Search

Community-driven conservation is gaining substantial recognition as the effects of the climate crisis become more evident and widespread. Participatory action research (PAR) stands out as a method for engaging community leaders and members in collaborative planning of biological corridors. Biological corridors are important conservation strategies that provide connective forests to support natural habitats, and ecosystems especially migratory species including birds, mammals, reptiles, and marine life. This paper, based on participatory action research conducted in 2018–19 with the Bellbird Biological Corridor (BBC) in Costa Rica examines how ecological and social relations inform conservation work. Based on community participatory practices and PAR with BBC communities, this case study brings into relief four dimensions of doing community-driven conservation work: 1) downshifting and aligning expectations and capacity, 2) attunement and relationship building, 3) accountability and transparency, 4) mapping eco-social relations based on emergent themes from PAR practices. This paper brings into relief how BBC communities confront climate and environmental threats and seek to build innovative sustainable practices to support ecological health in the region. [ABSTRACT FROM AUTHOR]

We evaluate botanical insecticides as a technological device for synthetic input substitution in peri-urban horticultural system transitions. For that purpose, a Participatory Action Research (PAR) framework was proposed, and garlic extracts (GE) performance was evaluated for pest and natural enemy regulation in lettuce crops in conventional and agroecological contexts. Through three PAR cycles under actual production conditions, we observed GE effectiveness on aphids, thrips, and natural enemies. Additionally, context-specific adaptations were noticed: for conventional systems; the extract is useful near harvest and serves as a trust-building tool while reducing synthetic insecticide dependence. Instead, for agroecological systems, garlic extract highlighted biodiversity's relevance for system redesign. [ABSTRACT FROM AUTHOR]

The ¿Dónde Vive la Ciencia en su Comunidad? (where does science live in your community?) photovoice project is a community-based participatory research project that investigates the presence and influence of science within local environments. In collaboration with researchers, science, technology, engineering, mathematics (STEM) educators, and community members from the Latine community in Corona, Queens, the project investigated where science is found in our communities. Community researchers used photography to document their surroundings and identified key themes related to the role of science through technology, community health, safety, and wellness. The photovoice method elevated social justice issues through critical dialog, creating opportunities for change through collective action. Among the critical issues discussed were urban planning, specifically the impacts of gentrification on the local community and the possibilities that greening offered as a site of agency, multigenerational learning, and resistance through ways of knowing. Community researchers examined the dual nature of STEM as both a tool of control and a means for justice, interrogating whose voices and experiences are prioritized in decision-making processes. Establishing shared green spaces emerged as an act of epistemic disobedience and resistance for sustaining community health and cultural identity. The project highlights how collaborative, community-led initiatives promote the reclamation of political power through collective action and disrupt colonizing forces, offering actionable recommendations for policy, research, and practice to guide justice-oriented change. [ABSTRACT FROM AUTHOR]

Child and adolescent participation for health promotion can be realized through participatory action research (PAR). However, there is a lack of understanding regarding the concrete steps needed to actualize empowerment within PAR. We propose a framework that outlines six elements that need to be considered when designing a PAR study that strives to actualize child and adolescent empowerment. These are 1) Safeguarding the necessary resources; 2) Having high quality adult facilitation; 3) Enabling sense-making activities and 4) Investing in capacity building. These four elements make up an environment that may nourish children and adolescents' social, emotional and cognitive development that may potentially lead to 5) Positive child and adolescent development and 6) Participatory competence. The proposed framework adopts a holistic approach by considering the lived reality of children and adolescents and their capabilities and characteristics. Future research is needed to assess the practical utility of the framework. [ABSTRACT FROM AUTHOR]

Sport- and physical activity-related participatory action research (PAR) often involves voluntary partnerships spanning institutions, organizations, and jurisdictions. Negotiating and maintaining multi-stakeholder and multi-jurisdictional research partnerships can be likened to a delicate balancing act fraught with potential challenges and strains impacting project outcomes (e.g., waning commitment, emerging external factors, new and/or revised stakeholder/organizational requirements, fidelity to the necessary care given when working with community partners and participants). This article presents PAR as a methodology in sport and physical activity that can potentially engage all research participants as coresearchers, sharing power equitably. Recognizing the need for continued attention and action in this area, we provide an overview of PAR in practice, identifying significant ideas and principles. Additionally, we outline Game Changers—a PAR project involving students with various disabilities, schools, PE teachers, coaches, national and community sport partners, and university researchers. Based on lessons learned from this multi-stakeholder and multi-jurisdictional research project, we interrogate the possibilities associated with engaging in PAR by exploring challenges and opportunities related to sport and physical activity-focused PAR. [ABSTRACT FROM AUTHOR]

Organic Agriculture and Agroecology are production systems considered relevant for building up sustainable food systems at an environmental, social and economic level. In recent years there has been a growing interest in considering which processes can contribute to upscaling these systems. At a global level Agroecological Local Agri-food Systems and Bio-districts are becoming beacons for that purpose. This paper presents a case study of an organic and agroecological group of producers in the Argentinian Pampa Region where we used the Participatory Action Research (PAR) approach in implementing three interconnected methodologies: (i) Sustainability assessment using the FAO Tool for Agroecology Performance Evaluation (TAPE), (ii) Participatory Value chain Development and (iii) Stakeholder Analysis. This was done to verify if the combination of methodologies can be useful to (i) evaluate the current situation of the group in terms of LAFS development and (ii) identify which possible activities would be required for upscaling organic and agroecological practices at a regional level with a neo-endogenous approach. We conclude that the participative assessment implemented was useful to identify the group stage in terms of LAFS development and also to identify the activation requirements for upscaling the system at the same time that the participatory process addressed and organized a set of procedures in the hands of the group for implementing that process. [ABSTRACT FROM AUTHOR]

School garden advocates often describe and justify school gardens for the ways that these spaces can improve content knowledge, physical health, and ecological stewardship of K-12 students. Rather than begin with these outcomes in mind, this study explores the meaning of a school garden through Participatory Action Research (PAR) within a low-income neighborhood in a small mid-western U.S. city. Participants included community partners and school staff who led the garden project. Using photovoice, mapping, and interviews, participants shared their perspectives and reflections on the garden. The findings revealed three overarching themes of community, empowerment, and justice, voiced by participants when describing the meaning and hopes they had for the garden. Such themes demonstrated the ways school garden practitioners experienced the depth of possibility in a garden project, far beyond the typical measures and outcomes used to assess school gardens. This research suggests that school garden projects hold meaning and transformative possibilities for schools that are critically important though may often be overlooked. When it comes to sustaining and justifying school garden programs, it is important that districts consider the latent experiences and values that these spaces may bring to students, staff, and communities. [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 article utilizes a dual-pronged aspirations-capabilities framework to highlight the experiences of international students that were "locked out" of China during the extent of the Covid-19 pandemic. This participatory action research (PAR) was conceived and supported through the collective efforts of an online student support group labelled "Students outside of China". Through the process of collective institutional redress, students volunteered to have their experiences with involuntary immobility documented and presented within a published manuscript. As such, this research utilizes data garnered from questionnaires and in-depth interviews to answer questions of how pandemic-borne involuntary immobility impacted the ISM aspirations/capabilities of China's "locked out" IHE student population, as well as how this influenced their subsequent perceptions of China and its system of education. [ABSTRACT FROM AUTHOR]

In this article I critically reflect and describe how a Sports for School Enrichment Development Project (SSEDP), initiated in a pre-service teacher’s classroom helped to create a safer and more supportive school environment, thus creating conducive conditions to quality teaching and learning. This project displays and discusses the potential of using a sports code within the school as an educational tool for creating awareness, improving knowledge and changing attitudes towards the challenges the learners face in life. This participatory action research (PAR) project highlight that higher education institutions should not only add to knowledge production, but also contribute to practical improvement in the community. In this PAR project, we introduced chess as a sport code into a township school on the Cape Flats. The research question addressed is: How does engagement by pre-service teachers enrich the lives of learners and bridge the gap between the university and the school? The data-collection techniques used were field notes, student assistant notes, interviews, questionnaires and transcribed recordings of the research team reflections. As the co-ordinator of the project, I played the role of a facilitator between the pre-service teachers and the township school. The findings indicated that this project was indeed transformative. By involving pre-service teachers as co-researchers, the vision was to place social justice issues high on the teaching agenda and to develop a pedagogy of hope (Freire, 1972) in schools. As a collective, the students and I became more aware of the day-to-day challenges that schools and communities face in the township areas in South Africa. [ABSTRACT FROM AUTHOR]

Community-Based Tourism (CBT) stands as a pivotal approach for sustainable tourism and poverty alleviation in marginalized Northern Vietnamese rural communities. In Hoa Binh province, a region rich in ethnic diversity engaged in CBT, a research gap exists concerning CBT governance. This study addresses this gap by exploring how CBT governance is organized in five villages of Mai Chau and Da Bac district, Hoa Binh province, by identifying relevant actors, institutions, and resources, and how it addresses the challenge of sustainable (tourism) development. To this end, a combination of semistructured interviews, focus groups, and observation were used. The results showed the complexity of CBT governance in Hoa Binh, and the many different manifestations of CBT in the different villages. The paper also analyzed factors that explain these differences, such as the historical or ethnic composition of the local community, biophysical conditions, community rules, and attributes of external factors. It also presents the complexity of the relationship between the development of CBT and sustainable development challenges. [ABSTRACT FROM AUTHOR]

AbstractParticipatory action research (PAR)—the inquiry procedure adopted by researchers who collaborate with communities experiencing injustices to identify workable and evidence-based solutions to existing problems—is not well-known in the area of CALL. Taking the social justice challenges existing in CALL, PAR methodology may be of relevance and importance to CALL researchers-educators committed to initiating change and cultivating social justice in and through CALL. Accordingly, this methodological paper sets out to bring PAR methodology closer to the CALL research community as a type of socially engaged research inquiry. It (re)introduces the notion of social justice in CALL and indicates a range of equity-related challenges and opportunities existing in the field, provides an overview of PAR methodological issues, its foundational principles, and the essential phases, and articulates the relevance of PAR for the CALL research community. The paper ends with an illustration of PAR using an advocacy project conducted by the present author for social justice in L2 education through CALL at her university. [ABSTRACT FROM AUTHOR]

We examine global participatory action research (PAR) that embodies five key elements of the Ignatian Pedagogy Paradigm (IPP): context, experience, reflection, action, and evaluation by analyzing narrative accounts from ten cohorts of Miller Center's Lewis Family Fellowship, a nine-month team-based PAR program at Santa Clara University. Student-teams work with social enterprises in the Global South to advance the common good. Contributions include the importance of integrating spiritual frameworks into PAR to meet the needs of young people in their search for meaning and purpose, and how inculcating the IPP in college may become a lifelong practice post-graduation. [ABSTRACT FROM AUTHOR]

This article explores the ethical and practical complexities of conducting participatory action research (PAR) as a doctoral student and shares findings from a doctoral study codeveloped with Muslim women living in Britain to promote social change. Through the development of a visual methods (Photovoice) project, 16 Muslim women collaborated to document new understandings of what Muslim womanhood, religious agency, and empowerment mean to them, within the broader context of gendered Islamophobia. The findings reveal the complexities of establishing an equal partnership, and negotiating power dynamics, trust, ownership, and group conflict in PAR, which problematises assumptions around community empowerment within participatory approaches. The article concludes with critical reflections captured during the project, which advances understandings of how diverse Muslim women respond to PAR within the British context. [ABSTRACT FROM AUTHOR]

Scholars and policymakers widely acknowledge the critical role of good governance in rural development and poverty reduction. Unfortunately, decades of good governance reforms have not reduced poverty in Nigeria. But what is good governance? The problem is that the working definition and popularized principles of good governance do not actually emanate from the poor. Moreover, there is a lack of contextualization of the concept of good governance within the Nigerian context. Rather, donors' institutional understanding is universalized through the imposition of a good governance agenda. This study aims to bridge this gap by examining the concept of good governance through the lens of rural communities in south-west Nigeria. Understanding good governance from the viewpoint of local citizens, who are the recipients of governance reforms, is vital for effective targeted reform. The study is based on the premise that communities possess a deep understanding of their own social circumstances and possess the capacity to express their unique insights. Employing Participatory Action Research (PAR) and qualitative methods like semi-structured interviews and focus group discussions, the research engaged a purposively selected sample from three rural communities in south-west Nigeria. The findings revealed that, for these communities, good governance primarily involves the government's ability to meet basic needs and provide welfare-enhancing infrastructure. Conversely, bad governance is characterized by declining welfare, economic hardship, and inadequate infrastructure. Interestingly, participants did not prioritize reforms like regular elections or anti-corruption measures as core attributes of good governance, although they did not oppose these aspects. This study underscores the need to incorporate the perspectives of local citizens in defining good governance, allowing for homegrown solutions that might offer quicker and cost-effective strategies for development. [ABSTRACT FROM AUTHOR]

This study, conducted in Trois-Rivières since 2020, focuses on participatory action research (PAR) and natural informal recreation areas (NIRA) in Quebec. NIRA characterized by spontaneous vegetation in urban areas, are popular recreational spots for their proximity and social/ecological benefits. The research involves both « engaged citizen » researchers and « citizen co-researchers » using a co-creation approach inspired by living labs. Data collection tools include literature reviews, online surveys, artistic co-creation workshops, citizen walks, and thematic workshops. The methodology aims to establish a new research niche on NIRA and integrate them into local communities. The conclusion highlights the methodical nature of the research, transparency in the positions of engaged researchers and citizens, while acknowledging challenges in transferring results to other territories.

In this article, I critically reflect and describe how our Chess Development Project (CDP), initiated by pre-service teachers at a university in South Africa, helped create a safer, non-violent, and more supportive school environment. This participatory action research (PAR) project highlights the idea that higher education institutions should not only add to knowledge production but also contribute to practical improvement in the community. In this project, we introduced one sports code, chess, in a township school to reduce violence. The research question addressed was: To what extent does learner engagement in the CDP by pre-service teachers reduce school violence and bridge the gap between the university and the school? We set out to explore and discuss the potential of using chess as an educational tool for creating awareness, improving knowledge, and changing attitudes towards the challenges the learners face in life. The data collection techniques used were field notes, student assistant notes, interviews, questionnaires, and transcribed recordings of our research team reflections. As the coordinator of the project, I played the role of facilitator between the pre-service teachers and the township school. The findings suggest that this project was transformative. As a collective, the students and I became more aware of the day-to-day challenges that schools and communities face in the township areas in South Africa. [ABSTRACT FROM AUTHOR]

Increasingly, researchers, practitioners and policymakers in the fields of criminal justice, criminology and associated professional practices are realising their responsibility to consider their roles in reinforcing, mediating or dismantling the persisting power differentials that remain between those 'delivering' criminal justice interventions and those receiving them. What might appear as a 'lofty' and abstract ideal is, however, neither novel nor unique. Research and practice traditions which draw on 'lived experiences' of criminal justice in the co-production of knowledge, including Convict Criminology, are increasingly finding their way into mainstream policy, practice and academic research. This paper draws from the North-South TOGETHER collaboration, which seeks to research and share with others on the island of Ireland transformative teaching and research practices in university-prison classrooms. Co-produced learning can dismantle the barriers between those affected by the criminal justice system and those who are not. We invite readers to consider how the methodological approach of participatory action research (PAR) can produce 'symmetrical reciprocity' in the relational field of research, while concurrently feeding into professional praxis, in our case as educators, but equally imaginable for those practising criminal justice in different capacities. We suggest that pedagogy emphasising relationship building, mutuality and conviviality, foundational elements of PAR, can produce more meaningful types of knowledge or 'evidence', transforming our individual praxis and reimagining design of the delivery of justice. [ABSTRACT FROM AUTHOR]

This article explores linguistic and cultural identities as they emerge in ethnographic data from plurilingual children with transnational and ethnic minority backgrounds in Catalonia, Spain. The particular sociolinguistic and multicultural context where these young people currently live, characterised by the coexistence of local, national and heritage languages with unequal social status, as well as their own trajectories and experiences of socialisation, implies that they often forge complex "in-between" linguistic and cultural identities and senses of belonging. To reflect on these complexities, we analyse multimodal data from transnational- and minority-background children as they participate in an autobiographical activity aimed at promoting linguistically and culturally inclusive pedagogical approaches and participatory action research (PAR). The analysis shows that children's identity constructions fluently intertwine elements from their "home" and "host" languages and cultures with features characteristic of child/youth popular cultures, and with adscriptions to diverse real and imagined communities. These hybrid articulations, which can be described as plurilingual and transcultural, foreground how identity is both an individual and a social process, transversed by different axes, including cultural and ethnic referents, linguistic repertoires, historic, family and personal trajectories, urban cultures and the influence of friends and peers, among others. The identification of these emergent traits in our data foregrounds both the particularities and commonalities of pupils' identity construction, which challenges and reshapes traditional understandings of identity. Finally, this work aims to illustrate how transnational children's complex senses of being and belonging can be recognised and supported through inclusive pedagogical proposals as the one described herein. [ABSTRACT FROM AUTHOR]

The program carried out to overcome food problems is CAMPA. The CAMPA program provides training on the processing of local food ingredients, namely suweg into several preparations such as noodles, meatballs, cookies, and cereals. The method used in this study is the Participatory Action Research (PAR) method, a method that involves the dominant role of the community in the concept of empowerment

Copyright of Archaeologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Primary care (PC) has a central role in promoting health and preventing diseases, even during health emergencies. The COVID-19 pandemic has shown how strengthening comprehensive primary healthcare (c-PHC) services is key to ensuring community health. The Italian government decided to support PHC by investing resources from the Next Generation EU (NextGenEu) plan in the development of local health districts (LHDs) and local PC centers called “Houses of Community (HoC)”. The Florence LHD (Tuscany)—in direct collaboration with the University of Florence—has represented the experimental context in which a c-PHC-inspired organizational model has been proposed and included the HoC as the nearest access point to PC services. Through multiprofessional collaboration practices, HoCs provide continuity of care as well as health and social integration. Different levels of action must coexist to initiate, implement, and sustain this new PC model: the organizational and managerial level, the experimentation of a new model of care, and the research level, which includes universities and LHD through participatory research and action approaches. This process benefits from health professionals' (HPs) participation and continuous assessment, the care for working relationships between HPs and services, an appropriate research methodology together with a “permeable” multidisciplinary research group, and educational programs. In this context, the HoC assumes the role of a permanent laboratory of experimentation in PC, supporting the effectiveness of care and answering what the Next Gen EU plan has been foreseeing for the rethinking of Italian territorial services.

The uneven distribution of superior human resources, which alienates some communities and contributes to the issue of business management literacy in SMEs, is one of the obstacles to community development. The purpose of this study is to evaluate the impact of community empowerment through literacy-based entrepreneurship management training. With a sample of 98 participants, this study use participatory action research (PAR). To select training participants, sampling method is purposive sampling with the criteria used: (1) Indonesian Manpower (TKI) who no longer work abroad; (2) Existing micro or small business owners; and (3) Trainees who have been mentored for at least one year. Methods of question and answer, observation, or questionnaires are used to obtain the data including focus group discussion (FGD), in-depth interviews, and strategies for exchanging stories, and pretest and post-test; behavioral analysis and participatory assessment analysis using percentages and likert scales; and data analysis of training success. This study is new because it explores specifically how to organize, execute, and value manufacturing innovation, inventive marketing, financial management, administrative control, financial reporting, teamwork, and business networking. It was determined that this training is helpful in increasing participants' awareness to fall into the very good category and increasing their knowledge and abilities. This finding is consistent with the notion of resource mobilization in support of human empowerment and human resource development theory, which argues that training is a process of improvement to deal with dynamic change. Government organizations can use this information to improve training programs to increase community engagement.

In July 2022, the authors had the opportunity to facilitate, observe and participate in a community colloquium of civic organisations based in the Northern Areas of Gqeberha (Port Elizabeth), South Africa. The main purpose of the colloquium was to bring together civic organisations to discuss the challenge of gang subcultures in the Northern Areas, and how to address it. This article is a reflection on the colloquium, and the insights gained. As well as being the first time that a colloquium of this nature had taken place in the Northern Areas, it was the result of the authors' ongoing research on gang subcultures in the community since 2013. Using participant observation, an engaged participatory action research (PAR) approach, and focus group discussions, the article provides some of the results that the colloquium contributed to the study. The results revealed that community-based strategies to address gangsterism would be more sustainable and effective in the long term. [ABSTRACT FROM AUTHOR]

The dataset presented in this paper consists of a network of interpersonal lending relations from a single village of a deprivated area of Hungary. The data are originated from quantitative surveys from May 2014 to June 2014. The data collection was embedded in a Participatory Action Research (PAR) which aimed to investigate the financial survival strategies of low-income households in a Hungarian village in a disadvantaged region. The directed graphs of lending and borrowing are a unique dataset that empirically captures a hidden and informal financial activity between households. The network contains 164 households and 281 credit connections among them.

The aim of this article is to present three selected ethical problems that I encountered when planning participatory action research with unaccompanied minors. 'Unaccompanied minors' are defined as those refugee children and adolescents who arrive in Poland on their own, without parents or other legal guardians. The ethical problems I encountered include: (1) the tension between 'full participation' and the possibility of withdrawal by research participants; (2) obtaining informed consent; (3) the risk of reproducing negative stereotypes through the use of research findings by external actors to promote resentment of minorities. The common denominator of all problems turned out to be the clash between the ideal model of participatory action research and the social reality of young people on the move - and the possibility that the former may fail in its interaction with the latter. [ABSTRACT FROM AUTHOR]

This study employed mixed methods with a participatory action research approach to explore factors currently undermining the conduction of research and to develop strategies to boost research productivity. A questionnaire was distributed to 64 staff members of the Department of Anesthesiology at a university-based hospital. Thirty-nine staff members (60.9%) gave informed consent and responses. Staff views were also collected through focus group discussions. The staff reported that limited research methodology skills, time management, and complex managerial processes were the limitations. Age, attitudes, and performance expectancy were significantly correlated with research productivity. A regression analysis demonstrated that age and performance expectancy significantly influenced research productivity. A Business Model Canvas (BMC) was implemented to gain insight into the goal of enhancing the conduct of research. Business Model Innovation (BMI) established a strategy to improve research productivity. The concept, comprising personal reinforcement (P), aiding systems (A), and a lifting-up of the value of research (L), the PAL concept, was considered key to enhancing the conduct of research, with the BMC providing details and integrating with the BMI. To upgrade the research performance, the involvement of management is imperative, and future action will involve the implementation of a BMI model to increase research productivity.

This article explores linguistic and cultural identities as they emerge in ethnographic data from plurilingual children with transnational and ethnic minority backgrounds in Catalonia, Spain. The particular sociolinguistic and multicultural context where these young people currently live, characterised by the coexistence of local, national and heritage languages with unequal social status, as well as their own trajectories and experiences of socialisation, implies that they often forge complex “in-between” linguistic and cultural identities and senses of belonging. To reflect on these complexities, we analyse multimodal data from transnational- and minority-background children as they participate in an autobiographical activity aimed at promoting linguistically and culturally inclusive pedagogical approaches and participatory action research (PAR). The analysis shows that children’s identity constructions fluently intertwine elements from their “home” and “host” languages and cultures with features characteristic of child/youth popular cultures, and with adscriptions to diverse real and imagined communities. These hybrid articulations, which can be described as plurilingual and transcultural, foreground how identity is both an individual and a social process, transversed by different axes, including cultural and ethnic referents, linguistic repertoires, historic, family and personal trajectories, urban cultures and the influence of friends and peers, among others. The identification of these emergent traits in our data foregrounds both the particularities and commonalities of pupils’ identity construction, which challenges and reshapes traditional understandings of identity. Finally, this work aims to illustrate how transnational children’s complex senses of being and belonging can be recognised and supported through inclusive pedagogical proposals as the one described herein.

Copyright of China Journal of Social Work is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Appropriate choice of research design is essential to rightly understand the research problem and derive optimal solutions. The Comorbidity Action in the North project sought to better meet the needs of local people affected by drug, alcohol and mental health comorbidity. The aim of the study focused on the needs of Aboriginal peoples and on developing a truly representative research process. A methodology evolved that best suited working with members of a marginalised Aboriginal community. This paper discusses the process of co-design of a Western methodology (participatory action research) in conjunction with the Indigenous methodologies Dadirri and Ganma. This co-design enabled an international PhD student to work respectfully with Aboriginal community members and Elders, health professionals and consumers, and non-Indigenous service providers in a drug and alcohol and mental health comorbidity project in Adelaide, South Australia. Methods The PhD student, Aboriginal Elder mentor, Aboriginal Working Party, and supervisors (the research team) sought to co-design a methodology and applied it to address the following challenges: the PhD student was an international student with no existing relationship with local Aboriginal community members; many Aboriginal people deeply distrust Western research due to past poor practices and a lack of implementation of findings into practice; Aboriginal people often remain unheard, unacknowledged and unrecognised in research projects; drug and alcohol and mental health comorbidity experiences are often distressing for Aboriginal community members and their families; attempts to access comorbidity care often result in limited or no access; and Aboriginal community members experience acts of racism and discrimination as health professionals and consumers of health and support services. The research team considered deeply how knowledge is shared, interpreted, owned and controlled, by whom and how, within research, co-morbidity care and community settings. The PhD student was supported to co-design a methodology that was equitable, democratic, liberating and life-enhancing, with real potential to develop feasible solutions. Results The resulting combined Participatory Action Research (PAR)-Dadirri-Ganma methodology sought to create a bridge across Western and Aboriginal knowledges, understanding and experiences. Foundation pillars of this bridge were mentoring of the PhD student by senior Elders, who explained and demonstrated the critical importance of Yarning (consulting) and Indigenous methodologies of Dadirri (deep listening) and Ganma (two-way knowledge sharing), and discussions among all involved about the principles of Western PAR. Conclusions Concepts within this paper are shared from the perspective of the PhD student with the permission and support of local Elders and Working Group members. The intention is to share what was learned for the benefit of other students, research projects and community members who are beginning a similar journey.

Feminist research on gender inequalities in academia has demonstrated the need for policies in universities and scientific institutions to be oriented towards institutional and cultural change in order to promote gender equality. It has also highlighted the role of women's representative groups and the strategies and lines of action that organizations for equality develop through equality plans. This article describes the training experience carried out with teaching staff of the UPV/EHU, as a result of the Educational Innovation project aimed at incorporating the gender perspective in university teaching. This action is included in the Training axis of the III Equality Plan of our university. The participating professors have expressed the great value and their willingness to implement the gender perspective in all those activities that are included in the teaching practice in a reflexive way to achieve more democratic educational spaces in higher education. [ABSTRACT FROM AUTHOR]

This work presents the results of a doctoral research undertaken between 2017 - 2021 in the native community Kolla Kondorwaira of Potrero de Castilla, located in the Salta Province, north-western Argentina. Through the use of Participatory Action-Research methodology (PAR) and Knowledge Dialogue we have been able to ascertain that this community has a way of inhabiting, signifying, and managing their territory which expresses the existence of other nature(s) or socio-natural relationships that are established outside of a logic of dominance and market exchange with regards to natural resources. It is through these relationships that the Kondorwaira community resists, persists, and outlines, through different forms of action and projects, new life horizons. These point towards the good management of their natural resources, and a future where justice and dignity are the common denominator both for the younger generations that will inherit this legacy, as well as for the rest of the people that make up the community. This experience allows us to argue that this cosmovision, and the presence and recognition of local knowledge makes a significant contribution towards the integrated management of territories, and that therefore, these must be considered when it comes to promote initiatives that aim at sustainable development. [ABSTRACT FROM AUTHOR]

Several models have been devised in Iceland in recent years to analyze emerging pedagogies in practice. In this article we present a model that was developed and tested in research on innovation and entrepreneurial education in 2011 and subsequently applied in two participatory action research (PAR) projects with teachers in Iceland both focusing on creativity. The model draws on sociological concepts from Basil Bernstein’s theories, such as “framing and classification” and “power and control” in school settings. Through multiple iterations, the model was converted into a practical analytical tool. The tool helps to reveal the range of elements that teachers can control or give students agency by applying different strengths of framing. When breaking down the elements we found that concepts such as freedom versus control can help to identify how these elements emerge and are applied in school practice and how they can support or hinder creativity. Working in the two PARs with subject teachers on four different school levels, we found out how the teachers used the tool to support their understanding of how to cultivate creativity in their students’ learning. We found that the tool is useful for teachers at any school level and in any subject to identify and understand which elements they control in teaching and learning processes and how they can support students’ creativity.

Participatory action research (PAR) advocates end-user involvement in various societal domains. This paper aims to identify and analyse impacts of PAR involving older persons as co-researchers, and how these impacts spread and are enhanced throughout the research process and after its completion. By impact we mean transformational change throughout and after a PAR study. We present a qualitative community-based research project involving older people who live in sparsely populated areas in the Netherlands, and explore three types of PAR impact: personal, interpersonal and community impacts. We demonstrate how these impacts unfold through expanding circles, from a personal to a community level, and how these circles enhance each other. The project was conducted by a PAR team consisting of one researcher and seven co-researchers. The data were collected from observations, interviews and minutes of meetings, which the team subsequently analysed. The results are presented as a narrative account, whereby four project stages are followed by reflection on the impact it made. The discussion addresses the circles of impact, and whether and how they can strengthen each other in community-based projects involving older people. The concluding remarks address the influence of group dynamics on PAR, whether frail older adults can be expected to take an active part in PAR projects and the extent to which the results from such community-based PAR projects can be generalised. [ABSTRACT FROM AUTHOR]

This paper aims to explore how the principles of participatory action research (PAR) articulate with questions of climate justice. Drawing on three qualitative case studies in Brazil, Fiji and Kenya, the paper explores university institutional capabilities, asking how the principles of mobilising PAR to support transformative outcomes can further climate justice. The paper argues that for participatory action research to become a pathway to build universities' capabilities, key considerations are needed. PAR needs to: (a) move beyond change in individual behaviour to respond to climate change and affect institutional norms, procedures and practices; (b) recognise and partner with marginalised groups whose voice and experiences are at the periphery of climate debate, enabling reciprocal flows of impact and knowledge between universities and wider societies; and (c) foster "relationships of equivalence" with actors within as well as outside university to influence university governance and wider climate-related policy-making processes. [ABSTRACT FROM AUTHOR]