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Applying the concept of diaspora, this paper examines an organization in Kampala, Uganda that utilizes sport to foster cultural belonging and increase livelihood opportunities for refugees. A participatory action research approach was implemented with multiple forms of data collection including semistructured interviews, photovoice, and photocollaging. Findings highlight how sport and livelihoods are used by refugees to resist exclusion and other inequalities in Kampala and to express diaspora space and consciousness. Discussion highlights the usefulness of the concept of diaspora for understanding the intersections of sport, refugees, livelihoods, and, more importantly, to stimulate a homing desire for refugees forcibly displaced. [ABSTRACT FROM AUTHOR]

Action research methodologies are dynamic, as they often evolve with a group and are shaped by multiple contributions that can change over time. As researchers are embedded within this process, reflexivity is paramount to remain attuned to how they move with and shape the research. In search of a dynamic way of engaging with reflexivity in action research, this paper explores intra-active and diffractive theory and considers how diffracting reflexivities (Serra Undurraga 2021) can help researchers grasp a deeper understanding of their role in shaping the research process. This paper draws from a doctoral researcher’s experience navigating their reflexivity within an action research project to design sexuality education materials with young people in Aruba. Through its documentation of three multi-modal apparatuses, including doodling, audio/written journaling and blackout poetry, it offers a snapshot into creative methods for reflexivity and maps how their intra-actions go on to shape research practice. This paper contributes to the literature by providing insight into the ‘doing’ of reflexivity. It concludes that thinking with a diffractive lens and remaining curious to intra-actions are valuable tools for building a dynamic personal practice that compliments the emergent nature of action research methodologies. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion WHAT THIS PAPER ADDS What is already known on this subject What this paper adds to existing knowledge What are the potential or actual clinical implications of this work? Collaborative approaches in speech‐language pathology (SLP) aim to integrate the experience of clients and people important to them by including these stakeholders actively in decision making. This inclusion can lead to more effective, engaging, and safer SLP practice. A variety of collaborative approaches have evolved in response to sociocultural contexts, and as a result, there are many different approaches currently in use such as co‐design, co‐production, and co‐creation. However, despite widening acceptance and utilisation of collaborative approaches, the use and evidence for these in SLP literature have not been considered collectively. The current study aims to explore how collaborative approaches, used to develop products or services in SLP, are reported in literature.Using narrative review methodology, a systematic search of three databases and hand searching were conducted to explore how collaborative approaches, used to develop products or services, are reported in SLP. Search terms reflected the breadth of collaborative approaches and the diverse nature of SLP across clinical practice. Following screening of initial data, 59 articles were identified for data extraction and narrative synthesis. An internationally recognised reporting checklist for stakeholder involvement called the Guidance for Reporting Involvement of Patients and the Public, Version 2 (GRIPP2), informed the reviewing process in addition to qualitative description.Collaborative approaches across SLP practice were found to be diverse as were the terminology and tools used for collaboration. Two‐thirds of the studies were published after 2020. The timing and involvement of stakeholders in collaborative approaches varied greatly; however, most stakeholder involvement was found in the conducting of research activities, compared to other areas such as planning, analysis, and reporting. The GRIPP2 review indicated strengths and opportunities in reporting of stakeholder involvement. When stakeholder involvement was rigorously reported it could include reflection on how stakeholders contributed within their communication abilities and how this contribution benefited the study.Collaborative approaches reported in SLP focused on valuing and respecting people with living experience of communication and swallowing difficulties. This narrative review contributes to the resources available to support decision‐making and working together with stakeholders, encouraging SLPs to reflect, consider the context and respond. Future research could continue to strengthen consistency in terminology for collaborative approaches, use frameworks to plan and report stakeholder involvement and carefully consider involvement across the research continuum. There is an expectation that health services include stakeholders in development and evaluation of services. Collaborative approaches in speech‐language pathology (SLP) aim to integrate the lived experience of people with communication and swallowing difficulties and those important to them. These approaches, including but not limited to, co‐design, co‐production and participatory action research, have shared philosophies of being community‐driven, strengths based and inclusive (Loeffler & Bovaird, 2021). This study contributes information about current SLP practice when collaborative approaches have been employed to develop a product or service. The study maps diverse collaborative approaches and their frequency in the literature, as well as the various stakeholders involved, using the Guidance for Reporting Involvement of Patients and the Public, Version 2 (GRIPP2) checklists to guide the review of reporting stakeholder involvement. This synthesis of literature supports researchers and clinicians in making intentional decisions in implementation and reporting of collaborative approaches. This decision‐making can strengthen the implementation of collaborative approaches, which has implications for person‐centred care in SLP. [ABSTRACT FROM AUTHOR]

Intersectoral collaborations are recommended as effective strategies to reduce health inequalities. People most affected by health inequalities, as are people living in poverty, remain generally absent from such intersectoral collaborations. Community-based participatory research (CBPR) projects can be leveraged to better understand how to involve people with lived experience to support both individual and community empowerment. In this paper, we offer a critical reflection on a CBPR project conducted in public housing in Québec, Canada, that aimed to develop intersectoral collaboration between tenants and senior executives from four sectors (housing, health, city and community organizations). This single qualitative case study design consisted of fieldwork documents, observations and semi-structured interviews. Using the Emancipatory Power Framework (EPF) and the Limiting Power Framework (LPF), we describe examples of types of power and resistance shown by the tenants, the intersectoral partners and the research team. The discussion presents lessons learned through the study, including the importance for research teams to reflect on their own power, especially when aiming to reduce health inequalities. The paper concludes by describing the limitations of the analyses conducted through the EPF–LPF frameworks and suggestions to increase the transformative power of future studies. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to nurture reflections on the colonization of the future in the present with a particular focus on Africa. This paper aims at exploring how participatory research and particularly anticipatory action research can contribute to a decolonising process. Design/methodology/approach: Considering the future as a public good, this paper develops a reflection on the colonization processes that can turn it into a club or a private good. This paper mobilizes the notions of participatory knowledge production and local action research as a way to decolonize the future and empower imagination. This paper revisits the tenets of participatory action research as a means to achieve this objective and discusses the main features of a non-colonial anticipatory action research in the context of African futures. Findings: This paper highlights the challenges associated with connecting anticipatory endeavours focusing on action research, the creation of collective intelligence and co-design, with the intention of encouraging the decolonisation process. It includes design principles and anticipates a possible process of counter-decolonization. Research limitations/implications: This is a conceptual paper, which does not provide field-tested evidence. Yet, the authors hope it serves as an input enabling to design methodologies that will prevent the colonisation of the future when engaging in future-oriented research activities in Africa and elsewhere. Originality/value: This paper provides an integral approach to the colonisation of the future, as a renewed old question. This paper also connects this process with a reflection on the nature of what could be non-colonizing anticipatory action research. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a ten-week research project exploring the intricacies of a co-located intergenerational program in Southeast Queensland. The research involved an early learning centre, North Early Learning, operated by a large not-for-profit organisation, Queensland Child Learning, and an aged care residence, Aged Care Living (pseudonyms). The research question underpinning this paper focused on identifying the views of educators, children, and families currently attending the early childhood education and care centre who will participate in the co-located intergenerational program. Employing a community-based participatory research approach, the study explores the perspectives of educators, children, and families participating in the program through visual children's surveys, facilitated interviews, and online surveys. The findings highlight positive attitudes from educators and families toward intergenerational programs, leading to the development of an implementation timeline aligned with the needs of educators, children, and families that are reflective of the unique context of the centre. [ABSTRACT FROM AUTHOR]

Sexual revictimisation has devastating consequences for victim/survivors, yet there is limited research exploring women's experience of revictimisation in regional/rural areas. Using a community‐based participatory research (CBPR) approach, this paper reports on a qualitative study that employed a material feminist lens and Nixon's theory of "slow violence" to explore women's lived experiences of sexual revictimisation. In‐depth interviews were conducted with victim/survivors (N = 11) living in regional and rural areas of Australia. Findings show that the failure of family, community and services to respond appropriately to participant's disclosures of violence and abuse was deeply entangled with rural infrastructure, isolated landscapes, fear of social isolation, victim‐blaming discourses, idealisation of men in the community and limited relationship and sexuality education (RSE) in schools. These components collectively formed a manifestation of "slow violence," which accumulated over the participants' life spans and gradually normalised relational violence. This paper draws attention to a complex interplay of cultural, material and interpersonal elements, including the culture and spaces of rural/regional communities, that establish conditions enhancing the likelihood of women experiencing sexual revictimisation. [ABSTRACT FROM AUTHOR]

This paper reflects on the dynamic of co-developing knowledge within a Community-Based Participatory Research (CBPR) project in the UK that set out to direct teenage and young adult Ambulatory Care. This is a service that offers cancer treatment that would have once required inpatient hospital stays. Working within a Community-of-Inquiry (CoI), young people from this cancer community became co-researchers, participating in every phase of the qualitative research. This contribution is written from the perspective of two members of the CoI, Alison, a cancer researcher-practitioner, and Michela, a young associate researcher with lived experience of cancer. Drawing on the Ambulatory Care research as a case study, they offer a reflective account of involving young people in research that directs both action and participatory action research processes. In doing so, they engage in a critical exploration of their participatory research inquiry, contextualising their discussion with some of the extant literature relevant to their chosen CBPR approach. The researchers found that both Ambulatory Care and their research dynamic foster young people’s agency. Evident too, was that within research that prioritises relationships and knowledge democracy and which associates with a sense of the collective, individuality can also sit comfortably alongside. The authors conclude this that distinctiveness is a strength, which enhances the learning, criticality, and reach of engaged research inquiry. [ABSTRACT FROM AUTHOR]

Laundromats are a regularly visited, highly localized community venue, especially in underserved communities. Few health literacy and health-promotion programs have taken place in laundromats, and there have been no efforts to apply community-based participatory research approaches in this setting. Literacy programs and cancer-prevention initiatives have been held in laundromats, but little data exist on the empirical outcomes of such initiatives or whether the programs have been fashioned as a collaboration between community and researchers. In this paper, we present a brief overview of literacy and cancer-prevention initiatives that have taken place in laundromats and introduce our Wash and Spin Toward Health/Washington Avanzando la Salud Hispana (W.A.S.H.) project. We describe how we applied community-based participatory research principles to launch this effort and identify both benefits and challenges of this approach. We hope this project will stimulate greater interest in laundromat settings for outreach and education efforts, especially those addressing disparities in health literacy and access. [ABSTRACT FROM AUTHOR]

This paper proposes dovetailing the concept of youth-adult partnership with youth participatory action research to generate a methodology of youth-adult participatory action research. Within contemporary education, deficit-oriented discourses of hopelessness and demoralisation among 'at risk' young people and their teachers, particularly those in marginalised and/or high poverty communities, pervade the literature. However, scholarship suggests that negative emotions do not tend to stem from a sense of hopelessness but one of uncertainty, which is typically caused by a lack of accurate information and thus provides a starting point for investigations through integrating reason and emotion. Embedded in Fraser's conceptualisation of justice as parity of participation, coupled with Freire's notion of intergenerational dialogue and a critical-democratic conceptualisation of engagement, youth-adult participatory action research seeks to generate communities of praxis in which students, teachers and researchers form explicit tripartite partnerships as co-investigators and co-learners. As they jointly explore their shared concerns, the members of the community mobilise their collective power and agency to co-design context-specific solutions and in so doing, transform the negative emotion and disenfranchisement stemming from uncertainty into a critical hope for more optimistic futures than those alluded to by the 'at risk' and 'disengaged' policy tags. [ABSTRACT FROM AUTHOR]

We as authors represent two organizations engaged in a research-practice partnership (RPP) focused primarily on an intergenerational participatory action research project (PAR). Given the way we co-constructed our work in this partnership, we desired a co-constructed approach to evaluating the work as well. This paper uses duoethnography as a methodology to evaluate our PAR process and partnership, with a goal of examining the degree to which our work aligned with and departed from established principles of community-based research and critical participatory action research. Findings showed that our process and partnership aligned with some principles, but there is room for growth if we hope to fully support co-researchers on future PAR projects. We see the potential for duoethnography to facilitate ongoing, critical reflection and relationship building across RPPs. We also see it as a powerful mode of evaluation for RPPs because of its ability to surface insights that may get missed through more traditional evaluation methods. [ABSTRACT FROM AUTHOR]

Immigrant newcomers and refugees (INRs) are two migrant categories that experience consistent systemic barriers to settlement and integration in Canada as older adults. This paper explores the challenges experienced by Arabic-speaking INR older adults in Edmonton, Canada, during settlement and discusses policy and service implications. A qualitative description study using community-based participatory research principles was implemented to evaluate and support digital literacy in Arabic-speaking INR older adults. We included men and women aged 55 and older who identified as immigrants or refugees and spoke Arabic. Experiences of settlement challenges were consistently identified during data collection and engagement of INR older adult participants. A thematic sub-analysis of interviews with (10 individuals and one couple) of participants' narratives was completed in 2022 and was used to identify themes related to settlement barriers for this population. Two main themes were identified: (1) Limited English skills and digital literacy gaps create service barriers for INR older adults, and (2) Gaps in services and policies as basic needs remain unmet. We describe key challenges experienced by INR older adults, such as language barriers, precarious finances, poor access to health care services and lack of transportation and employment opportunities, which hinder successful integration into the new society. This study showcases the ongoing challenges with early settlement and integration that continue despite Canada's well-developed immigration settlement landscape. INR older adults often remain invisible in policy, and understanding their experiences is a first step to addressing their needs for resources that support healthy aging in the post-migration context. [ABSTRACT FROM AUTHOR]

In this paper, we aim to understand how long‐term state neglect of public infrastructure coexists with a renewed emphasis on profit‐driven infrastructure development in urban contexts. We focus on Exarcheia, an Athens neighbourhood known for its radical character, where a lack of public infrastructure investment aligns with plans for new transport infrastructure and urban regeneration. Using a participatory action research approach and engaging in collective discussions with grassroots organisations opposing these plans, we argue that prolonged austerity following the 2008 economic crisis has redefined state‐funded public infrastructures, aligning them more closely with the speculative interests of real estate, commercial, and infrastructure capital. The interplay of austerity infrastructure, gentrification, and spatial violence manifests as a form of slow urbicide, paving the way for revanchist urban regeneration that prioritises the commercial exploitation of urban space at the expense of the historical, political, and cultural identities of affected neighbourhoods. [ABSTRACT FROM AUTHOR]

In China, social work was reestablished in 1988. Despite the number of social work programmes increased very fast throughout the 1990s, there was a huge need for social work-trained educators. The Hong Kong Polytechnic University and Peking University launched the MSW (China) Programme in 2000 to create a critical mass of social work educators who would assume future leadership in social work development in mainland China. Participatory action research was employed as a methodology to explore how social work education could transform students into catalysts for social work education and social development. Purposive sampling was adopted, and seven cohorts totaling 238 graduates who graduated from the programme were the participants in this research. Data collection and analysis were carried out throughout the action research process. We found the triple capacity building model to be a good pedagogy to foster transformation among participants, and to steer the knowledge co-creation, practice innovation, policy reform, and social change through social work education. In this paper, we will provide an overview of the background, vision, and mission, as well as the teaching pedagogy of the programme and a case study to demonstrate how social work education has an impact on policy and practice innovation in China. [ABSTRACT FROM AUTHOR]

AbstractThis study draws from qualitative research conducted using a participatory action framework with 47 young adults who identified as people living with HIV, men who have sex with men, transgender, non-binary, or sex workers in Vietnam. The research objectives were to explore their experiences using mobile phones to access sexual and reproductive (SRH) health information and support and the impact of the digital turn in health on their autonomy, privacy and equality. The research was conducted through key informant interviews, focus group discussions, and digital ethnography. The project utilised a participatory action research framework. The research was led by the Vietnam Network of People Living with HIV within the frame of a three-country study, and the authors describe how the network used the findings to advance policy. The paper concludes by proposing participatory action research as a useful methodology for studying human rights and digital health governance. [ABSTRACT FROM AUTHOR]

In this paper we take inspiration from Levin's (2003) provocation "can universities ever become a greenhouse for education in action research?" His assertion that creating action research learning opportunities within universities is possible becomes particularly relevant in the context of a changing Higher Degree Research (HDR) landscape, notably in Australia. The increasing emphasis on industry-focused doctorates and the demand for post-doctoral career pathways beyond academia necessitates a deeper understanding of supporting engaged and impact-oriented research training. To address these challenges, we present a reflexive discussion centred around the HDR Participatory Action Research (PAR) Collaborative—a year-long peer-learning initiative designed to cultivate a community of practice on transdisciplinary participatory research among graduate researchers at the University of Technology Sydney. This was conducted as a participatory action research project, with a systems-thinking orientation. We articulate lessons learned around the blockers and enablers for training HDR candidates engaged in participatory research to tackle wicked problems and ways to enhance HDR researcher development in this area, including the prototyping of new peer learning and mentoring approaches. By aligning with Levin's emphasis on practical and useful knowledge, we highlight the importance of curriculum design for synchronous and asynchronous hybrid delivery, collective peer learning practices, and transdisciplinary orientations to research as crucial factors for success in action research programs within the academic context. By addressing the evolving needs of HDR training and research cultures, our study contributes to the ongoing dialogue on holistic and integrative research approaches and ways to support them within higher education. [ABSTRACT FROM AUTHOR]

Background: Historical marginalisation and ongoing trust deficits in health and government systems shape present-day vaccine perceptions among marginalised communities. This paper sought to understand the role of trust in decision-making about COVID-19 vaccine uptake in the transgender and disability communities in India. Methods: Using a participatory approach we interviewed 24 community representatives, identifying themselves as transgender individuals or as persons with disability, and 21 key informants such as vaccine programme managers, vaccine providers, and community advocates. We undertook an inductive thematic analysis of the data using a socio-ecological model. Results: Fear of side effects in relation to specific needs of the two communities and mistrust of systems involved in vaccination shaped four different pathways for vaccine decision-making. Mistrust of systems was influenced by past negative experiences with the health system, creating contexts in which information and misinformation are shared and interpreted. Participants negotiated their doubts about safety and mistrust of systems by interacting with different sources of influence showing patterns of decision-making that are dynamic, context-dependent, and intersectional. Conclusion: These findings will help in determining the content, strategies and approaches to equitable vaccine communication for these two communities. The two communities ought to be included in vaccine trials. Vaccine information must respond to the specific needs of these two communities which could be enabled by collaboration and engagement with community members and influencers. Finally, long-term investment towards the needs of marginalised communities is vital to dismantle cycles of marginalisation and distrust and in turn improve vaccine acceptance and uptake. [ABSTRACT FROM AUTHOR]

Background: Nowhere is optimising healthcare staff retention more important than in primary health care (PHC) settings in remote Australia, where there are unacceptably high rates of staff burnout and turnover. Ensuing consequences for the remote health services and the community are acute – staffing shortfalls in clinics; organisational instability; excessive costs associated with frequent staff recruitment and orientation; diminished access to PHC for patients in need; and lack of continuity of patient care; all of which further entrench poor health outcomes for the community. Optimising remote healthcare staff retention is critical in order to provide high quality and continued PHC. Currently, however, there is paucity of knowledge to inform targeted and effective retention strategies in remote health services. This research program seeks to develop a stronger evidence base to understand (i) what retention strategies are effective in improving morale, job satisfaction, intention to remain in the job, and consequent length of service for remote healthcare staff; (ii) how best to 'bundle' these strategies for different health workforce groups; and (iii) how these 'bundles' work in different service contexts. Methods: This paper describes a five-year implementation research program in partnership with twelve remote Aboriginal and Torres Strait Islander Community Controlled Health Services (ATSICCHS) in the Northern Territory and Queensland, Australia. Overall methodology follows a participatory action research approach which incorporates co-design and realist elements. The program comprises two broad phases involving evidence consolidation and synthesis (Phase 1), and co-design, implementation, and prospective evaluation of 'bundles' of retention strategies (Phase 2) to improve retention of healthcare staff in participating ATSICCHSs. Discussion: This innovative research program has the potential to develop a comprehensive evidence base required to optimise health workforce retention in remote health services. This new evidence will strengthen understanding of what 'bundles' of retention strategies are effective, for which groups of employees, and how they work to improve staff retention. [ABSTRACT FROM AUTHOR]

Community Health Workers, promotores, and navigators (henceforth, CHWs) emerged as critical members of the public health workforce addressing social, economic, and health inequities worsened by the COVID-19 pandemic. While there is increased appreciation for and utilization of CHW models, and recognition of the importance of tailoring and innovating these models during the pandemic, few studies have examined the processes of change by which CHW models operated during the COVID-19 pandemic and factors that facilitated or constrained CHW health equity efforts. This protocol paper describes and reflects on the research methodology used in our qualitative study focused on CHWs. The CATALYST study aims to examine the roles that CHWs served during the COVID-19 pandemic and facilitators and barriers related to CHW health equity strategies. This qualitative study incorporates the lived experiences of CHWs, low-income communities of color whom CHWs engaged, and institutional representatives and policymakers familiar with locally implemented CHW models during the pandemic. Through a community-based participatory research process, this study involves an abductive qualitative approach to data collection and analysis. We integrate community member expertise alongside CHW and health equity frameworks in designing the research questions and data collection process. Additionally, we use an analytic approach that combines inductive (drawn from qualitative data) and deductive codes (drawn from theoretical frameworks and practice-based evidence integrated through a participatory research process) and nimbly leverages flexible coding to address inductive themes and practice-based questions. Our collaborative process offers concrete strategies to develop qualitative research protocols with community partners, with evidence used to inform policy, programmatic, and relational changes to support and amplify CHW models to promote community health and health equity. [ABSTRACT FROM AUTHOR]

This paper presents a practice-based enquiry exploring how photovoice methods can be adapted to visualise caring behaviours in multi-sited contexts, within an environment and peace education context. Photovoice methods typically have an exclusively single-sited focus that can neglect opportunities for empathy and cross-cultural engagement that arise when considering multiple sites. This research explores these opportunities through broadening and integrating multi-sited dimensions into photovoice processes. Two novel multi-sited photovoice methods are adapted – photo-action interviews, and photo-letter exchanges, with participating youth in urban sites across Bangladesh, Australia and China. The visualisations of caring actions depicted in the resulting photo-stories are then analysed, affirming these methods’ efficacy and inviting expanded considerations of agency and subjectivity as represented through the images. I employ an analytical approach encompassing both qualitative content and relational analysis across the interview and exchange methods to affirm the importance of materiality, relationality and empathy to participation and visualisation of environmental caring behaviour. These explorations of novel photovoice methods in multi-sited contexts confirm the importance of bringing global perspectives to local photovoice practices, contributing to participatory visual research in environmental and peace educational contexts. [ABSTRACT FROM AUTHOR]

In this paper, we highlight the centrality of process in Indigenist community-based participatory research in music education to offer new methodological insights, using a recent investigation that employed conference as research method as a case study. From our perspective as university researchers who are non-Indigenous or Indigenous but not to the land now known as Canada, we describe in detail the process of co-creating a conference grounded in local First Nations Protocols as a research method for our most recent study with Indigenous partners, also showing how the process is related to ceremony. This knowledge creation and sharing conference involved more than 200 Knowledge Keepers, School District Indigenous leaders, and music educators in British Columbia endeavouring to effectively embed Indigenous knowledge in K-12 music classes. We highlight ways we found to be relationally accountable, including providing adequate time to arrive at consensus in all decisions; developing and maintaining trust throughout pandemic lockdowns and restrictions; and locating additional sources of funding to facilitate all Protocols, which led Indigenous participants to report feeling that the conference was a culturally safe place and non-Indigenous participants to report that they found it to be a culturally immersive experience. We became more aware that the very process of discussion and decision making that took place at the many committee and subcommittee meetings leading up to the conference was part and parcel of the ceremonial aspect of this research. Indigenous participants deemed the outcomes and effects of the research/conference credible and trustworthy because they emerged from a planning process that was culturally informed and that had been deemed ethical, legitimate, and appropriate by all planning parties through consensus. [ABSTRACT FROM AUTHOR]

Background: Tailored sexuality education for adolescents with intellectual and developmental disabilities is a crucial, yet unmet, need as this population is particularly at risk for sexual abuse and victimisation. However, there are no evidence‐based interventions to specifically address this need. This paper presents the development of an intervention framework to address equity in sexuality education and support adolescents with intellectual and developmental disabilities to understand and provide sexual consent, a foundational aspect of sexuality education and sexual health. Methods: The Sexual Health Equity Project team used a Community‐Based Participatory Research approach to develop a four‐module sexual consent intervention for adolescents with intellectual and developmental disabilities. We leveraged a diverse, interdisciplinary team in a suburban Midwestern school district, and used Backward Design to create objectives and assessments which were rooted in findings from qualitative data by special education teachers. Results: The resulting sexual consent intervention, Ask Me First—Choices, is comprised of four modules covering topics including definition of sexual consent; decision‐making strategies and practice; communicating consent and refusal, identifying situations of consent and non‐consent; and legal issues surrounding consent. Each module is divided into five components for content delivery: (1) introduction, (2) lecture, (3) supplemental activity, (4) assessment, and (5) conclusion. We detail the intervention's unique aspects, emphasising areas where we used Universal Design for Learning principles to support teachers' instruction and students' learning. Conclusion: Our efforts to create a sexual consent intervention directly address sexuality education equity issues. We offer commentary on our design process and decisions, as well as recommendations for future groups who want to develop sexual health interventions in similar contexts for students with intellectual and developmental disabilities. Next steps include further testing and validation of the sexual consent intervention to build the evidence‐base of sexuality education for adolescents with intellectual and developmental disabilities. [ABSTRACT FROM AUTHOR]

With the rapidly emerging development of technology-mediated tourism experiences and place-based digital services for visitors, there is a lack of awareness regarding the spatial implications of technological implementations. Based on a participatory action research method applied in this study on five research-based destination development projects in Sweden, we propose a spatially sensible approach when developing enhanced experiences for visitors through digital technology. This paper is motivated by the emerging criticism of how media technology is shaping and reshaping spaces. Drawing on the theoretical underpinnings of the growing field of geomedia studies, we propose "geomedia sensibility" as a way to offer a sensible approach in the co-creation of digital experiences at destinations. [ABSTRACT FROM AUTHOR]

Purpose: Co-creation of a citizen-science research initiative with a collaborative team of community members and university-based scientists to address regional disparities in maternal and fetal health outcomes for Black birthing people. Description: Citizen scientist-led projects, where community members actively contribute to each discovery step, from setting a research agenda to collecting data and disseminating results, can extend community participatory research initiatives and help reconceptualize traditional research processes. The Pregnancy Collaborative is a citizen-science research initiative and one of nine scientific committees of The Pittsburgh Study—a longitudinal, community-partnered study designed to bring together collaborators to improve child thriving. Assessment: Ten community members and five university-based scientists participated during all phases of developing a citizen-scientist collaboration over an initial two-and-a-half-year period. Phases include forming the Pregnancy Collaborative and group research ethics training; co-creating a research agenda grounded in shared principles; and community-partnered data collection, analysis, and dissemination. These phases produced three key co-designed products: (1) a mission and vision statement of the Pregnancy Collaborative, (2) a Collaborative-endorsed research agenda, and (3) a citizen-scientist-executed research survey. Conclusion: Lessons learned from the formation of the Pregnancy Collaborative highlight the importance of equitable power distribution through bidirectional knowledge sharing and by centering intellectual effort, lived experience, and tools and resources of those affected by health inequities. Using a citizen science approach to co-designing and executing research helps us move maternal health inequity work from "research on" to "research with." Significance: Persistent disparities characterize maternal and child health outcomes in the United States. These disparities, mediated by poverty, racism, and place-based social and structural determinants of health, are the biggest threats to Black maternal health. Recently, community-engaged efforts to improve Black maternal health disparities have moved towards cross-sector approaches that center the lived experiences of Black birthing people. Despite these comprehensive approaches, community members rarely participate throughout the research lifecycle. Citizen science-led projects like those described in this paper are one way to acknowledge and commit to bidirectional community-partnered research and action. [ABSTRACT FROM AUTHOR]

This paper explores the lived experience of citizenship of working-class girls from a marginalised ex-mining town in northern England engaged as community researchers in participatory action research. The research aimed to better understand the relationships within their local community. Qualitative methods were used to examine the girls' experience of the research and its impact on their sense of community, which is discussed using the lens of 'lived citizenship' (Kallio et al. 2020). We conclude that children's experience of participatory research approaches can be understood as subjective or lived citizenship. This contributes to understanding how they perceived their acts of citizenship, particularly in relation to others in their community. Supporting the international literature on subjectivity in citizenship studies and the critical appreciation of intersectionality in in participatory research, this paper demonstrates how such involvement can lead to positive subjective outcomes in groups experiencing marginalisation, such as working-class girls. [ABSTRACT FROM AUTHOR]

Background: Peru is facing a double burden of malnutrition (DBM), characterized by the co-existence of undernutrition and overnutrition. Double-duty actions that concurrently target common drivers of undernutrition and overnutrition, while ensuring no unintended side effects, are recommended to effectively address the DBM. To understand these complex common mechanisms and design context-specific double-duty actions, there is a need for participatory systems approaches. This paper provides a case study of applying a community-based system dynamics approach to capture stakeholder perspectives of food system drivers of the DBM in two regions in Peru. Methods: We implemented a multi-stage community-based system dynamics approach, which included processes for research capacity building for systems approaches, and the designing, piloting, and implementation of stakeholder workshops. A total of 36 stakeholders, representing diverse perspectives, participated in five group model building workshops. Stakeholder views are presented in a causal loop diagram that showcases the feedback mechanisms between key food system drivers of overweight and stunting in Peru. Results: The causal loop diagram highlights that prioritization of undernutrition over overnutrition in the policymaking process, due to Peru's historically high levels of undernutrition, may undermine action against the DBM. It also describes potential mechanisms of unintended impacts of undernutrition policies on the DBM in Peru, including impacts related to within-family distribution and quality of food provided through food assistance programs, and unintended impacts due to regional dynamics. Conclusions: This paper highlights the importance of a participatory approach to understand local needs and priorities when recommending double-duty actions in Peru and shares practical methodological guidance on applying participatory systems approaches in public health. [ABSTRACT FROM AUTHOR]

Urban design and planning require collaborative processes that integrate diverse user perspectives. Tactical urbanism involves small, temporary interventions in public spaces to meet daily needs through the collaboration of various stakeholders. This paper aims to foster tactical urbanism in vacant lots, emphasising the significance of incorporating diverse perspectives. The study, based on participatory action research, discusses the individual viewpoints of young city planner candidates assuming diverse roles across three themes: belonging, aesthetics, and usefulness, and to evaluate the results of two-method exercises applied in the Karşıyaka case study in İzmir. Participants, consisting of students from various universities in Türkiye, expressed their individual opinions and collective viewpoints through the techniques of photovoice and six thinking hats, respectively. Comparing two methods for evaluating vacant lots within three themes of tactical urbanism demonstrated that the photovoice technique enabled students to search for meanings of spaces and express their thoughts through photos. Meanwhile, the six thinking hats technique facilitated empathy towards diverse perspectives. The findings underscore the essentiality of adopting a holistic approach to urban design that encompasses aesthetics, functionality, and inclusivity, integrating diverse opinions. Young planner candidates in this study acknowledged the importance of collaboration and diverse perspectives in urban design and planning. [ABSTRACT FROM AUTHOR]

This introduction to the special issue on 'Arts-based approaches, migration and violence: intersectional and creative perspectives' highlights the complexities and paradoxes in relation to existing debates in the field. Drawing on the emerging body of rich work that has recognised the importance of arts-based approaches within research on migration and violence, the introduction provides a critical assessment of the nature of the connections between the two in methodological, empirical and conceptual ways. It explores these intersections across multiple geographical scales, temporalities and imaginations through innovative creative research. In contributing to these debates, the introduction and the papers included in this special issue examine the potential for new insights, understanding and transformations to emerge through engaging with visual, performative, visceral, embodied and collaborative arts-based research. Yet, it also addresses some epistemological and ethical concerns including tensions around participation, positionality, co-production and the decolonisation of research. The introduction also aims to move beyond evaluating the benefits and drawbacks of arts-based approaches and provides a conceptual frame delineated as 'migration-violence creative pathways' that emphasise feminist and embodied perspectives. The frame does not prescribe how to engage with the creative arts, but rather encapsulates the variety of ways to do so. Finally, we set out an agenda for future creative research on migration-violence connections that highlights some practical, epistemological and conceptual suggestions for critically and productively engaging with arts-based approaches. [ABSTRACT FROM AUTHOR]

Globally, Indigenous children have historical and contemporary connections with government child protection services that have caused significant harm to their long-term health and wellbeing. Innovative, culturally secure and recovery focussed service provision is required. This paper describes a research protocol that has been designed by Indigenous researchers led by Indigenous Elders, to explore culturally secure care planning and service delivery in out-of-home care agencies in Australia. Using participatory action research methods, we will collect data using a variety of forums, including focus groups and semi-structured interviews. These data will explore the challenges for out-of-home care agencies in providing culturally secure care-planning, cultural activity and resources, and explore solutions to address factors that influence health and can assist to redress social inequities for Indigenous children. We aim to recruit approximately 100 participants for the qualitative study and 40 participants for the quantitative survey. Study participants will initially be recruited using purposive sampling, and as the study progresses will be recruited using a mixture of purposive and convenience sampling techniques. The rich data that this study is expected to yield, will inform ways to collect cultural information about Indigenous children and ways to provide cultural connections and activities that will have benefit to Indigenous children and families, and a broad range of social services. [ABSTRACT FROM AUTHOR]

The paper addresses the current lack of emerging technology education in both research and practice and the urgent need for preparing future generations for a digital future. Based on a two-year participatory design process with Danish researchers and pioneer teachers, the article presents outcomes on the collaborative development of interdisciplinary teaching and learning practices for K-12 education, and the professional development that the process spurred within the teachers' community. The findings indicate that the participatory process became a catalyst for the development of meaningful teaching activities, a community of practice, and the shaping of a common future educational agenda. Furthermore, the results showed how the approach supported teachers' transformation from active co-designers into change agents for future emerging technology education. Based on an exemplary case, the article demonstrates how participatory design with teachers can support the development of new sustainable practices and communities for emerging technology in education. [ABSTRACT FROM AUTHOR]

Sport mega-events (SMEs) remake cities as global brandscapes of leisured consumption; reliant in part upon securitization designed to create an atmosphere free from disturbance and render invisible those "abject" populations who might puncture the tourist bubble that surrounds stadia and fan-zones. Yet, such "shiny" cityspaces are not devoid of complexity, contestation, and compunction. In this paper, we draw on extensive ethnographic- and community-based participatory research in Rio de Janeiro, Brazil (prior to, during, and after two SMEs) collected in collaboration with sex workers, working in areas of SME intervention. Our focus is on the contingent nature of securitization amidst the contested terrains and trajectories of SME urbanism. Our analysis resonates with observations from other host cities, challenging dominant myths that the sport mega-event creates impermeable securitized cityscapes by revealing the fluid topography of formality and informality, contestation and negotiation, and oppression and power. [ABSTRACT FROM AUTHOR]

This paper engages recent writing on urban trauma, exploring its connection with the gendered forms of activism that displaced women practise as they seek to rebuild more emancipatory urban futures. Their activisms are situated in the context of multiple, ongoing and intersecting forms of violence from intimates, armed groups and the state, including institutional neglect (in and of the city) that is racialised and gendered. We draw on participatory action research undertaken with women in the Colombian cities of Bogotá and Medellín. Using creative audio-visual methods over several months, women co-researchers produced a documentary in which they chart the ways that they claim spaces of the city inside and outside their homes. We draw particular attention here to the temporal dimension of urban trauma as it intersects with migrant women's spatial biographies; this has consequences for their activisms which also transcend the sites and scales of public and private spheres, national and global crises and individual and community responses. We argue that it is the gradually accruing and multiplying character of violence and trauma which in turn necessitates the gradual and multiscalar development of these activisms. The women used ecological metaphors of rooting and growth to explain how, through these activisms and directly informed by past traumatic events, they 'come back to life'. Together, they build solidarity networks and alliances, and imagine and practise alternative feminist urban futures and modes of recovery in their new urban homes. [ABSTRACT FROM AUTHOR]

A key aspect of engaging in a large participatory action research (PAR) project is ensuring that novice participant-researchers have a general understanding of the PAR methodology. Lead researchers experienced in action research cannot expect novice participant-researchers to engage fully with the literature on PAR, but rather need a simple way to ensure their collaborative partners understand the research process they have committed to. This paper presents 'The 7Cs of Participatory Action Research' framework, a clear model that both novice action researchers and participant-researchers could use as a starting point for identifying key action research experts and identifying their own unique PAR approach relevant to their context. The framework provides a brief overview of the literature related to each concept and poses a series of questions that can inform the planning phase of the research so that participant-researchers can visualise putting PAR methodology into practice. [ABSTRACT FROM AUTHOR]

Nutrition education at school can contribute to developing healthy nutritional behaviours in schoolchildren. This paper critically reflects on how participatory action research (PAR) empowered university researchers and a school community to co-develop a school-based nutrition education programme (SBNEP) that promotes healthy nutritional behaviours in basic-level schoolchildren (Grades 1–8). This study followed PAR as the methodological approach, where university researchers collaborated with the school stakeholders, also called 'co-researchers', to co-develop a SBNEP. This study was conducted in a public school located in the Chitwan district of Nepal from June 2018 to August 2022. The study involved basic-level schoolteachers, fourth to eighth-grade students and their parents/guardians, school leaders, and the PAR committee members as the co-researchers. The study used in-depth interviews, focus groups, participant observation, informal talks, and bridging-the-gap workshop methods. The interpretive phenomenological method was used to explain the meaning of the data. The findings of the study reflect that exploring the needs for good nutritional behaviours, prioritising them, and co-designing the SBNEP utilising the PAR methodology is a time-consuming project since it demands prolonged fieldwork, self-motivation, commitment, action with critical reflection (praxis), dialogic relation, and negotiation skills from both researchers and co-researchers. The study recommends that basic-level schoolteachers and researchers consider applying SBNEP using a participatory framework for transformational change in students' nutritional behaviours. [ABSTRACT FROM AUTHOR]

This paper reports on a two-year project focusing on health communicators working with refugees in Sweden. By employing participatory action research and the theory of practice architectures, the study examines a health information practice for newly arrived refugees and highlights its potentials and constraints. The joint meetings that occurred between the participating researcher and the health communicators during the project were the primary source for collaboration, development, and data collection. The findings show that perceptions of limitations due to existing power structures initially hindered the group from experimenting with new activities for the groups of refugees. However, as the communicators gained experience, the conversations in the joint meeting practice changed, which facilitated the action research process. By challenging common working methods, which were initially perceived as causes for concern, the communicators recognised that the concretisation of the health information they wanted to convey could also function as a useful pedagogical tool. The analysis shows that, despite constraints during the working process, the participatory action research practice created a democratic work process which empowered all participants. Collective talks in the communicative space nurtured an architecture that generated new ideas and made it possible to leave the classroom-based teaching situation for new ways of learning about health and physical activity. The findings also show that participatory action research made the communicators aware of their capacity to implement change by offering various movement-based activities that benefited the participating refugees and increased their agency and empowerment. [ABSTRACT FROM AUTHOR]

This paper provides a Latin American perspective on ESD, with a focus on transformative and participatory learning in community contexts. With a long history of critical pedagogies, Latin America provides a fertile ground for exploring alternative forms of education as a means to address deep-rooted challenges in western traditional strands of education. We start by providing an overview of pertinent educational currents present in Latin America, then ground these perspectives in two case studies carried out by the authors – one from Colombia, the other from Brazil – which explore grassroots initiatives in community settings that utilise different forms of education and learning. We then propose an integrative model to foster alternative educational approaches that might lead to decolonial and regenerative praxis, finishing with a discussion on how Latin American-rooted regenerative decolonisation perspective and praxis can inform global ESD discourses. [ABSTRACT FROM AUTHOR]

Mental health conditions tend to go unrecognised and untreated in adolescence, and therefore it is crucial to improve the health and social outcomes for these individuals through age and culturally appropriate interventions. This paper aims firstly to describe the development and implementation of the HYPE project platform (a research and resource platform co-designed and co-produced with young people). The second aim is to describe the characteristics of participants who engaged with the platform and an embedded pilot online survey. Participatory action research approach was used to address objectives of the HYPE project. Data were analysed to: (1) help improve access to health and social services, (2) guide provision of information of online resources and (3) deliver complementary community-based events/activities to promote mental health and to ultimately prevent mental health issues. Pilot and main phases of the HYPE project demonstrated the capacity and feasibility for such a platform to reach local, national, and international populations. Analyses demonstrated that the platform was particularly relevant for young females with pre-existing health difficulties. Some of the barriers to involving young people in research and help-seeking are discussed. [ABSTRACT FROM AUTHOR]

Background: Hepatitis B is endemic amongst the Australian Aboriginal population in the Northern Territory. A participatory action research project identified the lack of culturally appropriate education tools and led to the development of the "Hep B Story" app in the Aboriginal language Yolŋu Matha. This paper describes a formal evaluation of the app's first version, which informed improvements and translation into a further ten Aboriginal languages. Methods: The evaluation employed Participatory Action Research (PAR) principles to work within Indigenous research methodologies and prioritise Indigenous knowledge to improve the app iteratively. Semi-structured interviews and focus groups were conducted across the Northern Territory with 11 different language groups. Local Community Based Researchers and Aboriginal Research team members coordinated sessions. The recorded, translated conversations were transcribed verbatim and thematically analysed using an inductive and deductive approach. Results: Between November 2018 and September 2020, 94 individuals from 11 language groups participated in 25 semi-structured interviews and 10 focus groups. All participants identified as Aboriginal. Most participants felt the app would be culturally appropriate for Aboriginal communities in the Northern Territory and improve knowledge surrounding hepatitis B. The information gathered from these interviews allowed for identifying five main themes: support for app, relationships, concept versus language, shame, and perceptions of images, along with errors that required modification. Conclusions: A "real-life" evaluation of the app was comprehensively completed using a PAR approach blended with Indigenous research methods. This evaluation allowed us to develop an updated and enhanced version of the app before creating the additional ten language versions. An iterative approach alongside strong community engagement was pivotal in ensuring the app's cultural safety and appropriateness. We recommend avoiding the use of knowledge-based evaluations in an Aboriginal setting to ensure relevant and culturally appropriate feedback is obtained. [ABSTRACT FROM AUTHOR]

Although critical participatory action research (CPAR) has been cited as a means to cultivate more equitable systems in education, its promise has not been fully realized as a mechanism to enhance the experiences of minoritized cultural groups in U.S. higher education. As outsiders within academia who are multiplicatively marginalized, Black women's engagement in CPAR demonstrates unique potential to address this gap. In this paper, I introduce an agentic diversity, equity, inclusion, and belonging strategy embedded in a critical action research methodology known as a participatory action research counterspace (PARC). After situating the proposed methodology in existing literature, I describe a PARC study involving a group of Black women students, faculty, staff, and administrators at a predominantly white institution (PWI), as well as the defining contours of the methodology. A discussion outlining the benefits of the PARC methodology for Black women enrolled and employed in higher education is also included. [ABSTRACT FROM AUTHOR]

Background: The assessment of primary care organizations is considered to be essential for improving care. However, the assessments' acceptability to professionals poses a challenge. Developing assessment programmes in collaboration with the end-users is a strategy that is widely encouraged to make interventions better targeted. By doing so, it can help to prevent resistance and encourage adherence to the assessment. This process, however, is rarely reported. This paper aims to fill this gap by describing the process of the co-production of an assessment programme for community health centres (CHCs) affiliated to the Federation of Community Health Centres (FCHC) in French-speaking Belgium. Methods: We conducted a documentary study on the co-production of the assessment programme before carrying out semi-structured interviews with the stakeholders involved in its development. Results: CHCs in French-speaking Belgium are increasing in number and are becoming more diverse. For the FCHC, this growth and diversification pose challenges for the meaning of CHC (an identity challenge) and what beneficiaries can expect in terms of the quality of organizations declaring themselves CHC (a quality challenge). Faced with this double challenge, the FCHC decided to develop an assessment programme, initially called Label, using participatory action research. During the co-production process, this initial programme version was abandoned in favour of a new name "DEQuaP". This new name embodies new objectives and new design regarding the assessment programme. When studying the co-production process, we attributed these changes to two controversies. The first concerns how much and which type of variety is desired among CHCs part of the FCHC. The second concerns the organization of the FCHC in its capacity as a federation. It shed light on tensions between two professional segments that, in this paper, we called "political professionalism" and "pragmatic professionalism". Conclusions: These controversies show the importance of underlying challenges behind the development of an assessment programme for CHCs. This provided information about the evolution of the identity of multidisciplinary organizations in primary care. Issues raised in the development of this assessment programme also show the importance of considering assessment methods that reflect and embody the current realities of these organizations and the way of developing these assessment methods. [ABSTRACT FROM AUTHOR]

The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change. [ABSTRACT FROM AUTHOR]

This paper reports an asset-based participatory research study with 18 pre-service teachers and 85 refugee multilingual learners in an after-school program housed in an urban public elementary school. The research illuminates how the refugee multilingual learners (RMLs)' backgrounds, assets, and challenges can be understood and transformed to maximize their learning opportunities. The findings provide a renewed perspective on RML students and alternative pedagogical approaches with the hope of improving their learning experiences and outcomes. The findings also call for continuous teachers' professional training concerning RMLs' diverse backgrounds, knowledge, and experiences. This paper concludes with a promising concept, cultural humility, in urban education research. [ABSTRACT FROM AUTHOR]

Introduction: Currently, the specialized literature agreed on the need to democratize knowledge in techno-cognitive decision-making. In particular, some participation mechanisms are questionated because are considered mere exercises used to legitimize preexisting decisions. This accounts for the need to outline new tools to analyze the participatory dynamics in the generation of projects and technologies for local development. Objective: This paper aims to propose an analytical framework to map participatory dynamics, applied to the analysis of local development projects promoted by research institutions through the design and apply of a specific typology. Methodology: This qualitative research is based on two case studies, which involved indepth interviews with relevant actors, documentary analysis and fieldwork in key participatory action research. To carry out the analysis, we use a theoretical-methodological approach based on the sociology of constructivist technology, which proposes to inquire the way in which society and technology are co-constructed. Results: The analysis of two case studies alowed to identify two different trajectories of social participation. The first case initiate with aa broad participation experience, but derived a form of expert control. The second case began with expert control, but participation broadened and intensified throughout the process. Conclusions: Finally, the paper propose some reflections on how participatory dynamics work in the promotion of interactive learning processes and capacity building in technoscientific projects for local development. [ABSTRACT FROM AUTHOR]

This paper is a methodological reflection on a community-based participatory research (CBPR) project that used the photovoice method to unravel the educational experiences of disabled college students in China's higher education institutions. Although CBPR endeavors to nurture equitable community engagement in research processes, there are practical challenges to address the full participation of people with divergent disabilities and access needs. Drawing upon the critical disability studies literature, and particularly upon the activist scholarship of disability justice that revolves around interdependency, collective access, and cross-disability solidarity, we provide an open discussion on the complexities, tensions, and challenges of envisioning and creating access for participants with different disabilities in a visuality-centered CBPR. Our findings suggest that access creation in CBPR should go beyond the checklist style of accommodation and instead be approached as relational, dynamic, and iterative processes that require ongoing reflection, (re)learning, and negotiation among researchers and participants. We implemented nonvisual photography to adapt to the visuality-centered bias in the photovoice method. Nonvisual photography empowered participants with visual disabilities to evoke multiple sensorialities in their photo-taking, displaying, and interpretation. Moreover, the participants without visual disabilities also learned and practiced collective access and interdependency through co-transforming the CBPR into an accessible space for all. The heterogeneity among participants with divergent disabilities and access needs challenged CBPR's envisioning of a unified community with recognized commonalities. The inclusion of participants across disability groups created an opportunity for all participants to draw meaning from the ableist social and political circumstances that forged them as a community and to develop a sense of belonging and bonding in and through CBPR. In that light, disability justice and access should be reimagined and incorporated into CBPR. [ABSTRACT FROM AUTHOR]

This paper presents the provocation that 'unmediatised liveness', or experiences not filtered through digital technology, is vital to performances that promote recovery, resistance, and survival among young people in response to the climate crisis. Our provocation draws from interviews conducted with youth theatre and performance practitioners in Australia whose work addresses the climate crisis holistically across disaster preparedness, first response, disaster recovery, and climate activism. We argue that while mediatised interactions remain a critical element of contemporary youth culture and performance, unmediatised co-presence, artistic collaboration, community action, and activism are crucial in the high-stakes context of Australia's climate crisis. [ABSTRACT FROM AUTHOR]

Background: Much evidence-based physical activity (PA) interventions have been tested and implemented in urban contexts. However, studies that adapt, implement, and evaluate the effectiveness of these interventions in micropolitan rural contexts are needed. The study aimed to evaluate the effectiveness of the Active Ottumwa intervention to promote PA in a micropolitan community. Methods: Between 2013 – 2019, we implemented Active Ottumwa in a micropolitan setting, and subsequently implemented and evaluated its effectiveness using a Hybrid Type I design. In this paper, we describe the intervention's effectiveness in promoting PA. We collected PA data over 24 months from a cohort of community residents using accelerometers and PA data from two cross-sectional community surveys administered in 2013 and 2018, using the Global Physical Activity Questionnaire. Results: From the cohort, we found significant change in PA over 24 months (P = 0.03) corresponding to a 45-min daily decrease in sedentary activity, a daily increase of 35-min in light PA and 9 min in moderate-to-vigorous PA. There was a statistically significant (P = 0.01) increasing trend at the population-level in the moderate-to-vigorous composition of 7 min between the two cross-sectional assessments (95% CI: 0.1%—1.34%). Conclusions: The study demonstrates that the adapted evidence-based PA interventions in a micropolitan context is effective. [ABSTRACT FROM AUTHOR]

The NIMH-funded Multilevel Community-Based Mental Health Intervention to Address Structural Inequities and Adverse Disparate Consequences of COVID-19 Pandemic on Latinx Immigrants and African Refugees study aims to advance the science of multilevel interventions to reduce the disparate, adverse mental health, behavioral, and socioeconomic consequences of the COVID-19 pandemic that are a result of complex interactions between underlying structural inequities and barriers to health care. The study tests three nested levels of intervention: 1) an efficacious 4-month advocacy and mutual learning model (Refugee and Immigrant Well-being Project, RIWP); 2) engagement with community-based organizations (CBOs); and 3) structural policy changes enacted in response to the pandemic. This community-based participatory research (CBPR) study builds on long-standing collaboration with five CBOs. By including 240 Latinx immigrants and 60 African refugees recruited from CBO partners who are randomly assigned to treatment-as-usual CBO involvement or the RIWP intervention and a comparison group comprised of a random sample of 300 Latinx immigrants, this mixed methods longitudinal waitlist control group design study with seven time points over 36 months tests the effectiveness of the RIWP intervention and engagement with CBOs to reduce psychological distress, daily stressors, and economic precarity and increase protective factors (social support, access to resources, English proficiency, cultural connectedness). The study also tests the ability of the RIWP intervention and engagement with CBOs to increase access to the direct benefits of structural interventions. This paper reports on the theoretical basis, design, qualitative and quantitative analysis plan, and power for the study. [ABSTRACT FROM AUTHOR]