D., Wager, A. C., & Dewhurst, M. (2020). A critical mixtape for the movement: Reflecting on creative and critical youth practices in research. International Journal of Qualitative Studies in Education, 33(1), 1-7.Goessling, K. P., Wright, D. E., Wager, A. C., & Dewhurst, M. (2021)....

In the first episode led by our new co-hosts(!) Cory and Shikha sit down with Dr Kristen Goessling, Dr Dana Wright, Dr Amanda Wager, and Dr. Marit Dewhurst, researchers and editors of Engaging youth in critical arts pedagogies and creative research for social justice: Opportunities and challenges of arts-based work and research with young people, which came out in 2021. This special two-part series begins with our lightning round to get to know our guests. They give us lots of interesting soundbites for defining Youth Participatory Action Research (YPAR)! Highlights from our discussions in PART 1 include: common assumptions about art-based research rigor and subjectivity; the continuum of arts-based methods; the importance of power-sharing, building trust and centering youth perspectives. The guests emphasize process over product, democratizing research through art, tapping different ways of knowing, and art as freedom for imagination and social change. The heart of their work involves further examining subjective dimensions of research, assessing arts-based methods, and implementing creative techniques to build relationships and share power with youth researchers. It was super interesting, and as co-hosts we learned a lot, so tune in!Our guests have a lot of important ideas to share, so after listening to this episode, join us in our next episode “Part 2 with Dana, Kristen, Amanda and Marit” where we dig into more of the “what and why” of YPAR. Here is the citation for their book on YPAR and arts-based methods: Goessling, K. P., Wright, D. E., Wager, A. C., & Dewhurst, Marit. (2021). Engaging youth in critical arts pedagogies and creative research for social justice opportunities and challenges of arts-based work and research with young people. Routledge; WorldCat.org. http://public.eblib.com/choice/PublicFullRecord.aspx?p=6469802

Communities can be “researched,” engaged, and surveyed to explore a variety of questions such as what barriers are preventing students from graduating? What are the local economic and health impacts of having only a few grocery stores in the area? It's important to rigorously explore these types of questions, but there can be danger in taking data and stories from a community for the purpose of research. You can fall into the trap of “community extraction” if the research is not deeply connected to how that community progresses.Participatory Action Research, otherwise known as PAR, is a methodology that engages those closest to the issues and positions them as the leading experts in research on and about their community.To learn about PAR, and what it looks like when community members are the researchers, we hear about the work of NoLa CARES, a collaborative of childcare organizations that focuses on creating access, resources, and equity for the success of Black and Latine women in New Orleans, Louisiana. We talk with Dr. Nnenna Odim (Beloved Community) and community researchers Peggy Patterson and Lisa Williams about how NoLa CARES practices PAR to further their goals -  embedding it into their initiative to uplift community leadership, voice, and expertise, and support community members to take the lead in the changes they want to see.References and FootnotesNoLa CARESBeloved CommunityMore on Collective ImpactInfographic: What is Collective Impact?Resource List: Getting Started in Collective ImpactThe Intro music, entitled “Running,” was composed by Rafael Krux, and can be found here and is licensed under CC: By 4.0.The outro music, entitled “Deliberate Thought,” was composed by Kevin Macleod. Licensed under CC: By.Have a question related to collaborative work that you'd like to have discussed on the podcast? Contact us at: https://www.collectiveimpactforum.org/contact-us/

Jennifer and Jacques discuss how the tide is turning against neoliberalism, the discredted doctrine that what is good for big business is good for everyone.Part of the neo-liberal 'package' introduced in the early 1970s, was a conservative reaction against the cost of welfare and a push for greater accountability and evaluation of outcomes. While Jacques and Jennifer are in favour of evaluation in principle, too often it is based on countable indicators that allow companies and organisations to milk the public purse while providing no benefit to the people the programs are for. They argue for more meaningful and democratic forms of evaluation such as 'Participatory Action Research' and 'Developmental Evaluation'. ReferencesMichael Quinn Patton 2011, Developmental evaluation: Applying complexity concepts to enhance innovation and use. The Guilford Press,                New York.Yoland Wadsworth 2011, Everyday evaluation on the run. Allen & Unwin, SydneyYoland Wadsworth 2011, Do it yourself social research. Allen & Unwin, Sydney

What can collaborative research with Colombian campesino leaders teach us about building peace? In this episode, I talk with Angie Lederach, author of Feel the Grass Grow: Ecologies of Slow Peace in Colombia (Stanford UP, 2023). Angie describes how a background in international peacebuilding led her to work with grassroots Colombian peacebuilders and how they co-constructed a research design drawing on the principles of Participatory Action Research. She explains how engaging in PAR affected her theoretical findings, as the concept of “slow peace” came out of social leaders' frustrating engagements with a hurried state. Finally, she describes how both her ethnography and grassroots peacebuilding changed with the signing of a 2016 peace agreement, before sharing the ethnographic parable of the dying donkey. Alex Diamond is Assistant Professor of sociology at Oklahoma State University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

What can collaborative research with Colombian campesino leaders teach us about building peace? In this episode, I talk with Angie Lederach, author of Feel the Grass Grow: Ecologies of Slow Peace in Colombia (Stanford UP, 2023). Angie describes how a background in international peacebuilding led her to work with grassroots Colombian peacebuilders and how they co-constructed a research design drawing on the principles of Participatory Action Research. She explains how engaging in PAR affected her theoretical findings, as the concept of “slow peace” came out of social leaders' frustrating engagements with a hurried state. Finally, she describes how both her ethnography and grassroots peacebuilding changed with the signing of a 2016 peace agreement, before sharing the ethnographic parable of the dying donkey. Alex Diamond is Assistant Professor of sociology at Oklahoma State University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/latin-american-studies

What can collaborative research with Colombian campesino leaders teach us about building peace? In this episode, I talk with Angie Lederach, author of Feel the Grass Grow: Ecologies of Slow Peace in Colombia (Stanford UP, 2023). Angie describes how a background in international peacebuilding led her to work with grassroots Colombian peacebuilders and how they co-constructed a research design drawing on the principles of Participatory Action Research. She explains how engaging in PAR affected her theoretical findings, as the concept of “slow peace” came out of social leaders' frustrating engagements with a hurried state. Finally, she describes how both her ethnography and grassroots peacebuilding changed with the signing of a 2016 peace agreement, before sharing the ethnographic parable of the dying donkey. Alex Diamond is Assistant Professor of sociology at Oklahoma State University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

What can collaborative research with Colombian campesino leaders teach us about building peace? In this episode, I talk with Angie Lederach, author of Feel the Grass Grow: Ecologies of Slow Peace in Colombia (Stanford UP, 2023). Angie describes how a background in international peacebuilding led her to work with grassroots Colombian peacebuilders and how they co-constructed a research design drawing on the principles of Participatory Action Research. She explains how engaging in PAR affected her theoretical findings, as the concept of “slow peace” came out of social leaders' frustrating engagements with a hurried state. Finally, she describes how both her ethnography and grassroots peacebuilding changed with the signing of a 2016 peace agreement, before sharing the ethnographic parable of the dying donkey. Alex Diamond is Assistant Professor of sociology at Oklahoma State University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

What can collaborative research with Colombian campesino leaders teach us about building peace? In this episode, I talk with Angie Lederach, author of Feel the Grass Grow: Ecologies of Slow Peace in Colombia (Stanford UP, 2023). Angie describes how a background in international peacebuilding led her to work with grassroots Colombian peacebuilders and how they co-constructed a research design drawing on the principles of Participatory Action Research. She explains how engaging in PAR affected her theoretical findings, as the concept of “slow peace” came out of social leaders' frustrating engagements with a hurried state. Finally, she describes how both her ethnography and grassroots peacebuilding changed with the signing of a 2016 peace agreement, before sharing the ethnographic parable of the dying donkey. Alex Diamond is Assistant Professor of sociology at Oklahoma State University. Learn more about your ad choices. Visit megaphone.fm/adchoices

Teia and Lauren ARE BACK. This time traversing the realm of Participatory Action Research. They exchange academia for the actual, revealing the power of context and genuine conversations. It's an informative dive into the complexities of community dynamics and how evaluators' identities play a significant role in uncovering authentic narratives. Tune in for an insightful discussion peppered with humour, real-world stories, and refreshing honesty. Unpack the nuances of gender and power dynamics, and explore why context truly matters when asking important questions. It's research, but not as you know it.Listeners can learn about the practical implications of Participatory Action Research, the importance of fostering genuine dialogue, selecting participant evaluators, and appropriately compensating them for their time and insights. Join them on this engaging exploration and equip yourself with the knowledge and understanding needed to engage in or facilitate Participatory Action Research effectively.Follow us:Instagram: @jrnypodcastTwitter: @jrnypodcastEdited by Teia Rogers Music by Praz Khanal Get Premium Content on Patreon Hosted on Acast. See acast.com/privacy for more information.

In this episode, we chat with Nee Frankson, Juan Martinez, and Jamiel Alexander about the Youth and Young Adult Wellbeing Measure Project sponsored by the Aspen Institute. The project provides insight into how young people of color define and measure well-being within their culture and traditions. We talk about the power of doing research on and for your own community, showing care for the people sharing their stories, and how culture impacts definitions of wellbeing.  Check out the Aspen Institutes Forum for Community Solutions and sign up for their newsletter to learn more.  Have a question, comment, or a recommendation for a perfect guest? Please email us at TransformationHorizon@gmail.com. Subscribe to our Patreon: https://patreon.com/TransformationHorizonPodcast #ODHorizonStories  

Authors Anjuli Fahlberg, Cristiane Martins, Mirian De Andrade, Sophia Costa, and Jacob Portela discuss the article, "The Impact of the Pandemic on Poor Urban Neighborhoods: A Participatory Action Research Study of a “Favela” in Rio de Janeiro" published in Socius: Sociological Research for a Dynamic World in March 2023.

Petra Molnar is a lawyer and anthropologist, and co-director of York University's Refugee Law Lab. This episode she and Elizabeth talk about how researchers get their expertise into the hands of people who shape the world we live in, like policymakers, politicians and journalists. They talk about what it means to know something, as well as different approaches to sharing knowledge, like co-production and co-learning. They also consider the power imbalances of knowledge and how to make sure that knowledge is being shared equitably, and inclusively.Additional resources:One of the academic papers we used to prepare for this episode is Paul Cairney and Kathryn Oliver's (2020). How Should Academics Engage in Policymaking to Achieve Impact? Check it out here.Off the top, Elizabeth mentions SSHRC, which provides a bunch of information on knowledge mobilization (or KM) for researchers. Here's what they say about effective KM.Elizabeth also talks about the idea of co-production and Petra further mentions co-learning. This cool graphic from Michelle Lokot's paper on research in humanitarian settings, shows a number of components that could be part of co-production (FYI there isn't just one way!)Petra mentions participatory action research. Find out more here.Elizabeth suggests that part of the work of knowledge mobilization is teaching people about knowledge itself, about how you know if knowledge is valid or if the evidence is reliable. If you want to know more, try this crash course on The Meaning of Knowledge.Petra mentions that she takes a “transgressive approach” in her work. Take a look at this short video to find out. Petra mentions that part of the work she does is related to the “de-centralization of knowledge.” What does that mean and why does it matter?Petra mentions the EU's current drafting of legislation to regulate AI, and her related work technology and border issues. Here's more on that.Petra mentions that she takes a trauma-informed perspective in her work. Take a look at this guide from Western University on Trauma- And Violence-Informed Research.  Check out www.polcommtech.ca for annotated transcripts of this episode in English and French.

FreshEd is on break! While we are away, we'll re-play some of our favourite episodes. Two quick notes: First, please consider donating to FreshEd to keep us open access and ad-free. https://paypal.me/FreshEdPodcast Second, applications are open for Season 3 of FreshEd Flux. Apply now! https://freshedpodcast.com/flux/apply/ -- Today we look at the power of Participatory Action Research in public science. My guest is Michelle Fine. In the 1990s, she worked on a study called Changing Minds, which looked at the impact of college in a maximum-security prison. The research team comprised of women in and outside of prison. For Michelle, participatory action research plays an important role in the struggle for social justice. It not only can change legislation, impact critical social theory, and mobilize popular opinion for educational justice; but seemingly small issues can also have deep and lasting implications. Michelle Fine is a Distinguished Professor at the Graduate Center at the City University of New York where she is a founding member of the Public Science Project. www.freshedpodcast.com/michellefine -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

In this episode we hear about a participatory action research project in Guatemala, funded by the Director's Catalyst Fund at LSTM, that co-designed a tool for health leaders and community partners to assess and improve urban health governance. The project was based in two Guatemalan urban municipalities; Villa Nueva and Mixco. We speak with Guillermo Hegel, the project lead who was also the Health Director at Villa Nueva Municipality at the time of the project. We also hear from Yaimie Lopez and Cintia Cansado who coordinated and evaluated the project. They share their experience of participatory research and working with policy makers. The research team together with co-researchers who were urban health stakeholders looked at 4 domains, Governance, leadership accountability and multi-sectoral action. They first defined what these terms were, then they co-analysed existing tools to measure governance performance and designed an online tool which could be used to rank current performance and areas for improvement which could then track over time. The tool involved a number of qualitative questions that required discussions and reflections about governance in their work and required a level of trust and transparency which is further explored by our guests.  This Episode features: Dr. Kim Ozano - (host) Research Director, The SCL Agency Wesam Mansour (co-host) - Health Systems Researcher, Liverpool School of Tropical Medicine Wesam is a Health System Researcher with research expertise in health workforce and health systems strengthening in fragile contexts using qualitative research and participatory action research approaches. Her work includes working in the areas of gender, equity and justice and how to apply those concepts to develop gender-equitable, resilient and inclusive health systems. She is currently working, in LSTM, on the ReBUILD4Resilience project which is health system research in Fragile and Shock-Prone (FASP) settings in 4 countries (Nepal, Myanmar, Sierra Leone, and Lebanon). In ReBUILD, they worked with the Close to Community (CTC) providers in FASP settings to explore how participatory action research can support CTC providers to address gender norms and power relations within their communities and in the health systems in Lebanon and Nepal. Links:LSTM - Wesam MansourReBUILD Consortium ReBUILD - Gender ProjectGuillermo Hegel, Project Coordinator, INCAP Since 2020 Guillermo has been a researcher at CIIPEC. He coordinates a participatory action research project in collaboration with the Liverpool School of Tropical Medicine. From 2014 to early 2020, he was health director of the municipality of Villa Nueva, Guatemala. A core part of his tasks was to articulate 'Health-in-All Policies' and to improve the primary health care system in urban setting through participatory processes. Between 2008-2013, he worked at PAHO/WHO Guatemala, as an advisor for social determinants of health and the ´Healthy Cities´ initiative, leading and contributing to several programs in Guatemala...

Higher education is recognizing the importance and value of diversity and inclusivity in our institutions, our classes, our majors, and in the workforce.  Along with this recognition are efforts to increase the success and graduation rates of all students with particular attention to our historically excluded, minoritized, marginalized, and first generation students.  Many approach this work from a perspective of deficits:  students aren't succeeding because of what they are missing.  An alternative perspective is anti-deficit:  recognizing what students are doing to succeed.  For example: Instead of the deficit perspective: “Why don't certain groups of students persist?”  One might reframe the question and ask “How do certain groups of students manage to persist and earn degrees despite any number of negative forces that are working against them?“.  Dr. Julie Stanton, Associate Professor in the Department of Cell Biology at University of Georgia in Athens Georgia talks about her Participatory Action Research project that informs us about strategies that black students use to succeed at a primarily white institution. Please listen for an engaging and fascinating discussion of community cultural wealth.

EdFunder's Chief Program Officer Dr. Ulcca Joshi Hansen speaks with Dr. Michelle Fine, CUNY graduate professor. They explore the topic of democratizing data and evidence. What does it look like when we step outside our typical worldview to design and engage in the process of research differently?Relevant Links:The Public Science Project at the Graduate CenterThe Essentials of Critical Participatory Action Research. Michelle Fine & María Elena Torré (2021) Washington D.C.: American Psychological Association Publishers.From Evidence to Policy: Longitudinal statistical analysis of college access, equity and performance assessmentsFrom Evidence to Policy and Organizing: Participatory study by/for educators and students in alternative/transfer schools in NYC at risk of school closingFrom Evidence to policy: Changing Minds: The impact of college in prison: a participatory study of college in prison - impact on the women in prison, their children, the prison environment, recidivism and public safety (a policy report published by seven women in prison and four CUNY faculty/students)

In this week's episode we hear from our co-host Robinson Karuga in his role as a Research, Evaluation and Learning Manager at LVCT. Robinson has been part of a team implementing a participatory action research approach to improve health and wellbeing in two informal settlements in Nairobi. Robinson shares with us:  How data collected with community co-researchers using photovoice (see S4E1) was presented to key stakeholders like chiefs, village elders, civil society organisations and community volunteers so they could identify and prioritise key health and wellbeing issues   The development of work improvement teams that were responsible for driving actions for change together with key decision makers, government bodies and those who held power such as police  The journey from data collection to problem identification, root cause analysis, developing actions and implementing them within the system  The role of researchers as facilitators, coaches, and morale support, as well as assessing and navigating power dynamics through reflexivity  Robinson Karuga is a Health Systems and Policy Research specialist. His area of specialization is community health systems research, with a focus on community participation in governance and embedding of quality improvement approaches. Karuga is a co-investigator in https://www.ariseconsortium.org/the-challenge/ (ARISE (Accountability and Responsiveness in Informal Settlements for Equity)), a multi-country research consortium that seeks to generate evidence on how to apply community-based participatory approaches to empower marginalized residents of urban informal settlements to advocate for improvements to factors that affect their health and wellbeing. Within ARISE, Robinson connects citizens with science through the implementation of community-based participatory research such as photo voice and building the capacity of co-researchers in reflexive methods.  Robinson Karuga Research, Evaluation and Learning Manager, LVCT Health  As the Research Capacity Strengthening lead in the ARISE Consortium, Karuga is responsible for developing and implementing the Consortium's capacity strengthening strategy that targets 29 early and mid-career researchers, a Ph.D. cohort of 9 candidates, and community co-researchers in four countries across Africa (Kenya, Sierra Leone) and Asia (India and Bangladesh).Robinson Karuga is currently the Research Evaluations and Learning Manager at https://lvcthealth.org/ (LVCT Health), a Kenyan not-for-profit organization that seeks to improve the health and well-being of vulnerable and marginalized populations through research, technical support to governments, and policy advocacy.  

Episode 81 of our book read/podcast covering major topics in various fields of psychology moves us into RESEARCH METHODS! New open-source book and a split semester, with Interviews and discussions on as many types of research types as we can fit in, along with every other episode as PSD with a Twist! (It's a cocktail pun!). In this episode, Thomas and Daniel converse with Dr. Linnea Rademaker about her experiences in running participatory action research (PAR). What is it? How does it differ from more “traditional” lab research? What are some of the ethical challenges and concerns when doing this kind of research? All of these questions and more will be answered within! Resources for Action Research Efron, S. E. & Ravid, R. (2020). Action research in education: A practical guide (2nd ed.). The Guilford Press. Esposito, J. & Evan-Winters, V. (2022). Introduction to intersectional qualitative research. Sage. Fals-Borda, O. & Rahman, M. A. (1991). Action and knowledge: Breaking the monopoly with participatory action research. The Apex Press, New York. Fine, M., Torre, M. E., Oswald, A. G., & Avory S. (2021). Critical participatory action research: Methods and praxis for intersectional knowledge production. Journal of Counseling Psychology, 68(3), 344-356. Horton, M. & Freire, P. (Edited by B. Bell, J. Gaventa, and J. Peters). (1990). We make the road by walking. Highlander Research Center and Temple University Press. Rademaker, L. L. & Polush, E. Y. (2022). Evaluation and action research: An integrated framework to promote data literacy and ethical practices. Oxford University Press. Rademaker, L. L. (2019). Action research and popular education: Implications for twenty-first century leadership and research practices. In C. Mertler (Ed.), The Wiley handbook of action research in education (343-369). Wiley/Blackwell. Stoudt, B. G., Fox, M. & Fine, M. (2012). Contesting privilege with critical participatory action research. Journal of Social Issues, 68(1), 178-193. Torre, M. E., Fine, M., Stoudt, B. G., & Fox, M. (2012). Critical participatory action research as public science. In APA handbook of research methods in psychology: Vol, 2 Research Designs (H. Cooper, Editor-in-Chief) (p. 171-184). American Psychological Association. Textbook: https://open.umn.edu/opentextbooks/textbooks/75 PSD Website: https://psychosocialdistancingpodcast.com/ Thomas' Webpage: https://sexography.org/ Thomas' Twitter: https://twitter.com/TBrooks_SexPsy Daniel's Twitter: https://twitter.com/ScienceInChaos Bias of the Week: Trait Ascription Bias https://drive.google.com/file/d/1h3r_CNg_MuRKbi_oJYVRth7dAMW2nNiS/view?usp=sharing

Academic Book Review Editor, Wei-Yi Lee, interviews Tairan Qiu, Chioma Kas-Osoka, and Jason D. Mizell | Edited by Saurabh Anand, Communications Editor.

This month, we're heading to Glasgow to bring you three stories from the fringes of the COP26 conference. We'll hear from Tenement Veg about the challenges of growing food in Scotland's largest city. We'll highlight Nourish Scotland's involvement at the conference, and speak to Warami Jackson and Marlon Opigo, two participants in Feedback's “participatory action research”- an innovative and inclusive project researching young people's experience of the food system. We'll visit the Landworkers' Alliance's agroecology hub, and speak to the LWA's Catherine McAndrew about the urgent call for solidarity with migrant workers. This episode of Farmerama was produced by Katie Revell, Olivia Oldham and Abby Rose. We're very grateful to those of you that support us and allow us to bring you these stories every month. Even the smallest contribution makes a big difference to us. If you'd like to become a supporter, visit patreon.com/Farmerama Links: ‘Young Seeds for your Thoughts: Towards a Just Food System'. www.youtube.com/watch?v=HNkYxX90O7Y

Dr. Krista Melanie Riley (she/her/hers) is a pedagogical advisor in Montreal, Quebec. She holds a PhD in Communication Studies from Concordia University, where her research focused on discussions about gender, bodies, and sexuality on Muslim feminist blogs. Currently, she is in the final year of a three-year Participatory Action Research project looking at the experiences of Muslim college students in Quebec. She is the former Editor-in-Chief of Muslimah Media Watch. Follow her on Twitter: https://twitter.com/krista_riley Visit Sacred Writes: https://www.sacred-writes.org/2021-cohorts

Burnout is a major issue among healthcare professionals even before the Covid-19 pandemic. Healthcare professionals know this is a problem but what interventions are being studied to help. I give a snapshot of some studies out there right now that are showing promising results for preventing and healing burnout.  Resources:Burnout Self-AssessmentJoy Energy TimeEmail me with questions or feedback at katie@otgraphically.comReferences:Aryankhesal, A., Mohammadibakhsh, R., Hamidi, Y., Alidoost, S., Behzadifar, M., Sohrabi, R., & Farhadi, Z. (2019). Interventions on reducing burnout in physicians and nurses: A systematic review. Medical journal of the Islamic Republic of Iran, 33, 77.Durham, M. E., Bush, P. W., & Ball, A. M. (2018). Evidence of burnout in health-system pharmacists. American Journal of Health-System Pharmacy, 75(23_Supplement_4), S93-S100.Dyrbye, L. N., Shanafelt, T. D., Gill, P. R., Satele, D. V., & West, C. P. (2019). Effect of a professional coaching intervention on the well-being and distress of physicians: a pilot randomized clinical trial. JAMA internal medicine, 179(10), 1406-1414.Jalili, M., Niroomand, M., Hadavand, F., Zeinali, K., & Fotouhi, A. (2021). Burnout among healthcare professionals during COVID-19 pandemic: a cross-sectional study. International Archives of Occupational and Environmental Health, 1-8.Janssen, M., Heerkens, Y., Kuijer, W., Van Der Heijden, B., & Engels, J. (2018). Effects of Mindfulness-Based Stress Reduction on employees' mental health: A systematic review. PloS one, 13(1), e0191332.Ommaya, A. K., Cipriano, P. F., Hoyt, D. B., Horvath, K. A., Tang, P., Paz, H. L., ... & Sinsky, C. A. (2018). Care-centered clinical documentation in the digital environment: solutions to alleviate burnout. NAM Perspectives.Smith, C. D., Balatbat, C., Corbridge, S., Dopp, A. L., Fried, J., Harter, R., ... & Sinsky, C. (2018). Implementing optimal team-based care to reduce clinician burnout. NAM Perspectives.Squiers, J. J., Lobdell, K. W., Fann, J. I., & DiMaio, J. M. (2017). Physician burnout: are we treating the symptoms instead of the disease?. The Annals of thoracic surgery, 104(4), 1117-1122.Sterckx, A., Van den Broeck, K., Remmen, R., Dekeirel, K., Hermans, H., Hesters, C., ... & Keune, H. (2021). Operationalization of One Health Burnout prevention and recovery: Participatory Action Research-design of nature-based health promotion interventions for employees. Frontiers in Public Health, 9.

We have many differences in the Caribbean, namely language, but also many similarities. In this week's episode, Dr. Margo Groenewoud shares with us the creative, political, and social histories of the Dutch Caribbean and why she believes islands like Aruba, Bonaire, and Curaçao are sometimes neglected in discussions about the Caribbean region. Dr. Margo Groenewoud is a Caribbean lecturer and researcher working at the intersection of humanities and social sciences. She obtained a PhD degree at the University of Leiden (humanities) and the University of Curaçao (social sciences). As social historian she specializes in the twentieth century Dutch Caribbean, with as particular interests postcolonialism, social justice, cultural and intellectual history and digital humanities. She is senior lecturer at the University of Curaçao and board member of the University of Curaçao Research Institute (UCRI). Current research projects include Traveling Caribbean Heritage (NWO, 2018-2021) and the Caribbean Studies and Digital Humanities Institute (NEH, 2019-2020). Dr. Groenewoud teaches social justice and community development at the Faculty of Social and Behavioral Sciences and is involved in ZonMw funded Participatory Action Research in Public and Mental Health, studying policies and practices relative to equity and inclusion in small island developing societies.Connect with Strictly Facts -  Instagram | Facebook | TwitterLooking  to read more about the topics covered in this episode? Subscribe to the newsletter at www.strictlyfactspod.com to get the Strictly Facts Syllabus to your email!Produced by Breadfruit Media

Join Haymarket Books, and a coalition of partners for a discussion of the power of community-led research, education, & knowledge creation. This is a panel discussion with speakers and groups whose deep commitment to work grounded in community, in liberatory processes, and in challenging injustice at its core, are deeply inspiring and so relevant for this moment. Speakers will share their wisdom, experience, and analysis as we think together about the ways that our work for justice is strengthened and deepened by truly embodying a commitment to community-rooted and community-generated processes --and what that looks like in practice. ---------------------------------------------------- About the groups: Makan is a Palestinian-led educational organization based in the UK. Through its knowledge and capacity-building programs, Makan strengthens voices calling for Palestinian rights across the grassroots and advocacy sphere. https://www.makan.org.uk/ Justice For Muslims Collective is a grassroots organization that works to dismantle structural and institutionalized forms of Islamophobia in the greater Washington region through political consciousness and narrative shifting, community organizing and healing justice, and building alliances. https://www.justiceformuslims.org/ Confronting white supremacy, hegemonic masculinity, heteronormativity, & colonial heritages, the Democratizing Knowledge Project focuses on producing transformative knowledges & collectivities that result in inclusive publics in higher education. Feminist Freedom Warriors (FFW) is a first of its kind digital video archive that uses oral history to document the lives & work of feminist scholar-activists of the later 20th century to today. https://democratizingknowledge.syr.edu/ http://feministfreedomwarriors.org/ PARCEO is a resource and education center, rooted in principles of Participatory Action Research, that partners with community groups & institutions seeking to deepen their work for justice. https://parceo.org/ ---------------------------------------------------- Speakers: Tamara Ben-Halim, co-founder and co-director, Makan Darakshan Raja, co-director, Justice for Muslims Collective Chandra Talpade Mohanty and Linda Carty, co-founders Democratizing Knowledge & Feminist Freedom Warriors Nina Mehta, co-director, PARCEO (Moderator) ---------------------------------------------------- Watch the live event recording: https://youtu.be/gdOOsPz5048 Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks

In this episode, Ian describes what Community-Based Participatory Research (CBPR) is and what Participatory Action Research methods often look like when done comprehensively, and details just a few of the myriad ways it could be beneficial for nurse researchers to adopt as a methodology in their patient-oriented outcomes related scientific work.

Smart Fit Girls is a unique program that aims to positively influence the physical and psychosocial health of middle school girls. In this episode of the Public Health Insight Podcast, Chrissy and Elli remain for the second half of the discussion to underscore the importance of:The need to intentionally design programs to be culturally responsive and explore ways to enhance equity, diversity, and inclusion to provide safe spaces for Black and African-American Girls; Co-creating through youth participatory action research (YPAR) when developing and evaluating youth-based health promotion programming at every step of the process; andBeing aware of the various forms of youth oppression or adultism, as well as how it can cause harm and prevent youth from reaching their potential.Podcast GuestsElli JenkinsChrissy Chard, PhDPodcast HostLinda Holdbrook, BSc, MPHGordon Thane, BMSc, MPH, PMP®Leshawn Benedict, MPH, MSc, PMP®References for Our Discussion Smart Fit Girls: A Novel Program for Adolescent Girls Improves Body ImageAn Inclusive Approach to Exploring Perceptions of Body Image, Self-Esteem, and Physical Activity among Black and African-American Girls: Smart Fit Girls Melanin MagicSubscribe to the NewsletterSubscribe to the newsletter to receive updates about podcast episodes, community stars, blogs, conferences, workshops, webinars, relevant news, jobs, professional development, and career opportunities for students and career professionals. Subscribe to the newsletter to ensure you don’t miss out: https://thepublichealthinsight.com/subscribe/. Tell A FriendIf you enjoy our podcasts, it would mean the world if you shared it on social media and tagged us. If you are not the social media type, we would appreciate it if you shared with a friend or colleague who you think might enjoy the podcast. It helps us to get discovered by other people. Music CreditsThe following tracks were used to produce this podcast episode:Mona Wonderlick: Wakanda • Kimochii • New Day • Lolo Popo • Poptarts • Himalayas • Alone Together • Suede • Creamy SodaArtificial Music & Syiphorous: Your Gentle TouchSupport the show (https://www.patreon.com/publichealthinsight)

Sometimes, it's just important to define ideas. In this episode, Adam, and Joe talk about some of the key definitions, principles, and differences between Community Based Participatory Action Research (CBPAR) and other types of Action Research. The conversation opens with a “mini-lecture” from Joe where he talks about action research, participatory action research and CBPAR (1:55). Talking about these concepts theoretically shows some interesting and important differences between these different kinds of action research. However, when Adam and Joe start talking about the practicality of these paradigms they uncover the messiness that action researchers face. The conversation gets deeper as Adam and Joe discuss their experiences in the field and how to overcome the complexity of Action Research in action (and CBPAR in particular) (14:52). The conversation wraps up with some hard-hitting questions such as, what makes for quality action research or participatory action research or community-based participatory action research? (44:56). Who is that knowledge being disseminated to and why? (49:32). These are just the highlights, tune-in to know more! SPECIAL ANNOUNCEMENT: If you are interested in Action Research, be sure to sign up for the 2021 Action Research Network of the Americas (ARNA) Annual Conference to be held (Virtually) on the 3, 10 and 17 of June. For more details you can go to their website: https://arnawebsite.org/   References Brydon‐Miller, M. (1997). Participatory action research: Psychology and social change. Journal of Social Issues, 53(4), 657-666. Collins, S. E., Clifasefi, S. L., Stanton, J., Straits, K. J., Gil-Kashiwabara, E., Rodriguez Espinosa, P., ... & Wallerstein, N. (2018). Community-based participatory research (CBPR): Towards equitable involvement of community in psychology research. American Psychologist, 73(7), 884. Gullion, J. S., & Tilton, A. (2020). Researching with: A decolonizing approach to community-based action research. Brill Sense. Israel, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of community-based research: assessing partnership approaches to improve public health. Annual review of public health, 19(1), 173-202. Johnson, K. M., & Levitan, J. (2020). Identity, culture, and iterative curriculum development: Collaborating with girls from Indigenous communities to Improve education. International Journal of Student Voice, 7. Kelly, P. J. (2005). Practical suggestions for community interventions using participatory action research. Public Health Nursing, 22(1), 65-73. Levitan, J., Carr-Chellman, D., & Carr-Chellman, A. (2020). Accidental ethnography: A method for practitioner-based education research. Action Research, 18(3), 336-352. Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230. MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. The Canadian Journal of Action Research, 13(2), 34-50. Maguire, P. (2006). Uneven ground: Feminisms and action research. Handbook of action research: Concise paperback edition, 60-70. McIntyre, J. (2002). Critical systemic praxis for social and environmental justice: a case study of management, governance, and policy. Systemic Practice and Action Research, 15(1), 3-35. McTaggart, R., Nixon, R., & Kemmis, S. (2017). Critical participatory action research. In The Palgrave international handbook of action research (pp. 21-35). Palgrave Macmillan, New York. Stanton, C. R. (2014). Crossing methodological borders: Decolonizing community-based participatory research. Qualitative Inquiry, 20(5), 573-583. Peltier, C. (2018). An application of two-eyed seeing: Indigenous research methods with participatory action research. International Journal of Qualitative Methods, 17(1), 1609406918812346....

Series 2 Episode 5Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby)In this episode, I talk to Dr. Chris Bagley,  an Educational Psychologist who works in South Gloucestershire and with the charity State of Mind. Chris and I discuss his journey in psychology from coaching young cricketers to supply teaching and finally to training to be an Educational Psychologist. Chris discusses the restrictive nature of the English Education System and the effects he has found it has had on young people. We talk about the Participatory Action Research that he has carried out with the London Based Charity, State of Mind, who recently featured as keynote speakers at the 2021 DECP conference. We then discuss what it means to challenge the status quo and what that means for the role of the EP.  We discuss educational systems in Italy, Portugal, and Finland that are able to take different approaches to the English system to address the needs, wants, and consent of the young people that they serve.  We conclude by discussing what EPs, TEPs, and Educational Professionals can do to challenge the status quo and work with communities to transformative ends. Ainscow, M. (2020) “Promoting inclusion and equity in education: lessons from international experiences”https://www.tandfonline.com/doi/full/10.1080/20020317.2020.1729587Bagley, C. (2015) “Managed moves: school and local authority staff perceptions of processes, success and challenges” https://www.researchgate.net/publication/281753786_Managed_moves_school_and_local_authority_staff_perceptions_of_processes_success_and_challengesBagley, C. (2021) “Alternative Education Provision: An Exclusive English Myth”https://bylinetimes.com/2021/02/17/alternative-education-provision-an-exclusive-english-myth/Bagley, C. (2020) “Stop discarding troubled students who don't perform - it's destroying children's lives”https://www.independent.co.uk/independentpremium/voices/schools-academies-students-children-ofsted-education-a9340741.htmlFinland: Sabel et al (2011) “Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland”https://pasisahlberg.com/wp-content/uploads/2012/12/Special-Education-in-Finland-2011.pdfItaly: Demo, H. (2020) “Inclusive education in Italy: Historical steps, positive developments, and challenges”https://link.springer.com/article/10.1007/s11125-020-09509-7Portugal: Alves, I. (2019) “International inspiration and national aspirations: inclusive education in Portugal”https://www.tandfonline.com/doi/abs/10.1080/13603116.2019.1624846States of Mind:Breaking the Silence phase 1 - “‘We're not learning, we're memorising': Read London students' powerful open letter to Ofsted”https://www.statesofmind.org/journal/2020/09/16/students-ofsted-open-letter.htmlBreaking the Silence phase 2 - Student-led research written by Jaspar Khawaja (Trainee EP - Institute of Education, UCL), co-analysed with young peopleQuantitative data analysis - “The impact of school on young people's mental health: a UCL doctoral student shares his findings”https://www.statesofmind.org/journal/2020/11/04/the-impact-of-school-on-students-mental-health.htmlQualitative data analysis - “Schools are prioritising academic achievement over wellbeing and growth. Young people want to know why”https://www.statesofmind.org/journal/2020/11/04/academic-over-wellbeing-young-people.htmlBreaking the silence phase 3 - “What would an education inspection look like if students did the inspecting? We're finding out”https://www.statesofmind.org/journal/2020/11/18/education-inspection-students.html Support the show (https://www.ko-fi.com/agentsofhope)

Join Dr. Lars Bjørke (@larsbjorke) to discuss his participatory action research as an educative continuing professional development experience with Øyvind Førland Standal & Kjersti Mordal Moen. We will discuss the challenges, tensions, experiences, and journeys of three PE teachers in this pedagogical intervention through the lens of Dewey’s educational theory. Twitter: @larsbjorke Full Cite: Bjørke, L., Standal, Ø. F., & Moen, K. (2020). “While we may lead a horse to water we cannot make him drink”: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society, 1–14. https://doi.org/10.1080/13573322.2020.1799781 --- Support this podcast: https://anchor.fm/pwrhpe/support

Associate Professor Daphne Rickson, PhD, teaches music therapy at the New Zealand School of Music – Te Kōkī, Victoria University of Wellington, New Zealand.  She has practiced music therapy and undertaken research with a range of client populations but particularly with children and adolescents in schools.  Her research has involved critical analysis of the concept of disability and investigation into music as an inclusive resource, including: Participatory Action Research with young people who have intellectual disability; an investigation into singing for wellbeing in a Christchurch school severely affected by earthquakes; song-writing with adolescents experiencing life-limiting illness; and music therapy with children who have Autism Spectrum Conditions. Daphne is co-author, with Katrina McFerran, of Creating Music Cultures in the Schools: A perspective from community music therapy (2014). One of topics she touches on in this podcast is the importance of NZ MT trainers collaborating with Maori to ensure their programme is as welcoming/appropriate as it can be for Māori students, while also noticing and valuing that Maori have their own healing processes involving music.  For those interested in learning more, Māori student, Ruby Solly’s writes of her use taonga puoro in music therapy practice at http://researcharchive.vuw.ac.nz/xmlui/handle/10063/8260.

In this episode, Adam and Joe have a conversation with Dr. Lonnie Rowell, who is one of the founding figures of the Action Research movement. He is a co-founder and president of the Social Publishers Foundation (socialpublishersfoundation.org), and a retired professor at the University of San Diego, School of Leadership and Education Sciences. He is also a co-founder and lead organizer in establishing the Action Research Network of the Americas (ARNA). Starting with the lightning round, Joe and Adam ask Lonnie simple yet deep questions to explore the “what”, “who” and “how” of Action Research (2:23). To dig deeper into some of these concepts, Joe asks about the differences between the many of action research paradigms (7:34) to which Lonnie responds by discussing the tension between academic-based action research and community-based work, and how we situate knowledge democratization and knowledge production in these tensions. Later in the episode, Adam raises a significant question about how we acknowledge the tension between urban migration and communities disappearing- “…I have been seeing over the years that these communities are starting to disappear, and why is that? It's because of urban migration and it's because in the education system there's a message being shared that there is no value in being a farmer…they're not teaching Quechua; they're learning in Spanish and English…. And you're seeing these communities disappear.” (26:18) Adam's question brings us back to knowledge democratisation and the question of “who” is the holder of knowledge. The conversation does not end here. Tune in to know how our trio weaves their discussion to address this issue! Resources Check out the Social Publishers Foundation: socialpublishersfoundation.org And the Action Research Network of the Americas: arnawebsite.org References Rowell, L. & Call-Cummings, M. (2020). Knowledge Democracy, Action Research, the Internet and the Epistemic Crisis. Journal of Futures Studies, 24(4). https://doi.org/10.6531/JFS.202006_24(4).0007 Hong, E., & Rowell, L. (2019). Challenging knowledge monopoly in education in the U.S. through democratizing knowledge production and dissemination. Educational Action Research, 27(1), 125–143. https://doi.org/10.1080/09650792.2018.1534694 Rowell, L. (2018). A brief update from across the big pond's troubled waters: Beliefs, science, politics, and action research. Educational Action Research, 26(1), 4–8. https://doi.org/10.1080/09650792.2017.1417773 Beck, C. (2017). Informal action research: The nature and contribution of everyday classroom inquiry. In the Palgrave international handbook of action research (pp. 37-48). Palgrave Macmillan, New York.  Boyer, E. L. (1996). The scholarship of engagement. Bulletin of the American Academy of Arts and Sciences, 49(7), 18-33.  Del Pino, M., & Ferrada, D. (2019). Construction of educational knowledge with the Mapuche community through dialogical-kishu kimkelay ta che research. Educational Action Research, 27(3), 414-434.  Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury publishing USA.  Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Temple University Press.  Neill, A. S. (1960). Summerhill: A radical approach to child rearing.  Pine, G. J. (2008). Teacher action research: Building knowledge democracies. Sage.  Rappaport, J. (2020). Cowards Don't Make History: Orlando Fals Borda and the Origins of Participatory Action Research. Duke University Press.  **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter @The_ARpod or write to us at ActionResearchPod@gmail.com.**    

Join us as we take a deeper look into Community Participatory Action Research (CPAR). In this episode, Dr. Campbell and Tiffany Csonka share the groundbreaking work they are doing in Broward County. This episode provides a rare view of how parents are treated in and affected by the child welfare system in Florida.

Disclaimer: This episode contains an instance of swearing. In this episode, I speak to Mike Seal, Professor of Education and Social Mobility at the University of Suffolk (https://www.uos.ac.uk/people/professor-mike-seal). Mike talks about a range of research projects that he has engaged in, and focuses on what he calls a 'maverick methodology', Participatory Action Research (PAR). This methodology is the focus of his book Participatory Pedagogic Impact Research: Co-Production with Community Partners in Action, available from Routledge (https://www.routledge.com/Participatory-Pedagogic-Impact-Research-Co-production-with-Community-Partners/Seal/p/book/9780367590000). Mike's latest book is: Seal, M. (ed) (2020) Hopeful Pedagogies in Higher Education: Dancing in the Cracks, Bloomsbury Press, London & New York. Credit: Music: https://www.purple-planet.com

Do you think dialogue is crucial to research and a step towards social change? If yes, tune-in to this episode where Adam and Joe get into a deep dialogue with Dr. Meagan Call-Cummings (PhD, Indiana University), an Assistant Professor in the College of Education and Human Development at George Mason University. She specializes in critical, participatory, and feminist methodologies. She is also a mother of four, one of whom makes a special cameo during our podcast. She discusses her research and a current PAR project with high school students.  Meagan has done a lot of interesting work in her career and shared three of her great articles with us (Cited below), which adds to our discussion about “Who is Action Research?”. Adam and Joe dive into the article by asking- “what is photovoice and how do the epistemological stances of photovoice and participatory action research align?”. (1:26) Adam then goes deeper into the conversation to clarify his understanding of the challenges of traditional power structures mentioned in Meagan's article, and uncritical research that “runs the risk of unintended consequences that may reproduce traditional taken for granted power structures meant to be challenged and disrupted by participatory approaches like photovoice.” (6:57) Later in the episode, Adam, Joe, and Meagan discuss the tensions within Action Research between measurable, tangible outcomes or impacts, the intangible role of collaborative ethical process, and the role of scholarship, dialogue, and other ideas of change within P/AR. Adam stresses that “doing the things that we say that we want to do” is essential for true PAR. (14:34)  *Special thanks to Tabby for her guest appearance.    Here are the references: Call-Cummings, M. (2017). Establishing Communicative Validity: Discovering Theory Through Practice. Qualitative Inquiry, 23(3), 192–200. https://doi.org/10.1177/1077800416657101 Call-Cummings, M., & Hauber-Özer, M. (2020). Participatory Action Research as/in Adult Education: Offering Three Methods Anchored in Vivencia, Praxis, and Conscientization. International Journal of Adult Education and Technology, 11(4), 21–33. https://doi.org/10.4018/IJAET.2020100103 Call-Cummings, M., Hauber-Özer, M., Byers, C., & Mancuso, G. P. (2019). The power of/in Photovoice. International Journal of Research & Method in Education, 42(4), 399–413. https://doi.org/10.1080/1743727X.2018.1492536

Welcome to the International Mental Health Nursing Research Conference 2020. Between Tuesday 15th September and Friday 25th September we will be running episodes that will feature evening panel discussions supplemented by presentations from each contributor that will be available to watch beforehand. Episode 7 [originally broadcast on Tuesday 22 September 2020] was on the theme of ‘Education' and featured four panellists: Kirsty Beart is a nursing lecturer with a wide experience of practice and teaching across bio/psycho/social services and approaches to care. This includes teaching social workers, health and social care undergraduates and nurses. She has expertise in care of people with dementia and has published on this topic. She has researched and published student learning in mental health using visualisation as a method for more in-depth understanding. She has recently worked clinically in an acute admissions ward in her local mental health trust and whilst doing so has developed and created a framework for collaborative working with people with lived experience, service users and practice colleagues. Using this philosophy of working she has designed and validated a training framework for specialist practice which is inclusive and innovative. Dr Michelle Glascott is subject lead for mental health nursing at Northumbria University. Michelle has worked across a range of pioneering NHS mental health services for over 20 years, during which time she completed her Doctoral study with violent/ sex offenders diagnosed with personality disorder. Michelle leads numerous projects in ‘service user involvement' and peer led research. A critical mental health practitioner, with social justice at the forefront of her practice. Michelle is a Trustee at an award winning, unique peer-led recovery college (www.recoverycoco.com). ‘Student's' perceived ‘symptoms' are re-framed to ‘superpowers' which are then redirected to develop and support others. Dr Annessa Rebair is a senior lecturer in mental health nursing at Northumbria University. She is an executive and leadership coach and has enjoyed leading and governing award-winning mental health services and charities. She is currently elected to Council at the Royal College of Nursing. Annessa has led nationally on the subject of suicide awareness and prevention completing Doctoral research entitled: Meeting Spaces: crafting conversations about suicide in nurse education. Annessa has spirituality at the core of her practice, she is curious about the co- construction of meaningful encounters in health contexts and what it means to be human. Niki Simbani is a lecturer and professional lead in mental health nursing with expertise in acute mental health nursing in the UK. Her teaching experience is in both pre and registration nursing programmes with interest in adult and child and adolescent mental health. She has led Safewards projects locally and internationally. Her other interests are in Equality Diversity and Inclusion in nurse education and practice. Niki is a current PhD candidate; her thesis is on clinical supervision in Acute inpatient mental health wards. She focuses on qualitative research, Action Research and Participatory Action Research approach. The #MHNR2020 presenters are: Nicky Lambert, Vanessa Garrity, Ben Hannigan & Mick McKeown. Some Twitter links to follow presenters and guests are: MG - https://twitter.com/MichelleGlasco2 AR - https://twitter.com/annessarebair NL - https://twitter.com/NikiSimbani NL - https://twitter.com/niadla VG - https://twitter.com/VanessaRNMH BH - https://twitter.com/benhannigan MM - https://twitter.com/mickmckeown2016 Credits: Presenters: Nicky Lambert, Vanessa Garrity & Ben Hannigan Panellists: Kirsty Beart, Dr Michelle Glascott, Dr Annessa Rebair & Niki Simbani Theme music: Tony Gillam Production & Editing: Dave Munday (https://twitter.com/davidamunday)

The rapid spread of COVID-19 across Indonesia has put the country's nascent healthcare system under tremendous pressure, leading to a de facto hierarchy of care, with the treatment of some illnesses being prioritised over others. In a context of rising populism and social pressure over sexual practices, the social isolation policies rolled out have exacerbated the challenges encountered by people with HIV/AIDS across the archipelago. Associate Professor Sharyn Davies and Dr Najmah met up with Dr Natali Pearson over Zoom, to discuss the impact of the coronavirus pandemic on healthcare in Indonesia, with a focus on the LGBTIQ community and people living with HIV/AIDS. About Sharyn Davies: Sharyn is recognised internationally as an expert in the field of Indonesian Studies and for her contributions on policing in Indonesia, police corruption, social media, surveillance, gender and sexuality. Her outstanding contributions to education and research have earned Sharyn acclaim including her co-edited book Sex and Sexualities in Contemporary Indonesia, which won the Ruth Benedict Prize for outstanding edited collection awarded by the American Anthropology Association (2015) and the International Convention of Asian Scholars award (2017). She is currently Associate Professor in the School of Social Sciences and Public Policy Research at Auckland University of Technology (AUT). From July 2020, Sharyn will be joining Monash University as Associate Professor of Indonesian Studies and Director of the Monash Herb Feith Indonesian Engagement Centre. You can follow Sharyn on Twitter @sharyndavies. About Najmah: Najmah is a lecturer in the Public Health Faculty of Sriwijaya University, South Sumatra, Indonesia. Najmah was awarded a prestigious New Zealand Scholarship for her doctoral studies and graduated from Auckland University of Technology in 2020. She completed her PhD under the supervision of Dr Sari Andajani and Associate Professor Sharyn Davies, whilst looking after her three toddlers. Najmah also has degrees from the University of Melbourne, where she studied with an AusAID Partnership Scholarship, and Sriwijaya University. Najmah is the author of four books of Epidemiology and Biostatistics. She is currently writing her fifth book with her supervisor in qualitative approach and enthusiasm in Feminist and Participatory Action Research. View the transcript at: https://bit.ly/2WbcHft

Sarah Mountz is an Assistant Professor at UAlbany's School of Social Welfare and a faculty advisor of Fostering Leaders of Our World, a UAlbany student group composed of students with foster care backgrounds and their allies. She is joined by Selena Snow, the student Vice President of F.L.O.W., and they speak about the barriers to foster youth in higher education, how COVID-19 has impacted college students in foster care, what is being done at state levels to assist foster care youth during this time, and how social workers can support foster care youth. Bios:Selena Snow is finishing her sophomore year at UAlbany, where she is majoring in Psychology and minoring in Social Welfare. Selena has been in foster care since the age of three and is the vice president of the student organization, Fostering Leaders of Our World (F.L.O.W). F.L.O.W.'s mission is to advocate for improved educational access for foster youth and to raise awareness on campus about the experiences of UAlbany students with foster care backgrounds and to provide peer support. Sarah Mountz is an Assistant Professor at University at Albany School of Social Welfare, where she teaches courses in Participatory Action Research, Human Behavior and the Social Environment, and Trauma Informed Child Welfare Practice. Dr. Mountz' research focuses on the experiences of systems involved LGBTQ youth and the educational experiences of foster care alumni. She is especially interested in youth organizing and activism.

The guest in our second Creative Flow podcast series hosted by Kim Marie McKernan and Anthony Billoni, is Meredith Rutherford, a change agent in many ways, in both her personal and professional life. With a background that includes serving in the Peace Corp in Ghana, working with the underserved in Rochester, NY and helping universities to champion service learning, she is now applying creativity to help transform healthcare through her work with the Finger Lakes Performing Provider System. Working on the goal of “reducing unnecessary hospitalizations by 25% in 5 years” entails innovating, trying new things and a fearless approach to making healthcare more efficient and effective. She shares how she is applying skills learned in the Creative Studies Certificate Program as well as Participatory Action Research and Appreciative Inquiry to bring diverse people together to address problems and engage people to be part of the solution. Equally important is her own creative journey and approach to flow. Don't miss this episode to learn how Meredith is changing the world.

Dr Yasser Payne joins Rob in the bunker to talk about Participatory Action Research, and how he has been using it on the streets of Wilmington to push forShow Notes:WEB DuBois's Philadelphia NegroCuban Literacy BrigadeThe People's Report MixtapeDr Payne's TEDx TalkFaces at the Bottom of the WellThe People's Report

In this episode you will meet Brandon Louie, Community Engagement Coordinator, UC Davis Center For Regional Change. Brandon is an expert in YPAR (Youth-led Participatory Action Research) which is used to empower youth and improve society. Listen and learn about how we our using this process with MWLA and how you can use it when engaging youth to create change. Tap in and listen! If you are enjoying the WE DREAM Podcast please SHARE, RATE, & SUBSCRIBE. Thank you for listening and supporting!!! --- Send in a voice message: https://anchor.fm/wedream/message

Today we look at the power of Participatory Action Research in public science. My guest is Michelle Fine. In the 1990s, she worked on a study called Changing Minds, which looked at the impact of college in a maximum-security prison. The research team comprised of women in and outside of prison. For Michelle, participatory action research plays an important role in the struggle for social justice. It not only can change legislation, impact critical social theory, and mobilize popular opinion for educational justice; but seemingly small issues can also have deep and lasting implications. Michelle Fine is a Distinguished Professor at the Graduate Center at the City University of New York where she is a founding member of the Public Science Project. http://www.freshedpodcast.com/michellefine twitter: @freshedpodcast email: info@freshedpodcast.com

On today’s show, Brandon Champagne stops by to talk with Simone & Jacques about his LSU Undergrad Honors Thesis – “Resilience in Context: How Cultural Factors Influence Migration Decisions of Individuals in Flood-Prone Areas of Coastal Louisiana”. Then, Dr. Shirley Laska from University of New Orleans joins the program to talk with Jacques & Simone about her background, what changes she has seen in the time she has spent in our coastal communities, what she has seen & experienced that are signs of hope, Participatory Action Research & TEK and about her book coming out next year.

To help us celebrate the one year anniversary of the Social Work Discoveries podcast, I've uploaded a remastered and extended edition of the very first episode of the pod. On this episode you'll hear all about Social Work Research & Participatory Action Research with Dr Neil Hall from Western Sydney University.

This episode was recorded with Dr Susan Bailey from the University of Western Australia and Chris Panagiotaros from Western Sydney University. We talk all things Eco-Social Work, Environmentalism, Grief and Loss Theory, and Participatory Action Research. We recorded this episode at the 2018 International Social Work, Education, and Social Development Conference held in Dublin, Ireland.

On this episode, Katie is joined by Dr. Linda Henderson, an early years researcher in the Faculty of Education at Monash University. Her research is underpinned by a fundamental desire to contribute to the (re)making of life generating spaces and places. This work is grounded within feminist ideas whilst drawing on post-structural and post-humanist ideas, methodologies and practices.  Her work includes poetry, narrative and creativity with the aim of generating new and just imaginaries for education and society. Segment 1: Participatory Action Research [00:00-16:24] In this first segment, Linda defines and describes her experience with participatory action research. Segment 2: Feminist Methodologies [16:25-33:13] In segment two, Linda discusses how she is incorporating feminist methodologies into her work. Bonus Clip: Pushing Methodological Boundaries [00:00-05:16] To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Bonus Clip: Pushing Methodological Boundaries [00:00-05:16] To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

In this episode of the CRHESI podcast, Carri Hand talks about her experiences with Participatory Action Research (PAR) with CRHESI coordinator Eugenia Canas. Building Connectedness in a Senior’s Apartment Building is co-led by Carri Hand from Western University and Michele Sands from Neighbourhood Watch London, and funded by The Retired Teachers of Ontario Foundation. http://crhesi.narratories.com/wp-content/uploads/sites/5/2018/05/PAR-CarriHand.mp3

Gabrielle Donnelly, Ph.D. is a scholar and practitioner of creativity, social change, and innovation. In this episode, we discuss the dynamic between the scholar and practitioner sides of oneself; working with perceived polarities in groups, individuals, and society at large; finding your voice as a scholar; the dissertation process as creative and personal transformation; "kissing people over the edge," and much more. Co-founder of Brave Space, Gabrielle works with methods for meaningful public engagement, participatory leadership, and systems change such as The Art of Hosting, Deep Democracy, and Participatory Action Research. Her passion for integrating theory and practice leads her to work with organizations like Coady International Institute, FoodARC, ALIA Institute, Government of Nova Scotia, Ecology Action Centre, Nova Scotia Human Rights Commission, and Now Lunenburg County. Gabrielle is a professor at Acadia University, an associate of the Taos Institute, ​and publishes in the areas of creativity, social change, participatory leadership, and transdisciplinarity. She is the Managing Editor of World Futures: The Journal of New Paradigm Research. Born in London, England and raised in Calgary, Alberta, Gabrielle lives in Halifax, Nova Scotia. Dr. Donnelly's website: www.gabrielledonnelly.ca The Brave Space website is www.bravespace.ca The Art of Hosting website www.artofhosting.org/ Deep Democracy (Lewis Method) https://deep-democracy.net/ Rune Soup episode with Dr. Jeffrey Kripal: https://runesoup.com/2018/03/talking-secret-body-jeffrey-kripal/ Strieber, W., & Kripal, J. (2016). The Super Natural: A New Vision of the Unexplained. Tarcher Perigee. Zia Sardar: http://ziauddinsardar.com/2011/03/welcome-to-postnormal-times/ Montuori, A. (2005). How to make enemies and influence people: anatomy of the anti-pluralist, totalitarian mindset. Futures, 37(1), 18-38. Link to Montuori article on academia: https://www.academia.edu/168673/How_to_Make_Enemies_and_Influence_People_The_Totalitarian_Mindset Jordan Peterson: https://www.independent.co.uk/voices/jordan-peterson-clinical-psychologist-canada-popularity-convincing-why-left-wing-alt-right-cathy-a8208301.html https://medium.com/s/story/a-field-guide-to-jordan-petersons-political-arguments-312153eac99a

This week's guest Dr. Michelle Fine, a distinguished professor of Critical Psychology, Women's Studies, American Studies and Urban Education at the Graduate Center. She is also co-founder of the Public Science Project at the Graduate Center. Her primary research interest is the study of social injustice: when injustice appears as fair or deserved, when it is resisted, and how it is negotiated by those who pay the most serious price for social inequities. She studies these issues in public high schools, prisons, and with youth in urban communities, using both qualitative and quantitative methods. Fine is known for her groundbreaking research through the framework of Participatory Action Research and Studies of Social Injustice and Resistance. Her work at the public science project is emblematic of this approach of traditional subjects of research become partners in the research.

In this episode, our guest Dr. Lauren Reed discusses her research on digital dating abuse among adolescents and why females are differentially impacted by this form of dating violence. She describes how the use of participatory action research has led to effective prevention strategies, and highlights the need to include digital media when assessing for dating violence.

Mike Evans, Professor and Associate Dean (Research, Graduate, and Post-Doctoral Studies) with the Irving K. Barber School of Arts & Sciences explores issues of knowledge sharing, open access, and research outputs when working with indigenous communities.

Today’s podcast, Mind-body Health and Young Children, is a conversation between Dr. Howard Gurr and Dr. Ilana Palgi, regarding mind body health and young children. Dr. Palgi discusses her use of yoga with young children and the program she developed for use in pre-schools and primary grade programs.Dr. Ilana Palgi is a Licensed Psychologist and New York State Certified School Psychologist working at The Kramer learning Center in New York and she also has a private practice with children, adults, and families in Manhattan. Dr. Palgi is a registered yoga teacher.Dr. Palgi’s past research was on the development of self-regulation in early childhood and she studied the impact of yoga in children with special needs through a Participatory Action Research study. In addition, she has several years of experience creating and implementing preschool yoga programs for children with special needs and those on a typical course of development.Dr. Palgi can be contacted by telephone 917-502-3749, email her at drpalgi@gmail.com, or you can learn more about her program at her website: www.growingchildyoga.com.

Jessica Greenawalt discusses her work with the Chelsea Collaborative Social Capital Campaign to improve community-level outcomes. The Collaborative used participatory action research methods to assess the community's needs and develop initiatives to meet those needs through civic engagement.

Insight No. 5 Nine Massachusetts college students who have an intellectual disability (ID) conducted research on their experiences in college as part of the nationalThink College initiative.The purpose of Think College is to assist people with ID in going to college. Participatory action research (PAR) is a series of steps the students used to document their college experience. For their research, they used digital and video cameras to collect information.To share their experiences with each other, they also usedVoiceThread,a digital storytelling website.This issue of Insight describes how students are using PAR and digital storytelling onVoiceThread to discuss their college experience.