Bibliografías temáticas / Participatory action research

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Literatura académica sobre el tema "Participatory action research"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de agosto de 2024

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Artículos de revistas sobre el tema "Participatory action research"

Barbarino, Robert. "Vom Participatory Action Research lernen?" Berichte Geographie und Landeskunde 94, n.º 4 (2021): 335. http://dx.doi.org/10.25162/bgl-2021-0017.

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Bruyère, Susanne M. "Participatory Action Research". Journal of Vocational Rehabilitation 3, n.º 2 (1993): 62–68. http://dx.doi.org/10.3233/jvr-1993-3213.

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McGrath, Mary Ann y William Foote Whyte. "Participatory Action Research". Journal of Marketing Research 29, n.º 2 (mayo de 1992): 273. http://dx.doi.org/10.2307/3172578.

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Carter, Lewis F. y William Foote Whyte. "Participatory Action Research." Contemporary Sociology 21, n.º 3 (mayo de 1992): 411. http://dx.doi.org/10.2307/2076338.

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Krimerman, Leonard. "Participatory Action Research". Philosophy of the Social Sciences 31, n.º 1 (marzo de 2001): 60–82. http://dx.doi.org/10.1177/004839310103100104.

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Whyte, William Foote. "Participatory Action Research". Nursing Research 41, n.º 4 (julio de 1992): 235. http://dx.doi.org/10.1097/00006199-199207000-00009.

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Baum, F. "Participatory action research". Journal of Epidemiology & Community Health 60, n.º 10 (1 de octubre de 2006): 854–57. http://dx.doi.org/10.1136/jech.2004.028662.

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Ozanne, Julie L. y Bige Saatcioglu. "Participatory Action Research". Journal of Consumer Research 35, n.º 3 (octubre de 2008): 423–39. http://dx.doi.org/10.1086/586911.

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Burgess, Judy. "Participatory action research". Action Research 4, n.º 4 (diciembre de 2006): 419–37. http://dx.doi.org/10.1177/1476750306070104.

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Rempfer, Melisa y Jill Knott. "Participatory Action Research". Occupational Therapy in Mental Health 17, n.º 3-4 (14 de septiembre de 2002): 151–65. http://dx.doi.org/10.1300/j004v17n03_10.

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Tesis sobre el tema "Participatory action research"

Townsend, Andrew James. "Educational action research networks as participatory interventions". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.

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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.

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Kanchana, Manohar Arthi. "Participatory action research for emotionally meaningful stories". Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b87e9215-e617-4144-9508-c64ee5950be4.

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In this thesis, I developed an empirically and theoretically grounded understanding of participatory action research (PAR). My aim was to develop and explore PAR methods within three culturally different fishing communities located in India, Portugal and the UK in order to generate emotionally meaningful stories. The work was conducted as part of the practice-led TOTeM research project and aspires to be associated with such works that have been able to make a methodological contribution by introducing theoretical insights, innovative methods and analytical concepts. In this study, the key finding is revealing the importance of the preliminary activities that helped design the innovative methods. I assess how my PAR methods, such as story interviews, digital storytelling workshops and story kits, helped me to gather participants’ personal experiences within the three chosen communities. Photographs and ‘objects’ provided a medium through which to identify stories that were emotionally meaningful to the participants. These stories gathered from the three chosen communities were analysed through a story narrative analysis method. Each method evoked strong, emotionally meaningful responses from the participants with regard to human relationships and demonstrated the vital role of objects in identifying stories that illustrate the participants’ intimate relationships. The collective findings from the three communities established that the methods utilised provided a new way of synthesising storytelling with digital technologies. The findings reinforce the role played by the participants as co-creators in collaboratively designing the methods, enabling me to craft a better way to gather stories. Upon critical reflection of the methods, supporting evidence was found that storytelling serves as an invaluable technique in providing participants with opportunities to explore their cultural identity through uniquely self-reflecting narratives and shared moments. I present the three stages of the participatory methods as my story culture framework and the findings and challenges as my original contribution to knowledge. I propose that this transferable framework will support designers as they engage with various settings to elicit information from user and stakeholder participants, develop their own experiential and critical perspectives and utilise their intuitive and expressive expertise to establish, manage and sustain productive human-centred design relationships.

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Baker, Jack David. "Interdisciplinary Evaluation of Youth Participatory Action Research". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1538816180877824.

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Bruck, Demaree K. "Engaging Teenagers in Suicide Research through Youth Participatory Action Research". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799248601175.

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Babcock, Ruth C. A. "Participatory action research with the German-speaking Mennonites". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ38443.pdf.

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Babcock, Ruth C. A. y University of Lethbridge Faculty of Education. "Participatory action research with the German speaking Mennonites". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1997. http://hdl.handle.net/10133/82.

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German-speaking Mennonite people from Mexico are moving into Southern Alberta. They are mainly employed as farm labourers. Their low level of income makes it difficult to provide for the needs of their large families. Many also encounter difficulties because of their lack of English and literacy, unfamiliarity with Canadian ways and laws, and a lack of understanding and trust in the helping agencies and school system. By using the Participatory Action Research approach and te principles of Community Development, representatives of community health services were able to enter into a unique partnership with the Mennonite people to work toward meeting their identified needs. A family-centred approach was used, with special attention being given to cultural and religious traditions and values. Programs that were developed addressed the needs of the Mennonite people including English as a Second Language, literacy, nutrition, health, safety, dental, socialization, education, and German literacy for the children. A key finding of the research study was that a participatory action research approach did allow the Mennonite people in this study to find more effective ways of making the transition from life in Mexico to life in southern Alberta. Participants did take steps towards their goal of a better quality of life. As well, agency people found new ways of working with the Mennonite people and with each other. Finally, this study shows that as Mennonite people adapt to life in Canada changes do occur in their ways of interacting with each other and with the broader community.
vii, 167 leaves : ill. ; 28 cm.

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Buchanan, Katherine A. "Woman-centred ethics: A feminist participatory action research". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2635.

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Background: The maternity system has a complexity of everyday ethical issues. The bioethical principles: non maleficence, beneficence justice and autonomy, that govern health care practice have been criticised as abstract, patriarchal and even rhetorical in maternity care practice (MacLellan, 2014) and consequently may be insufficient in guiding care of childbearing women. Midwifery-led care is guided by the International Confederation of Midwives International Code of Ethics, which considers more than the bioethical principles, such as the importance of relationship. Care ethics is a relational based feminist ethics first described by Gilligan (1983) and has been theorised as an alternate paradigm for midwifery (Newnham & Kirkham, 2019). A paper was published in Nursing Ethics as a result of the literature review; Care ethics framework for midwifery practice: A scoping review and it was determined that care ethics is demonstrated in practice with four domains; Relationship, Context, Caring Practices and Attention to power. In addition, there is limited empirical evidence as to women’s experiences of care from an ethical perspective, and importantly what women describe as ethical, revealing a gap in the literature that has yet to be explored. Objective: The aim of the study reported in this thesis was to investigate women’s experience of maternity care from an ethical perspective and to determine whether a care ethics paradigm would better suit midwifery. Methods: The transformative research was undertaken using Feminist Participatory Action Research (FPAR). FPAR is a feminist and transformative research design, which includes participants as central to research design. Purposive sampling was used to recruit women who had experienced midwifery-led care. Nine women formed the Community action research group (CARG), they worked with me over three years, guided the research and planned action. The CARG participated in five focus groups, for data collection and organising action toward the changes they wished to see. Their involvement in the research included: defining the research problem, creating a priori codes for analysis, reviewing analysis, disseminating findings and provided recommendations for policy change. A paper was published in Woman and Birth: Navigating midwifery solidarity: A feminist participatory action research framework, describing some of the finer points of FPAR including a framework for novice researchers. In phase two a further ten women who had had midwifery-led care were involved in this study and interviewed about their experiences of ethical maternity care. Data were collected from September 2019 to April 2022 via five focus group interviews and ten one-on-one semi-structured interviews. The interviews were recorded, and transcribed, and template and Reflexive thematic analysis was applied (Braun & Clark, 2021). Findings: The findings in this study were presented in two parts. The first phase of the study revealed midwifery-led care demonstrated care ethics in practice. The Community Action Research Group (CARG) created a priori codes and a template analysis determined that midwifery models of care demonstrate care ethics. A paper of these findings was published in Nursing Ethics; Does midwifery-led care demonstrate care ethics? A template analysis. In the second phase of the study, the data corpus was analysed using reflexive thematic analysis and the primary theme, Radical desires: Individuals’ values and context, captures the woman at the centre of the care, her values and context, as central to understanding ethics. The quality of the relationship, the knowledge that was shared, and the manner of the care given were deemed important elements of ethical care. I assigned categories Woman-centred ethics or Authoritarian ethics to describe these elements of ethical or unethical aspects of care. Woman-centred ethics contains the subcategories of: harmonised relationship, transparent wisdom, and midwifery solidarity. The category Authoritarian ethics contains the subcategories of: uneasy alliance, opaque information, and saving women from themselves. How the woman experienced these categories affected the liminality and sense of self, and are described in subthemes, Claiming power and Surrendered power. Discussion: The themes were explained, discussed, and contrasted against the extant literature in the discussion. Pregnancy and birth as a transformative rite of passage was valued by the women in this study and they perceived care as more ethical when the care providers respected this. Authoritarian ethics, when viewed with a feminist and care ethics lens highlighted continued female oppression from the maternity system structures and culture. A conceptual model, Woman-centred ethics, was developed based on midwifery philosophy and feminist care ethics, which may help midwives embody a different kind of ethics and provides a way to enhanced ethical practice. A paper was published that shared the conceptual model in Midwifery Journal: Woman-centred ethics: A feminist participatory action research. Conclusion: This study has contributed to the body of knowledge that describes how women perceive ethics in maternity, and honours women’s voices as central to ethical care. The study advances midwifery philosophy through exploring midwifery ethics and offers a conceptual model to guide practice. The woman-centred ethics model describes an embodied way of practicing ethical care and may provide a starting point for moving the field forward in ethical discussion. The CARG group involvement in the research and action together were an important feature of this project. Several recommendations arose from this study for practice, organisational, and educational processes.

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Dickson, Geraldine. "Participatory action research and health promotion, the grandmothers' story". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24012.pdf.

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Fahmi, Kamal Hanna. "Participatory action research (PAR) : a view from the field". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84506.

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The phenomenon of street children is world-wide and on the increase despite numerous programs aiming at its eradication. The failure to adequately address this complex and very diverse phenomenon is the result of conceptual confusion with respect to defining who a street child is. The dominant discourse on street children defines them as victims or deviants to be rescued and rehabilitated. As such, the capacity of many of these children for human agency is occluded by excluding them from participation in the construction of solutions to their problems. I argue that, far from being mere victims and deviants, these kids, in running away from alienating structures and finding relative freedom in the street, often become autonomous and are capable of actively defining their situations in their own terms. They are able to challenge the roles assigned to children, make judgements and develop a network of niches in the heart of the metropolis in order to resist exclusion and chronic repression. I further argue that for research and action with street kids to be emancipatory, it is necessary to acknowledge and respect the human agency the kids display in changing their own lives and to capitalize on their voluntary participation in non-formal educational activities as well as in collective advocacy.
The thesis draws on a participatory action research (PAR) methodology spanning eight years of fieldwork with street kids in Cairo, which eclectically combined street ethnography, street work and action science. I critically review the historical development of these methodologies, and I argue for a conception of PAR as an open-ended process of action and reflective participatory research incorporated into everyday activities and work with excluded, marginalized and oppressed groups such as street kids. As such, I pay special attention to the ethical dilemmas that arise in day-to-day PAR practice.

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Burn, Geoffrey R. H. "Using participatory action research to develop an organization's strategy". Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511627.

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The research was undertaken with the primary aim of answering the following five main research questions. Can PAR provide a cohesive way to give those who want it an authoritative voice in shaping their own future and that of their whole organization? Can a 'creative' strategy-making process be used as the vehicle for capturing that voice and institutionalizing it as a blueprint for the future? Can Participatory Action Research (PAR) be used to research these operational processes in detail and in real time? Can an insider researcher who is also a top manager facilitate the intervention without having one role overpower the other? Can the strategizing role boundary be shifted without disenfranchising those previously responsible for strategizing, and without the process being derailed by them? PAR was selected as the organization development (OD) methodology for this intervention because, consistent with these questions, it aims to precipitate transformational change intended to correct perceived systemic disadvantage. At the same time it recognizes the need for accommodations regarding the extant disposition of power and related role enactment. And PAR is especially well suited as a methodology for researching a social change process dependent on power transfer, because it empowers the people in the system as co-researchers in an ethical framework. Consistent with the PAR methodology, the participants were the main research instrument, utilizing self reports as the main tool. This `human instrument' was augmented by the objective input of a team of non-participant observers. The research was significant because it indicates that PAR can be an effective OD methodology for giving those people who want it an authoritative voice in shaping their future and that of their whole organization - and that a creative strategizing model built on components advocated in the literature can be used as the vehicle for capturing that voice. In the process, it demonstrates that the strategizing role boundary can be shifted without resistance from the elites who are required to relinquish it. Furthermore, it shows that PAR is an appropriate methodology for researching all these processes in real time. Finally, it demonstrates that an insider researcher who is also a member of the elite can facilitate the OD and research processes without the inherent role conflict becoming unmanageable.

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Libros sobre el tema "Participatory action research"

Whyte, William. Participatory Action Research. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 1991. http://dx.doi.org/10.4135/9781412985383.

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Chevalier, Jacques M. y Daniel J. Buckles. Participatory Action Research. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268.

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Alice, McIntyre. Participatory action research. Los Angeles: Sage Publications, 2008.

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1914-, Whyte William Foote, ed. Participatory action research. Newbury Park, Calif: Sage Publications, 1991.

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de Chesnay, Mary, ed. Nursing Research Using Participatory Action Research. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826126146.

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Debbie, Kralik, ed. Participatory action research in healthcare. Oxford: Blackwell Pub., 2006.

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Kindon, Sara, Rachel Pain y Mike Kesby. Critically Engaging Participatory Action Research. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429400346.

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Fine, Michelle y María Elena Torre. Essentials of critical participatory action research. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000241-000.

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Kidwai, Huma, Radhika Iyengar, Matthew A. Witenstein, Erik Jon Byker y Rohit Setty, eds. Participatory Action Research and Educational Development. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48905-6.

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Bangladesh, Research Initiatives, ed. Participatory action research, perceptions and practice. Dhaka: Research Initiatives, Bangladesh, 2006.

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Capítulos de libros sobre el tema "Participatory action research"

Torre, María Elena. "Participatory Action Research". En Encyclopedia of Critical Psychology, 1323–27. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_211.

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Conde-Frazier, Elizabeth. "Participatory Action Research". En The Wiley-Blackwell Companion to Practical Theology, 234–43. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345742.ch22.

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Ngwenya, Dumisani. "Participatory Action Research". En Healing the Wounds of Gukurahundi in Zimbabwe, 95–116. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66818-5_5.

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Kwok, Jackie Yan Chi. "Participatory action research". En Creative Ageing Cities, 121–44. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Routledge advances in regional economics, science and policy; 26: Routledge, 2018. http://dx.doi.org/10.4324/9781315558684-6.

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Kirshner, Jean y George Kamberelis. "Participatory Action Research". En Decolonizing Transcultural Teacher Education through Participatory Action Research, 45–70. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-5.

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Grimwood, Bryan S. R. "Participatory Action Research". En Fostering Social Justice through Qualitative Inquiry, 196–217. 2^a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216575-11.

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Hensler, Loni, Gerardo Alatorre Frenk y Juliana Merçon. "Participatory Action Research". En Handbook Transdisciplinary Learning, 257–66. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839463475-027.

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Benjamin-Thomas, Tanya Elizabeth y Debbie Laliberte Rudman. "Participatory Action Research". En Qualitative Research Methodologies for Occupational Science and Occupational Therapy, 187–207. 2^a ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003456216-11.

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Chevalier, Jacques M. y Daniel J. Buckles. "Introduction". En Participatory Action Research, 1–7. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268-1.

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Chevalier, Jacques M. y Daniel J. Buckles. "Factors at play". En Participatory Action Research, 200–212. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268-10.

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Actas de conferencias sobre el tema "Participatory action research"

Stickney, Dane. "Ethical Concerns in Youth Participatory Action Research". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892124.

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Becker, Felix, Michael Meyer, Dominik Siemon y Susanne Robra-Bissantz. "Taking Action: Extending Participatory Action Design Research with Design Thinking". En 32nd Bled eConference Humanizing Technology for a Sustainable Society, Bled, Slovenia, Conference Proceedings. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-280-0.57.

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Hart, Steven. "Development of Youth Civic Identities Through Action Civics and Youth Participatory Action Research". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440979.

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Parnisari, Elena. "A PARTICIPATORY ACTION RESEARCH DEVELOPED IN SOUTHERN EUROPE. Measuring children’s right to the city through urban design." En International Urban Planning Research Seminar. Universitat Politècnica de Catalunya, Grup de Recerca en Urbanisme, 2024. http://dx.doi.org/10.5821/siiu.12778.

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Today public spaces have become fragile environments highlighting socio-spatial inequalities. This PhD research intends to investigate whether it is possible to define more inclusive urban programs, considering children as determinants of inclusive urban design. It will do so by measuring children’s right to the city and systematising an urban toolkit as a child participation assessment tool to make knowledge reproducible and adaptable. PAR - participatory action research - is the selected methodology. It was developed through implementing urban diagnostic workshops in two social housing neighbourhoods in Porto, Portugal, and through analysing three successful international policy programs that share common values and guidelines in Southern Europe. The research's scientific merit is to understand how to promote equitable, inclusive and caring neighbourhoods through urban and participatory design that enables residents to co-create alternatives targeted to children in contexts of social exclusion. In doing so, making it inclusive to all. Keywords: participatory action research, children’s rights, public spaces, urban policies.

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Järviluoma, Helmi y Taru Leppänen. "Becoming Audible! Asylum seekers, participatory action research and cultural encounters". En Situating Popular Musics, editado por Ed Montano y Carlo Nardi. International Association for the Study of Popular Music, 2012. http://dx.doi.org/10.5429/2225-0301.2011.40.

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Hemy, Avy. "PowerView: Increasing Equality in a Youth Participatory Action Research Class". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431460.

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Buckley-Marudas, Molly. "Amplifying Youth Voice: Enacting Youth Participatory Action Research in School". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446166.

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Lozenski, Brian. "Ethnic Studies and Youth Participatory Action Research: Constructing Dual Subjectivity". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576942.

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Sánchez Urien, Nerea, Mariangélica Martínez Chávez y Agustí Canals Parera. "PARTICIPATORY ACTION RESEARCH FOR DELIBERATELY CHANGING AN ORGANIZATION’S LEARNING STRUCTURE". En 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1928.

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

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Informes sobre el tema "Participatory action research"

Million, Flore. Youth-Led Participatory Action Research Guides. Oxfam-Québec, junio de 2022. http://dx.doi.org/10.21201/2022.9819.

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Participatory research challenges the academic tradition in which the scientist is at the center of decisions in the research process. Inspired by popular education, this approach allows members of the community to question their living conditions and develop solutions to improve them from a social justice perspective. These guides were developed and tested as part of two participatory action research projects carried out by Oxfam-Québec with young people (18–30 years old). The two guides provide the key steps to carry out research, build a questionnaire, develop a collective action plan and measure the impacts of the actions implemented.

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Mosher, Heather. Participatory Action Research with Dignity Village: An Action Tool for Empowerment Within a Homeless Community. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.36.

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Snijder, Mieke y Marina Apgar, J. How Does Participatory Action Research Generate Innovation? Findings from a Rapid Realist Review. Institute of Development Studies (IDS), julio de 2021. http://dx.doi.org/10.19088/clarissa.2021.009.

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This Emerging Evidence Report shares evidence of how, for whom, and under what circumstances, Participatory Action Research (PAR) leads to innovative actions. A rapid realist review was undertaken to develop programme theories that explain how PAR generates innovation. The methodology included peer-reviewed and grey literature and moments of engagement with programme staff, such that their input supported the development and refinement of three resulting initial programme theories (IPTs) that we present in this report. Across all three IPTs, safe relational space, group facilitation, and the abilities of facilitators, are essential context and intervention components through which PAR can generate innovation. Implications from the three IPTs for evaluation design of the CLARISSA programme are identified and discussed. The report finishes with opportunities for the CLARISSA programme to start building an evidence base of how PAR works as an intervention modality, such as evidencing group-level conscientisation, the influence of intersecting inequalities, and influence of diverse perspectives coming together in a PAR process.

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Vathakou, Eugenia, Maria Tsampra y Pantelis Sklias. Addressing Un/Under-Employment at the Local Level: Participatory Action Research in Greece of Crisis. EconWorld Workıng Papers, 2017. http://dx.doi.org/10.22440/econworld.wp.2017.004.

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Research Institute (IFPRI), International Food Policy. Development of a participatory action research approach for four agricultural carbon projects in east Africa. Washington, DC: International Food Policy Research Institute, 2013. http://dx.doi.org/10.2499/capriwp113.

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Hillier, Lucy. People-driven Solutions: An Introduction to Facilitating Deep Participation for Systemic Change Through Systemic Action Research Programming. Institute of Development Studies, junio de 2024. http://dx.doi.org/10.19088/clarissa.2024.040.

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CLARISSA evidence builds upon an existing body of evidence (Burns, 2014; Howard et al., 2021) around deeply participatory processes, where children and adults are given significant decision-making power, and supported to collect data, analyse, and take action in order to shift system dynamics to improve their lives. Critical factors within a process of whole systems change are facilitating child- and people-driven evidence generation; participatory learning and action processes around underlying system dynamics and how they drive a problem; and a high level of collective ownership by participants. These critical factors can be enabled through a facilitation approach, inclusive participation, collective problem-solving, and by giving more decision-making power to children and adult stakeholders by considering them as agents of change. The purpose of this resource is to introduce development and humanitarian organisations and their teams to a programme approach and methodology which can enable deeply participatory, learning- and action-oriented, whole systems change. It is written with the understanding that while most development and humanitarian organisations and programmes are not set up to ‘do research’, this does not mean that they cannot start to use the principles of a Systemic Action Research approach to enhance their work. This resource can help demystify the perception that robust, participatory, child- and people-led Action Research is more difficult or not possible; only relevant for monitoring, evaluation and learning teams; or that the methods are too technical for most practitioners or local participants.

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Aked, Jody, Danny Burns y A. K. M. Maksud. Worst Forms of Child Labour in the Bangladesh Leather Industry: A Synthesis of Five Years of Research by Children, Small Business Owners, NGOs, and Academics. Institute of Development Studies, julio de 2024. http://dx.doi.org/10.19088/clarissa.2024.051.

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CLARISSA (Child Labour: Action-Research-Innovation in South and South‑Eastern Asia), a research programme on worst forms of child labour (WFCL), aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of WFCL in selected supply chains in Bangladesh and Nepal. Spanning five years, the programme’s focus in Bangladesh was on identifying the system dynamics of WFCL in Dhaka’s leather industry, and particularly the informal economy, where WFCL is prevalent. In addition to extensive participatory and qualitative research inquiry, 13 participatory action research groups of children and business owners spent 12–18 months learning about actions to reduce WFCL and its impact. The Action Research component makes the CLARISSA programme unique in the child labour space because it has learned about the dynamics of WFCL from action as well as inquiry. The CLARISSA programme has produced multiple research reports, and the Hard Labour website, which reproduces some of the stories about children’s lives, their days, the businesses they work in, and the neighbourhoods they live in. This paper synthesises this detailed evidence landscape to draw analytical conclusions about why WFCL happens in Dhaka’s leather industry and what can be done about it.

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Bharadwaj, Sowmyaa, Jo Howard y Pradeep Narayanan. Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities. Institute of Development Studies, enero de 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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Snijder, Mieke, Marina Apgar, Jiniya Afroze, Amit Arulanantham, Jacqueline Hicks, Shanta Karki, Sophie Mareschal, Sukanta Paul, Forhad Uddin y Helen Veitch. Opening the Black Box of Participatory Action Research in Response to the Worst Forms of Child Labour in Nepal and Bangladesh. Institute of Development Studies, julio de 2024. http://dx.doi.org/10.19088/clarissa.2024.009.

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How, for whom, and under what conditions does Participatory Action Research (PAR) generate innovation to tackle the drivers of the worst forms of child labour (WFCL)? This paper presents the findings of a realist evaluation that investigated how PAR groups facilitated children who work in exploitative and harmful labour and business owners in the leather industry in Bangladesh and the adult entertainment sector in Nepal to generate innovative actions. These PAR groups were facilitated over a period of 18 months to two years by non-governmental organisation professionals trained in PAR approaches.

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CLARISSA. Relationship Building Among the Employers for Collective Action. Institute of Development Studies, agosto de 2024. http://dx.doi.org/10.19088/clarissa.2024.017.

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The Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) programme uses Action Research (AR) to understand the dynamics which drive the worst forms of child labour (WFCL), and to generate participatory innovations which help to shift these underlying dynamics and mitigate their worst effects. Through 13 Action Research Groups (ARGs) in Bangladesh and 12 groups in Nepal, the programme is generating a rich understanding – particularly through children’s lived experiences – of the complex underlying drivers of harmful work and working children and their employers are themselves defining, piloting and evaluating their own innovative actions that aim to increase children’s options to avoid WFCL. This group worked on the theme 'Relationship building among the employers for collective action'.

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