Relevant bibliographies by topics / Movement-based participatory action research

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Movement-based participatory action research'

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Published: 19 December 2024

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Journal articles on the topic "Movement-based participatory action research"

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Langdon, Jonathan, Sheena Cameron, Natalie Krieger, and Alhassan Shani. "Moving with the Movements: Participatory Action Research in In/Action." Canadian Journal of Action Research 22, no. 1 (October 5, 2021): 87–104. http://dx.doi.org/10.33524/cjar.v22i1.538.

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Participation by its very nature is iterative, meaning Participatory Action Research (PAR) must be responsive to the way participation manifests and what actions emerge from this participation. In the article that follows, we share the complex and intertwined stories of PAR in action in two social movement contexts in Ghana, as well as the conditions that led to inaction in these two stories. This article builds on previous related work, where PAR was described as “moving with the movement” (Langdon & Larweh, 2015), and describes the complexities of trying to move with the movement as conditions and relationships change over time. By sharing challenges and achievements that have emerged from the movement and research, we illustrate how moving with the movement has resulted in rich and unanticipated learnings.
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Dabelko-Schoeny, H. "EMPLOYING COMMUNITY-BASED PARTICIPATORY ACTION RESEARCH METHODS TO AGE-FRIENDLY COMMUNITY MOVEMENT." Innovation in Aging 2, suppl_1 (November 1, 2018): 84–85. http://dx.doi.org/10.1093/geroni/igy023.321.

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Hensler, Loni, and Juliana Merçon. "Walking through Time and Territory: A Proposal for Participatory Action Research based on Movement." Journal für Entwicklungspolitik 36, no. 3 (2020): 44–69. http://dx.doi.org/10.20446/jep-2414-3197-36-3-44.

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Frisby, Wendy, Colleen J. Reid, Sydney Millar, and Larena Hoeber. "Putting “Participatory” into Participatory Forms of Action Research." Journal of Sport Management 19, no. 4 (October 2005): 367–86. http://dx.doi.org/10.1123/jsm.19.4.367.

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Although there has been a rise in calls for participatory forms of research, there is little literature on the challenges of involving research participants in all phases of the research process. Actively involving research participants requires new strategies, new researcher and research-participant roles, and consideration of a number of ethical dilemmas. We analyzed the strategies employed and challenges encountered based on our experiences conducting feminist participatory action research with a marginalized population and a variety of community partners over 3 years. Five phases of the research process were considered including developing the research questions, building trust, collecting data, analyzing data, and communicating the results for action. Our goals were to demonstrate the relevance of a participatory approach to sport management research, while at the same time acknowledging some of the realities of engaging in this type of research.
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Schneider, Barbara. "Participatory Action Research, Mental Health Service User Research, and the Hearing (our) Voices Projects." International Journal of Qualitative Methods 11, no. 2 (April 2012): 152–65. http://dx.doi.org/10.1177/160940691201100203.

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In this article I discuss participatory action research as a framework for enabling people diagnosed with mental health problems to carry out research and in doing so to promote health equity, citizenship, and social justice for people with a mental health diagnosis. The participatory approach to research aims to involve ordinary community members in generating practical knowledge about issues and problems of concern to them and through this promoting personal and social change. The article traces the development of participatory action research and describes its application in the mental health service user research movement. The Hearing (our) Voices projects, participatory research projects carried out in Calgary, Alberta by a group of people diagnosed with schizophrenia, are described to illustrate this approach to mental health research. Participation in research to promote health equity is about inclusion and about how marginalized people can claim full and equal citizenship as participants in and contributors to society.
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Gliessman, Steve. "Editorial: Community-based Participatory Action Research with Agroecology." Journal of Sustainable Agriculture 33, no. 8 (November 13, 2009): 799–800. http://dx.doi.org/10.1080/10440040903303363.

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Kunt, Zeynep. "Art-based methods for Participatory Action Research (PAR)." Interactions: Studies in Communication & Culture 11, no. 1 (April 1, 2020): 87–96. http://dx.doi.org/10.1386/iscc_00008_1.

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By reflecting on alternative forms of knowledge co-production through art-based methods, the article discusses the potential of Participatory Action Research (PAR) as a responsive research praxis. Art-based methods have widely been used in research engaging communities through giving access to the worlds of participants. At the intersections of disciplines, benefiting from a range of art forms from photography to theatre, this approach provides the space and tools for the exploration of multiple perspectives about shared problems or questions. In this respect, PAR is a significant methodology for communication studies with its alternative ways of knowledge production by positioning ‘dialogue’ and ‘participation’ at the centre.
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Toruan, Rialdo Rezeky Manogari L., Radja Erland Hamzah, and Muhammad Saifulloh. "IMPLEMENTATION OF DIGITAL LITERACY MOVEMENT FOR MSMEs ACTORS IN JAKARTA THROUGH PARTICIPATORY ACTION RESEARCH." Moestopo International Review on Social, Humanities, and Sciences 1, no. 2 (October 31, 2021): 118–29. http://dx.doi.org/10.32509/mirshus.v1i2.22.

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Digital literacy is an interesting study at this time in the midst of the development of Information and Communication Technology (ICT), especially for SMEs. Through socialization and digital literacy training, MSME actors can apply in their business so that they are skilled and can market their products as well as increase income and improve the economy. The purpose of this study is to identify the actions of MSME actors in Kuningan Barat, South Jakarta. The research approach is qualitative and the method used is Stephen Kemmis's Action Research (PRA), and the concept used is the digital literacy stage of Steve Wheeler. The results show that digital literacy can be implemented through socialization and training that is realized in a digital product. Through action participation, MSME actors can be digitally literate and use digital media well. In this case, MSME actors create a website product www.plazakuninganbarat.com as a medium for digital marketing.
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Brase, Monica, Victor Pacheco, and Marlene Berg. "Diffusing ICR's Youth Participatory Action Research Model." Practicing Anthropology 26, no. 2 (April 1, 2004): 15–19. http://dx.doi.org/10.17730/praa.26.2.04w1622q3886x474.

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Once intervention programs for youth have been developed and assessed, making them available by adapting and diffusing them into new settings is a significant research and development challenge. In this paper, we describe how core elements of the ICR Youth Participatory Action Research (PAR) model have been diffused throughout Connecticut by adapting the program to the populations and constraints of community-based organizations (CBOs), housing projects and school-based programs for middle and high school youth.
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Varkarolis, Orestis, and Daniel King. "Voicing researched activists with responsive action research." Qualitative Research in Organizations and Management: An International Journal 12, no. 4 (November 13, 2017): 315–34. http://dx.doi.org/10.1108/qrom-11-2016-1461.

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Purpose What it is like to experience being the subject of the research process when you are an actor within a new social movement organization? And what lessons can be learned for researchers engaging with members of New Social Movements? Debates on engagement and the relationship between the researcher and the researched so far have taken the perspective solely of the researcher. Based on insights gained by full participation in a horizontal worker cooperative, the purpose of this paper is to contribute to the facilitation of more fruitful, mutually engaging research relations between organizational theory scholars and members of New Social Movement organizations by voicing the researched in this debate. Design/methodology/approach After providing some accounts from the researched point of view, the paper focuses on crafting an appropriate research process based on participatory action research (PAR) ethos and experience. Findings Since the research findings suggest that PAR combines elements that both trouble and inspire research participants, namely, workload/availability and relevancy/contribution in practice, the authors introduce and provide a case study of responsive action research that emphasizes adaptation and responsiveness in the research process instead of shared governance. Originality/value The originality of this paper lies in voicing the research participants with the aim to aid both scholars and social movements adopt appropriate research designs for the mutual benefit of both theory/action and researchers/researched (even when researchers are already active in the field).
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Dissertations / Theses on the topic "Movement-based participatory action research"

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Sarwer-Foner, Brian. "Strategies of Canadian environmental non-governmental organizations for protecting biodiversity : a participatory action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ44272.pdf.

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Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.

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Thesis advisor: M. Brinton Lykes
Every day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Dashora, Pushpanjali. "Empowering Homeless Youth: An Evaluation of a Participatory Action Research Based Program." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267458035.

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Távara, Vásquez María Gabriela. "“Reclaiming Our Hands”: Feminist Participatory Action Research With Andean Women of Peru." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108124.

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Thesis advisor: M. Brinton Lykes
During the last two decades of the 20th century the Peruvian internal armed conflict affected thousands of Quechua-speaking campesinos [peasants], including those in the community of Huancasancos. The pre-existing socioeconomic conditions strongly informed the conflict’s origins and help us to understand how its legacies have unfolded. This feminist participatory action research (PAR) dissertation was conducted with Andean women knitters from Huancasancos. Through this process the participants and I explored how organizing through a women’s knitting association could be one way to identify and face challenges in their community, including the social and emotional legacies of the armed conflict as well as ongoing structural gender and racial violence. Through participatory workshops we collectively analyzed topics related to the research focus, and the knowledge that we co-constructed was the primary dissertation data. These collective reflections were subsequently analyzed using a constructivist grounded theory approach (Charmaz, 2014) and were complemented by 16 individual interviews and field notes. The major findings of this dissertation reflect the urgency that Andean women feel about confronting material poverty. Also prevalent were Andean women’s experiences of gender racialized violence, experiences that limit their capacity to face their material poverty and improve their living conditions. Finally, these findings also confirm that the concept of “organizing-as-women” has been introduced into rural Andean towns by outsiders. As ideas from outside of the community, they typically fail to incorporate ways of organizing that already exist in these communities. Similarly, transitional justice and its mechanisms are experienced as having been introduced from outside the community and as disconnected from Andean people’s lived experiences of the armed conflict and its wake. The findings of this study yield important implications for professionals interested in working in transitional justice settings, particularly those working in cultural contexts different from one’s own. The study has additional implications for those who work with Andean and other indigenous women who have experienced the violence of armed conflict and continue to experience ongoing gender and racial marginalization
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Lam, Gary Yu Hin. "A Participatory Action Research using Photovoice to Explore Well-Being in Young Adults with Autism." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7322.

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Young adults with autism transitioning from school to adulthood are commonly described as exhibiting poor outcomes. Although there has been research efforts measuring quality of life and life satisfaction in individuals with autism, these conceptualizations of well-being are still predominantly deficit-focused and based on normalizing ideals of the dominant culture. Only by incorporating individuals with autism’s perspectives and involving their meaningful participation in research can we better understand and promote well-being among individuals with autism. The present study aims to explore young adults with autism’s ideas about well-being. I conducted a Photovoice project using a participatory action research approach with 14 young adults with autism in a post-school transition program and their three instructors. Results revealed a broad sense of young adults with autism expressing their differences while having a strong desire to be connected with others. Specifically, three themes depicted young adults’ ideas of well-being in terms of (1) showing their self-expression, understanding, and strengths as well as exhibiting personal growth and learning, (2) having close relationships with their family, friends, and animals, and (3) developing different ways of engagement and connections with the community and environment. The research process itself also supported their experiencing of self-expression and forming connections with other people, which were integral to their well-being. The young adults intended to use the project results to present their personhood in a positive manner and to promote better understanding of autism in society. I drew from critical disability studies to discuss the findings in relation to the academic literature and inform advocacy work at a broader sociocultural level. This study has implications for researchers to conduct research that is ethically appropriate and sensitive to the needs of the autism community. Practitioners working with transition-age youth with autism can also draw upon from this study to reflect on their relationships and engagement with these youth to better support their well-being.
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Koo, Ah Ran. "Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159.

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Gonzales, Rogério Leite. "Aprendizagem baseada em projetos : uma Pesquisa Ação Participante no processo de ensino/aprendizagem de Sustentabilidade no curso de Administração de Empresas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/180896.

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Enquanto caminhamos para a terceira década no século XXI, o mundo enfrenta problemas expressivos e complexos, interligando desenvolvimento e estilo de vida, sem esquecer alguns desafios um pouco mais urgentes, como o aumento das desigualdades sociais, desmatamento e desaparecimento de espécies, mudanças climáticas, qualidade e escassez de água, e segurança alimentar. Ainda que possamos identificar os resultados do modelo positivista e mecanicista de desenvolvimento adotado, em especial no mundo ocidental, temos sido incapazes de agir para evitar a destruição do planeta. A educação popularizada nos últimos séculos, com o objetivo de sustentar e promover o modelo de desenvolvimento em questão, enfrenta um movimento global de contestação, e tampouco tem conseguido evoluir. Frente a esse panorama, este estudo, de caráter exploratório, faz uso da teoria da Educação Sustentável como ponto de apoio para propor uma metodologia de Aprendizagem Baseada em Projetos (ABP) em turmas do curso de Administração de Empresas, e compreender os efeitos da ABP quando aplicada no ensino de Sustentabilidade. A Teoria da Aprendizagem Experiencial (TAE) dá o suporte teórico para o entendimento dos processos vividos pelos participantes da pesquisa. Para viabilizar a concepção, aplicação e acompanhamento dos resultados e verificar a percepção dos discentes, a metodologia utilizada foi a Pesquisa Ação Participante (PAP). Durante os doze meses de pesquisa no campo, foi possível desenvolver dois ciclos de aplicação da ABP, onde mais de 150 alunos construíram projetos que se propuseram ultrapassar os muros da universidade e influenciar a comunidade, tendo a sustentabilidade como tema transversal e conector das propostas desenvolvidas O estudo apoia-se na percepção dos alunos, através de processos contínuos de feedback e recursivos de adaptação da metodologia, para refinar a proposta metodológica de aplicação da ABP e verificar a percepção dos alunos com relação à proposta desenvolvida. Ainda que haja estranhamento por parte dos estudantes em um primeiro momento (a característica mais progressista da disciplina, que coloca o aluno em uma posição de protagonismo, em muitos casos induz à incapacidade ou não interesse em exercer esse papel), ao final do semestre, após repetidos processos de reflexão sobre a experiência vivida, o desconforto em geral é ressignificado como aprendizado. Tal qual a TAE e a PAP, a proposta desse trabalho é avançar no entendimento das formas e resultados possíveis de serem atingidos com o uso da ABP tendo a sustentabilidade como contexto, porém tendo clareza sobre a complexidade da temática e a recursividade do processo de aprendizagem e sobre espaços para melhorias e adequações da metodologia. Esperamos que esse movimento possa inspirar outros colegas docentes a fazer uso da ABP ou outras metodologias ativas que ajudem na transformação urgente e necessária que vivemos hoje.
As we move towards the third decade of the 21st century, the world faces significant and complex problems involving development and lifestyle, added by some more urgent challenges, such as increase in social inequalities, deforestation and extinction of species, climate change, and water scarcity and food safety. Although we can identify the results of the positivist and mechanistic model of development adopted in the Western world in particular, we have been unable to act in order to prevent the destruction of the planet. The education popularized in recent centuries with the aim of supporting and promoting the development model mentioned is being challenged in a global scale and has not been able to evolve. This exploratory study makes use of the Sustainable Education theory as a fulcrum in order to propose a Project-Based Learning (PBL) methodology in business administration courses and understand the effects of PBL when applied to sustainability teaching. The Theory of Experiential Learning (TEL) gives the theoretical support for understanding the processes experienced by the study subjects. Participant Action Research (PAR) was used as methodology to facilitate the design, implementation and monitoring of results, and verify the perceptions of students. During the twelve months of field research, it was possible to develop two application cycles of PBL, where more than 150 students built projects targeting a public wider than the university community, using sustainability as an overarching theme connecting propositions The study is based on the students' perception through continuous feedback and recursive processes of methodology adaptation in order to refine the methodological proposition of application of PBL and verify the students' perception regarding the proposition developed. Although the students were initially uncomfortable (given the progressive characteristic of the course, which puts the student in a position of prominence, often making students feel unable to or not interested in playing this role), this discomfort is generally resignified as learning at the end of the semester, after repeated processes of reflection on the experience. Similar to TEL and PAR, the intention of this thesis is to advance our understanding of the forms and results achieved with the use of PBL having sustainability as context, while being aware of how complex the theme is and how recursive the learning process is. We also acknowledge that there is room for improvement and adaptation of the methodology. We hope that this initiative may inspire fellow educators to make use of PBL or other active methodologies in order to assist them in the urgent transformation which is needed today.
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Keevers, Lynne Maree. "Practising social justice: Community organisations, what matters and what counts." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5822.

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This thesis investigates the situated knowing-in-practice of locally-based community organisations, and studies how this practice knowledge is translated and contested in inter-organisational relations in the community services field of practices. Despite participation in government-led consultation processes, community organisations express frustration that the resulting policies and plans inadequately take account of the contributions from their practice knowledge. The funding of locally-based community organisations is gradually diminishing in real terms and in the competitive tendering environment, large nationally-based organisations often attract the new funding sources. The concern of locally-based community organisations is that the apparent lack of understanding of their distinctive practice knowing is threatening their capacity to improve the well-being of local people and their communities. In this study, I work with practitioners, service participants and management committee members to present an account of their knowing-in-practice, its character and conditions of efficacy; and then investigate what happens when this local practice knowledge is translated into results-based accountability (RBA) planning with diverse organisations and institutions. This thesis analyses three points of observation: knowing in a community of practitioners; knowing in a community organisation and knowing in the community services field of practices. In choosing these points of observation, the inquiry explores some of the relations and intra-actions from the single organisation to the institutional at a time when state government bureaucracy has mandated that community organisations implement RBA to articulate outcomes that can be measured by performance indicators. A feminist, performative, relational practice-based approach employs participatory action research to achieve an enabling research experience for the participants. It aims to intervene strategically to enhance recognition of the distinctive contributions of community organisations’ practice knowledge. This thesis reconfigures understandings of the roles, contributions and accountabilities of locally-based community organisations. Observations of situated practices together with the accounts of workers and service participants demonstrate how community organisations facilitate service participants’ struggles over social justice. A new topology for rethinking social justice as processual and practice-based is developed. It demonstrates how these struggles are a dynamic complex of iteratively-enfolded practices of respect and recognition, redistribution and distributive justice, representation and participation, belonging and inclusion. The focus on the practising of social justice in this thesis offers an alternative to the neo-liberal discourse that positions community organisations as sub-contractors accountable to government for delivering measurable outputs, outcomes and efficiencies in specified service provision contracts. The study shows how knowing-in-practice in locally-based community organisations contests the representational conception of knowledge inextricably entangled with accountability and performance measurement apparatus such as RBA. Further, it suggests that practitioner and service participant contributions are marginalised and diminished in RBA through the privileging of knowledge that takes an ‘expert’, quantifiable and calculative form. Thus crucially, harnessing local practice knowing requires re-imagining and enacting knowledge spaces that assemble and take seriously all relevant stakeholder perspectives, diverse knowledges and methods.
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Keevers, Lynne Maree. "Practising social justice: Community organisations, what matters and what counts." Faculty of Economics and Business, University of Sydney, 2009. http://hdl.handle.net/2123/5822.

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Doctor of Philosophy (PhD)
This thesis investigates the situated knowing-in-practice of locally-based community organisations, and studies how this practice knowledge is translated and contested in inter-organisational relations in the community services field of practices. Despite participation in government-led consultation processes, community organisations express frustration that the resulting policies and plans inadequately take account of the contributions from their practice knowledge. The funding of locally-based community organisations is gradually diminishing in real terms and in the competitive tendering environment, large nationally-based organisations often attract the new funding sources. The concern of locally-based community organisations is that the apparent lack of understanding of their distinctive practice knowing is threatening their capacity to improve the well-being of local people and their communities. In this study, I work with practitioners, service participants and management committee members to present an account of their knowing-in-practice, its character and conditions of efficacy; and then investigate what happens when this local practice knowledge is translated into results-based accountability (RBA) planning with diverse organisations and institutions. This thesis analyses three points of observation: knowing in a community of practitioners; knowing in a community organisation and knowing in the community services field of practices. In choosing these points of observation, the inquiry explores some of the relations and intra-actions from the single organisation to the institutional at a time when state government bureaucracy has mandated that community organisations implement RBA to articulate outcomes that can be measured by performance indicators. A feminist, performative, relational practice-based approach employs participatory action research to achieve an enabling research experience for the participants. It aims to intervene strategically to enhance recognition of the distinctive contributions of community organisations’ practice knowledge. This thesis reconfigures understandings of the roles, contributions and accountabilities of locally-based community organisations. Observations of situated practices together with the accounts of workers and service participants demonstrate how community organisations facilitate service participants’ struggles over social justice. A new topology for rethinking social justice as processual and practice-based is developed. It demonstrates how these struggles are a dynamic complex of iteratively-enfolded practices of respect and recognition, redistribution and distributive justice, representation and participation, belonging and inclusion. The focus on the practising of social justice in this thesis offers an alternative to the neo-liberal discourse that positions community organisations as sub-contractors accountable to government for delivering measurable outputs, outcomes and efficiencies in specified service provision contracts. The study shows how knowing-in-practice in locally-based community organisations contests the representational conception of knowledge inextricably entangled with accountability and performance measurement apparatus such as RBA. Further, it suggests that practitioner and service participant contributions are marginalised and diminished in RBA through the privileging of knowledge that takes an ‘expert’, quantifiable and calculative form. Thus crucially, harnessing local practice knowing requires re-imagining and enacting knowledge spaces that assemble and take seriously all relevant stakeholder perspectives, diverse knowledges and methods.
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Jones, Terrianne. "Participatory Action Research to Improve Caregiver Education based on Cognitive Performance Test Results for Persons with Alzheimer's Disease or Mild Cognitive Impairments." Diss., NSUWorks, 2015. https://nsuworks.nova.edu/hpd_ot_student_dissertations/33.

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The aim of this study was to make changes to how occupational therapists in a transitional care unit setting provide education about Cognitive Performance Test (CPT) scores to caregivers of those patients with dementia or suspected dementia. Caregiver education for this population is important, as the incidence of persons living with Alzheimer's disease and other dementias is expected to grow dramatically in the coming two decades. This study used a Participatory Action Research (PAR) approach to gather input from occupational therapists and caregivers of patients evaluated with the CPT. Interviews of caregivers indicated that they were unhappy with the education they received from therapists. Caregivers wanted a more collaborative relationship with therapists, and were sensitive to the experience of their loved one in occupational therapy in general, as well as to the approach to the education and the tone and language used to convey information about CPT scores. Therapists, with the caregiver input, worked together to develop education that reflected the needs of the caregivers, creating a new process, new tools and more opportunities for therapist- caregiver interactions. Interviews with a second group of caregivers who experienced the new education process revealed that they had a different, more positive experience overall with the new caregiver education process. This finding suggests that PAR as a methodology is well suited to facilitate changes to support development of client centered occupational therapy practice.
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Books on the topic "Movement-based participatory action research"

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Sandberg, Paula Koskinen. Doing Feminist Participatory Action Research: The Case of a Social Movement Aiming at Higher Wages for Early Childhood Education Teachers. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529684391.

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A, Schmuck Richard, and Wilson Karen C. 1954-, eds. Action research for college community health work: Getting out, going into, giving back. Bethesda: Academica Press, 2012.

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F, Jordan Carl, ed. Participatory action research in natural resource management: A critique of the method based on five years' experience in the Transamazônica Region of Brazil. New York: Taylor & Francis, 2002.

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Malamidis, Haris. Social Movements and Solidarity Structures in Crisis-Ridden Greece. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463722438.

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Social Movements and Solidarity Structures in Crisis-Ridden Greece explores the rich grassroots experience of social movements in Greece between 2008 and 2016. The harsh conditions of austerity triggered the rise of vibrant mobilizations that went hand-in-hand with the emergence of numerous solidarity structures, providing unofficial welfare services to the suffering population. Based on qualitative field research conducted in more than 50 social movement organizations in Greece’s two major cities, the book offers an in-depth analysis of the contentious mechanisms that led to the development of such solidarity initiatives. By analyzing the organizational structure, resources and identity of markets without middlemen, social and collective kitchens, organizations distributing food parcels, social clinics and self-managed cooperatives, this study explains the enlargement of boundaries of collective action in times of crisis.
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Friedman, Bruce D. Community-Based Participatory Action Research (First Edition). Cognella, Inc., 2020.

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Pharris, Margaret Dexheimer, and Carol Pillsbury Pavlish. Community-Based Collaborative Action Research: A Nursing Approach. Jones & Bartlett Learning, LLC, 2011.

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Beal-Alvarez, Jennifer. Action Research in Deaf Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0012.

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This chapter presents an overview of action research, specifically, participatory action research (PAR), and its components. These components include, among others, recruitment and establishment of co-researchers, specifically deaf co-researchers and their lived experiences; confidentiality responsibilities in the PAR process; identification of relevant issues within target communities; and power-sharing among team members. The author reviews the action research literature related to deaf participants and co-researchers and focuses on the subcategory of action research within deaf education. Finally, the author presents empirical data through case studies that demonstrate how preservice and in-service teachers utilize action research interventions to guide their data-based instruction.
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Jordan, Carl F., and Christian Castellanet. Participatory Action Research in Natural Resource Management: A Critque of the Method Based on Five Years' Experience in the Transamozonica Region of Brazil. Taylor & Francis Group, 2004.

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Jordan, Carl F., and Christian Castellanet. Participatory Action Research in Natural Resource Management: A Critque of the Method Based on Five Years' Experience in the Transamozonica Region of Brazil. Taylor & Francis Group, 2004.

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Jordan, Carl F., and Christian Castellanet. Participatory Action Research in Natural Resource Management: A Critque of the Method Based on Five Years' Experience in the Transamozonica Region of Brazil. Taylor & Francis Group, 2016.

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Book chapters on the topic "Movement-based participatory action research"

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Wilson, Elena. "Community-Based Participatory Action Research." In Handbook of Research Methods in Health Social Sciences, 285–98. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_87.

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Wilson, Elena. "Community-Based Participatory Action Research." In Handbook of Research Methods in Health Social Sciences, 1–15. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_87-1.

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Ritterbusch, Amy. "Movement Memories in the Afterlife of Participatory Action Research (PAR)." In Critically Engaging Participatory Action Research, 158–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429400346-9.

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Arxer, Steven L., Maria del Puy Ciriza, and Marco Shappeck. "Qualitative and Participatory Action Research." In Dimensions of Community-Based Projects in Health Care, 25–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61557-8_3.

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Chovanec, Donna M., and Héctor M. González. "A Participatory Research Approach to Exploring Social Movement Learning in the Chilean Women’s Movement." In Education, Participatory Action Research, and Social Change, 223–37. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100640_16.

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Díaz-Arévalo, Juan Mario, and Adriel Ruíz-Galván. "Participatory (action) and community-based research." In The Routledge Handbook of Conflict and Peace Communication, 43–53. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003392002-6.

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Wright, Laura H. V., Laura M. Lee, Neveen Saied, and Vanessa Currie. "Youth-Led Arts-Based Participatory Action Research." In Handbook of Social Inclusion, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48277-0_80-1.

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Wright, Laura H. V., Laura M. Lee, Neveen Saied, and Vanessa Currie. "Youth-Led Arts-Based Participatory Action Research." In Handbook of Social Inclusion, 1469–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89594-5_80.

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Chachine, Isaias Ezequiel. "Values-Based Participatory Action Research in Development Ethics." In Researching Values, 279–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90769-3_16.

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AbstractThis chapter explores the pros and cons of values-based participatory action research, from an ethics of regards, to discuss how a values-based participatory action research could be articulated as a values-adding paradigm shift in values-based research methodologies. Values-based participatory action research is a community-engaging research methodology that emphasises values, participation, and common action as methods of enquiry. Along with the ethics of regards, it argues that how values are understood may impact participatory-decision, research design, and possible outcomes. Participation is more than involvement but a context where values are identified, shared, or even contested. To engage the paradigm, development ethics will be used as a research context.
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Walsh, Shannon. "Ethnography-in-Motion: Neoliberalism and the Shack Dwellers Movement in South Africa." In Education, Participatory Action Research, and Social Change, 181–93. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100640_13.

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Conference papers on the topic "Movement-based participatory action research"

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DeJaynes, Tiffany. "Understanding Teachers' Experiences of School-Based Youth Participatory Action Research." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2017611.

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Tsiropoulou, Eirini Eleni, Athina Thanou, Surya Teja Paruchuri, and Symeon Papavassiliou. "Self-organizing museum visitor communities: A participatory action research based approach." In 2017 12th International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP). IEEE, 2017. http://dx.doi.org/10.1109/smap.2017.8022677.

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Giraldo-Garcia, Regina. "Developing Students' Critical Consciousness Through School-Based Youth Participatory Action Research." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887868.

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Felcis, Elgars. "Agroecological practices as sustainable management of common natural resources: the case of Latvian permaculture movement." In Research for Rural Development 2021 : annual 27th International scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2021. http://dx.doi.org/10.22616/rrd.27.2021.002.

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Scientific evidence is robust about the environmentally destructive side-effects of the current industrial civilization and that requires radical actions to safeguard sustainable management of natural resources and liveable Planet Earth. Agroecology as a broader movement serves some of this role in demonstrating alternative practices in food production and ecosystem management. This paper demonstrates that the permaculture movement in Latvia is developing as a recognized alternative on the pathway to solutions, linking to the work elsewhere done on management of common natural resources – the things that no one owns and are shared by everyone. The author have explored the development of the permaculture movement in Latvia since its first roots in the late 2000s and the establishment of the Latvian Permaculture Association (LPA) in 2011. The contribution of the movement manifests itself in diverse aspects. It unifies various sustainability-oriented people, grounds itself in locality and traditions, organises practically oriented events to upskill people, and collaborates with Latvian environmental organisations and internationally. Within the research the author consciously opted for an in-depth involvement and co-creation of initiatives within the permaculture movement, leading the LPA since 2016 and organizing multiple events and workshops. That leads to further reflections on the role and necessity for participatory action research for sustainability transformations and common natural resources.
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Dreimane, Santa. "Approbation of the Gamified Learning Process Model Through Participatory Action Research." In 82nd International Scientific Conference of the University of Latvia, 101–15. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.08.

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Gamification has shown the potential in developing motivation and changing behaviours. Still, research reveals that games as a learning tool are not sufficiently approbated in learning environments and longitudinal studies are rare. Theoretical objectives for gamification are essential to test in the learning environment. For this reason, The Gamified Learning Process Model developed by the author of this article was integrated into a higher education study course for future teachers with the aim of testing the model’s effectiveness in the learning environment and evaluating the development of learning motivation among students. Students were divided into a control group (n = 20), where the gamification model was not present in their learning process, and a research group (n = 63), who were offered a gamification strategy to promote attendance, attention span, positive emotions, positive associations with the subject and lecturer, and motivation to master and better understand the course content. A points system was established in which points were awarded for attending lectures, completing a game-based task after each course topic (virtual breakout rooms or quizzes), and completing the course’s final quiz (team competition). At the end of the semester, all the points were collated, and students with the highest score gained extra points in the final exam. Participatory action research was conducted to collect feedback using a student survey based on the Motivation scale of the Motivated Strategies for Learning Questionnaire by Pintrich et al., adapting it and supplementing it with questions about the use of gamification elements and their impact on the development of motivation. The data collected were analyzed using the SPSS program and are presented in the article.
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Lu, Alex Jiahong, Shruti Sannon, Savana Brewer, Kisha N. Jackson, Jaye Green, Daivon Reeder, Camaria Wafer, and Tawanna R. Dillahunt. "Organizing Community-based Events in Participatory Action Research: Lessons Learned from a Photovoice Exhibition." In CHI '23: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3544549.3573846.

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Ferreira, Ronel. "PARTICIPATORY ACTION INTERVENTION RESEARCH (PAIR) IN SUPPORT OF SCHOOL/COMMUNITY-BASED COPING AND RESILIENCE." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2440.

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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.

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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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Zhou, Kathy H., Cresencia Fong, Charlie Pullen, and James D. Slotta. "From Youth Participatory Art to Vision and Action: A Framework for Game-based Research-Creation." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.518801.

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Paripurno, Eko Teguh, Purbudi Wahyuni, Nandra Eko Nugroho, Gandar Mahojwala, and Tatang Elmi Wibowo. "Community-Based Disaster Risk Management Model for Covid-19 in Tembi Hamlet." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.206.

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Covid-19 Pandemic arrived in the fifth month of Timbulharjo Village, Sewon District, Bantul Regency, Special Region of Yogyakarta. Until now there are still fewer alternative activities of villagers in responding. Some villages have carried out prevention activities. This research was conducted to see the practice of community-based disaster risk management (CBDRM) by the independence of locals in their initiatives to deal with Covid-19. This research uses a qualitative - participatory approach with Participatory Action Research (PAR). Collaborative community action and effectively managing the local resources help citizens' solve their problems and become a model for developing Mitra Desa. The ongoing process stimulates the independence of the people and becomes a place for local initiatives that are in line with local resources in dealing with Covid-19.
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Reports on the topic "Movement-based participatory action research"

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Chevalier, Jacques, and Zélie Larose. Participatory Action Research on Canadians with Alternatively Diagnosed Lyme Disease: Feasibility Study. Canadian Lyme Disease Foundation, November 2024. https://doi.org/10.71072/922.05.

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This feasibility study provides background information on the problem of Lyme Disease (LD) underestimations in Canada, as well as the Federal Framework recommendation to collect human health data for Canadian residents “who do not meet the case definition for probable or confirmed LD, but who experience various symptoms consistent with LD or similar ailments.” This is followed by a summary of how the Public Health Agency of Canada (PHAC) assessed the agency’s progress in implementing the recommendation over a four-year period beginning in 2017 and ending in 2021. The study then provides a brief description of the mandate issued by PHAC to the consultant team by the end of 2021. It describes the methodology followed in assessing the feasibility of PHAC’s proposed initiative, which is to use a Participatory Action Research (PAR) approach to improve knowledge and inform future public health actions for Canadians diagnosed with Lyme disease (LD) via alternative means. The overall conclusions of the report are based on interviews with PHAC’S external partners and discussions of feasibility and success factors. They are organized by three sets of interview questions: project goals, rules of engagement, and data collection methods. The conclusion summarizes the study and offers suggestions on how to proceed with the project’s next phase.
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Apgar, Marina, Alamoussa Dioma, Fatoumata Keita, and Jacqueline Hicks. Evaluating Systemic Action Research as a Participatory Peace-Building Intervention in Mali: Findings from Djenné and Mopti. Institute of Development Studies, August 2024. http://dx.doi.org/10.19088/ids.2024.026.

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This Working Paper presents the findings from an embedded theory-based evaluation of a participatory peace-building initiative implemented in the Djenné and Mopti cercles in Mali as part of the ‘Vestibule of Peace’ project. The project used Systemic Action Research (SAR) to first support diverse members of selected local communities to collect and analyse life stories through mapping the systemic drivers of conflict. This causal analysis motivated the generation of collective solutions to selected drivers through facilitated Action Research Groups (ARGs). The SAR approach as an alternative, participatory approach to peace-building aimed to engage and empower local actors to build their agency as they define and negotiate innovative pathways to achieve peace. The paper presents findings about how, for whom, and under what conditions the phases of the SAR process led to a number of outcome pathways: trust-building setting the conditions for the ARGs to be effective; direct resolution of long-standing conflicts through ARG actions; local ownership over and use of an inclusive and causal methodology for conflict resolution; and potential for collective ownership and agency to influence system dynamics.
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Bharadwaj, Sowmyaa, Jo Howard, and Pradeep Narayanan. Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities. Institute of Development Studies, January 2021. http://dx.doi.org/10.19088/creid.2020.009.

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While there is growing scholarship on the intersectional nature of people’s experience of marginalisation, analyses tend to ignore religion-based inequalities. A lack of Freedom of Religion and Belief (FoRB) undermines people’s possibilities of accessing services and rights and enjoying wellbeing (World Bank 2013; Narayan et al. 2000, Deneulin and Shahani 2009). In this paper, we discuss how religion and faith-based inequalities intersect with other horizontal and vertical inequalities, to create further exclusions within as well as between groups. We offer our experience of using participatory action research (PAR) methodologies to enable insights into lived experiences of intersecting inequalities. In particular, we reflect on intersecting inequalities in the context of India, and share some experiences of facilitating PAR processes with marginalised groups, such as Denotified Tribes (DNT). We introduce a FoRB lens to understand how DNT communities in India experience marginalisation and oppression. The examples discussed here focus on the intersection of religious belief with caste, tribal, gender and other socially constructed identities, as well as poverty. Through taking a PAR approach to working with these communities, we show how PAR can offer space for reflection, analysis, and sometimes action with relation to religion-based and other inequalities. We share some lessons that are useful for research, policy and practice, which we have learned about methods for working with vulnerable groups, about how religion-based inequalities intersect with others, and the assumptions and blind spots that can perpetuate these inequalities.
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Apgar, Marina, Alamoussa Dioma, Fatoumata Keita, and Jacqueline Hicks. Consolidated Findings from Evaluating Systemic Action Research as a Participatory Peace-Building Intervention in Kangaba, Mali. Institute of Development Studies, August 2024. http://dx.doi.org/10.19088/ids.2024.027.

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This paper presents the findings from an embedded theory-based evaluation of a participatory peace-building initiative implemented in the Kangaba region of Mali as part of the ‘Vestibule of Peace’ project. The project used Systemic Action Research (SAR) to first support diverse members of selected local communities to collect and analyse life stories through mapping the systemic drivers of conflict. This causal analysis motivated the generation of collective solutions to selected drivers through facilitated Action Research Groups (ARGs). The SAR approach, as an alternative, participatory approach to peace-building, aimed to engage and empower local actors to build their agency as they define and negotiate innovative pathways to achieve peace.
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Saifoloi, Malama, Evangelia Papoutsaki, Marcus Williams, Usha Sundar Harris, and Munawwar Naqvi. Participatory Video and the Pacifica Mamas: A Pilot Project. Unitec ePress, August 2016. http://dx.doi.org/10.34074/emed.044.

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Emerging literature highlights that in the Pacific, the use of participatory video (PV) is a new trend in research and community action. It can be employed as a tool to empower communities to have agency over their media outputs, meaning that they have full control of the content creation, production and distribution processes. But to date there is still a dearth of studies that fully explore its potential use in different contexts, especially within diasporic networks. To address this gap, a pilot project was undertaken where PV methodologies were tested in collaboration with a diasporic Pacific community group based in West Auckland, New Zealand. This report feeds back on the overall process of developing the pilot project.
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Apgar, Marina, Mieke Snijder, Pedro Prieto Martin, Giel Ton, Shona Macleod, Shanta Kakri, and Sukanta Paul. Designing Contribution Analysis of Participatory Programming to Tackle the Worst Forms of Child Labour. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/clarissa.2022.003.

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This Research and Evidence Paper presents the theory-based and participatory evaluation design of the Child Labour: Action-Research- Innovation in South and South-Eastern Asia (CLARISSA) programme. The evaluation is embedded in emergent Participatory Action Research with children and other stakeholders to address the drivers of the worst forms of child labour (WFCL). The report describes the use of contribution analysis as an overarching approach, with its emphasis on crafting, nesting and iteratively reflecting on causal theories of change. It illustrates how hierarchically-nested impact pathways lead to specific evaluation questions and mixing different evaluation methods in response to these questions, critical assumptions, and agreement on causal mechanisms to be examined in depth. It also illustrates how realist evaluation can be combined with contribution analysis to deeply investigate specific causal links in the theory of change. It reflects on learning from the use of causal hotspots as a vehicle for mixing methods. It offers considerations on how to navigate relationships and operational trade-offs in making methodological choices to build robust and credible evidence on how, for whom, and under what conditions participatory programming can work to address complex problems such as child labour.
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Levkoe, Charles Z., Peter Andrée, Patricia Ballamingie, Nadine A. Changfoot, and Karen Schwartz. Building Action Research Partnerships for Community Impact: Lessons From a National Community-Campus Engagement Project. Community First: Impacts of Community Engagement Project, 2023. http://dx.doi.org/10.22215/fp/cfice/2023.12701.

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While many studies have addressed the successes and challenges of participatory action research, few have documented how community campus engagement (CCE) works and how partnerships can be designed for strong community impact. This paper responds to increasing calls for ‘community first’ approaches to CCE. Our analysis draws on experiences and research from Community First: Impacts of Community Engagement (CFICE), a collaborative action research project that ran from 2012-2020 in Canada and aimed to better understand how community-campus partnerships might be designed and implemented to maximize the value for community-based organizations. As five of the project’s co-leads, we reflect on our experiences, drawing on research and practice in three of CFICE’s thematic hubs (food sovereignty, poverty reduction, and community environmental sustainability) to identify achievements and articulate preliminary lessons about how to build stronger and more meaningful relationships. We identify the need to: strive towards equitable and mutually beneficial partnerships; work with boundary spanners from both the academy and civil society to facilitate such relationships; be transparent and self-reflexive about power differentials; and look continuously for ways to mitigate inequities.
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Canto, Patricia, ed. A participatory methodology for evaluating the cluster policy of the Basque Country. Universidad de Deusto, 2011. http://dx.doi.org/10.18543/nmti9154.

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Cluster policies have become a consolidated tool among regional policies, and albeit their growing presence there remains scepticism around the way in which the cluster concept is often treated as a policy panacea. Indeed, the evaluation of cluster policies is a critical yet under-examined issue. In Spain, the Basque Country Autonomous Community, was one of the pioneers of regional cluster policy, and in recent years various evaluations have been made of different aspects of the policy. Yet it has proved challenging to undertake a holistic evaluation in terms of the success of the policy in achieving its ultimate aim of enhancing the competitiveness of the Basque economy. This paper develops the rationale for applying a participatory evaluation approach, rooted in an action research framework, to the cluster policy of the Basque Government. Based on this rationale we present a methodology that has been designed for specific pilot application with the Basque aerospace cluster. In doing so, we aim to contribute to debate around the applicability and practical implementation of such methodologies to the evaluation of ‘soft’, co-operationbased regional policies.
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Hacker, Elizabeth, and Ranjama Sharma. Life Stories From Kathmandu’s Adult Entertainment Sector: Told and Analysed by Children and Young People. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/clarissa.2022.005.

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Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) has a participatory and child-centred approach that supports children to gather evidence, analyse it themselves and generate solutions to the problems they identify. The life story collection and collective analysis processes supported children and young people involved in the worst forms of child labour in Kathmandu to share and analyse their life stories. Four hundred life stories were collected and then analysed by children and young people engaged in and affected by the worst forms of child labour, including those who had previously been life storytellers and/or life story collectors. The data was collectively analysed using causal mapping, resulting in children’s life stories becoming the evidence base for revealing the macro-level system dynamics that drive the worst forms of child labour. This paper is a record of the children and young people’s analysis of the life stories and the key themes they identified, which formed the basis of a series of eight child-led Participatory Action Research groups based in Kathmandu.
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Röschel, Lina, and Barbara Neumann. Report on regional and global governance challenges and opportunities for emerging ocean-based NETs. OceanNets, 2024. http://dx.doi.org/10.3289/oceannets_d2.5.

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This deliverable is a synthesis report of the research undertaken in OceanNETs Task 2.2. The report presents an extended governance framework surrounding ocean-based negative emissions technologies (NETs) and recommendations for establishing a comprehensive approach to governing the potential future deployment of ocean-based NETs, including by observing principles of ‘good governance’. The extended governance framework builds on an analysis of eight ocean- based NETs in terms of their impact on the marine environment and related ecosystem services. Building on the analysis of gaps and challenges identified for governing a potential future deployment of NETs at global scale, principles for the ‘good governance’ of ocean-based NETs were developed. Results were derived from desk-based research and a participatory approach of stakeholder consultation and engagement, including through dialogue and scenario workshops organized and hosted by the Research Institute for Sustainability – Helmholtz-Centre Potsdam (RIFS). In a separate policy brief (D2.6), the findings of this report were condensed and tailored to communicate recommendations for action for European and international policy makers tasked with governing potential deployment of ocean-based NETs. (OceanNets Deliverable, D2.5)
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