Participatory Action Research: Comprehensive 1

PARTICIPATORY ACTION RESEARCH

WHO'S WHO?

(1980) "The Berger Inquiry and the politics of transformation in the Mackenzie Valley, 1965-80." Ph.D. Thesis in Political Science, York University.

Brown, David

Brown noted a shift in development strategies. Previously the modus operandi was based on a theoretical assumption of expansion of the productive capacity of a region's economic and physical resources. A new development perspective focuses on sustainable, renewable resources and includes human resources as a major factor. Brown, (David. L. 1985. "People-Centred Development and Participatory Research." Harvard Educational Review. 55:1.)

Bradbury, Hilary Profile

Hilary Bradbury is an Assistant Professor of Organizational Behavior at Case Western Reserve University, Cleveland, Ohio and the Associate Director, Weatherhead Institute on Sustainable Enterprise.

Bradbury, Hilary. 2000. Handbook of Action Research (Co-editor with Peter Reason), US and UK: Sage Publications. More

Barndt, Deborah.

"Barndt, Deborah (Environmental Studies), B.A. (Otterbein College), M.A. Ph.D. (Michigan) Assistant Professor dbarndt@yorku.ca RESEARCH INTERESTS:Popular education and social movements; Media analysis; Photographic methods for participatory research/education/action; Cultural production; Community development; Women, globalization, and food." "Professor Deborah Barndt (Deb) joined York’s Faculty of Environmental Studies (FES) in 1993 to teach in the areas of “Critical Education, Creativity and Communication.” Deb’s first contact with CERLAC was prior to 1993 through her involvement with the Latin American Working Group in the early 1980's and later in her role as coordinator of the “Moment Project” at the Jesuit Centre in Toronto from 1985-1993." "It is hard to imagine the number and diversity of people with whom Deb has participated through popular education programs in Canada, the United States, Nicaragua and Peru since the mid-1970's. This had its genesis in her PhD work on the methods of Brazilian educator Paolo Freire with poor barrios in Lima, Peru. Subsequently, in the early 1980's, Deb was a consultant to the Ministry of Education in Nicaragua. Reminiscent of her work at FES, this involved popular communication training with literacy teachers and culminated in the book: To Change This House: Popular Education Under the Sandinistas."

Brandt's profile on CERLAC

Desfor,Gene and Deborah Barndt, Barbara Rahder Eds. 2002.Just Doing It: Popular Collective Action in the Americas Black Rose.

Tangled Roots and Routes: Following Women Workers along the Tomato Trail. Boulder, Colorado: Rowman and Littlefield and Toronto: Garamond Press, 2001.

In 1981 Barndt organized "Breaking Ground: The Role of Popular Education and Research in Social Movements." This conference looked at case studies from Nicaragua(Francisco Lacayo), Quebec (Paul Belanger) and Highlander Centre in the USA (Myles Horton and John Gaventa). This conference not only spoke of popular education and participatory research but was organized along the principles themselves.(Hall, Budd 1997)

Chopyak, Jill and Peter Levesque.

Kinective Research Management:"Citizens and community-based organizations are increasingly using and conducting research to solve problems they face. Often this research is done in collaboration with university-based scientists or members of other research institutions, resulting in new types of partnerships and collaborations. Such partnerships often bring together previously adversarial or antagonistic institutions. A historic lack of trust and misunderstanding between partners can cause potentially fruitful collaborations to fail. Within organizational development, organizational management, and nonprofit research literature, there is an almost complete void of information about the nature of such partnerships, and how they are effectively developed, managed, and implemented."

"Loka is part of an EU-funded grant to create an international network of science shops/community research centers, and individuals from these countries are also partners in this work. Part of our objective in the grant is to help create new centers in other parts of the world. "

Chambers, Robert

"Dr Chambers is considered the chief architect of the widely-used participatory rural appraisal (PRA) model for designing international development projects. Consulting the experts Built on the idea that poor people are the greatest experts on poverty, the World Bank-sponsored study, Consultations with the Poor, was conducted to inform the World Development Report 2000-2001 on Poverty and Development. The process involved a series of consultations with poor people in 23 developing countries." http://www.idrc.ca/reports/read_news.cfm?article_num=587 International Development Research Centre

"Robert Chambers is a research associate of the Institute of Development Studies at the University of Sussex, England. He is one of the world's most influential proponents of participatory development." More

Crnkovich, Mary.

"Mary Crnkovich is "a feminist researcher who has worked extensively with northern native peoples, encouraged women to write or to speak about the issues of interest to them. The words of those who chose to speak were transcribed into written form and translated into English where necessary. The resulting volume may help sensitize readers to the differences among the women involved and, more generally, to the importance of reaming and talking about these differences."

"GOSSIP: A Spoken History of Women in the North"

Freire, Paulo

A biography from "In September 1971 Paulo Freire visited us in Tanzania. I was responsible for working with him during his stay. One of the things that we asked him to talk about were his ideas about research methods. Some readers may remember his chapter three in Pedagogy of the Oppressed," where Paulo wrote about what he calls, "Thematic Investigation." In his account, he began to talk about understanding research as engaged practice, not a neutral dispassionate act but an act of solidarity and active support. His talk was documented and distributed as simply "A Talk by Paulo Freire". Some passages from the 1971 event:

I think adult education in Tanzania should have as one of its main tasks to invite people to believe in themselves. It should invite people to believe that they have knowledge. The people must be challenged to discover their historical existence through the critical analysis of their cultural production: their art and their music. One of the characteristics of colonialisation is that in order for the colonisers to oppress the people easily they convinced themselves that the colonised have a mere biological life and never an historical existence." (Freire, Paulo. 1971. "A Talk by Paulo Freire." Studies in Adult Education. 2. Dar es Salaam, 10 cited by Hall, B. "Looking Back, Looking Forward: "Reflections on the Participatory Research Network. or ??? "Historical Perspectives on Participatory Research in Forest, Trees and People Newsletter no 39, August 1999 (pp 33-36))

Gaventa, John

John Gaventa earned his B.A. at Vanderbilt University and, as a Rhodes Scholar, received his doctorate from Oxford University. Since 1976 he has helped lead a grass-roots adult education program at the New Highlander Research and Education Centre (in New Market, Tennessee), which works closely with community and labour groups in Appalachia and the South. In 1981 he was one of only forty individual to receive a five-year grant from the prestigious MacArthur Foundation." In the same year he published Power and Powerlessness: Quiescence and Rebellion in an Appalachian Valley in which he explored the politics of poverty examining power relations between the power elite and the powerless. He concluded with a question: How should the power relationships of contemporary society be altered in order to overcome the social and economic deprivations of the disempowered? His case study is the region of Central Appalachia, the region known as the 'other America, where there is a high concentration of landless, low and working class whose ancestors once owned the mountains of black gold and whose only inheritance is an enduring poverty. Although imaged as a region of impoverished backward mountaineers, in reality it is coal-rich, the source of huge fortunes for the owners of coal and land companies. This book grows out of Gaventa's years of work in grassroots adult education at Highlander Research and Education Center in the heart of the Appalachians, work which inspired him to challenge the assumptions of elitist democratic theories." More

Gudschinsky, Sarah C. (1919-1974) was a researcher, innovator,

and scholar in the specialized field of introducing literacy to preliterate societies. As a member of SIL, she worked with the Mazatec people of Mexico. She worked as a linguistic and literacy consultant as well as serving SIL as International Literacy Coordinator. She developed a reading approach that has since been named for her."

Flaherty, Martha

Martha Flaherty was president of the Pauktuutit Inuit Women's Association. Flaherty presented a critical paper on PAR to Association of Canadian Universities for Northern Studies 4th National Students Conference on Northern Studies, Ottawa, 1994.

McTaggart, Robin

Pro-Vice-Chancellor Staff Development and Student Affairs, BSc MEd [Melbourne]; PhD [Illinois]. Robin.McTaggart@jcu.edu.au James Cook University. "He has conducted evaluation and research studies of action research by educators, discipline-based arts education, arts programs for disadvantaged youth, instructional computing programs for intellectually disabled adults, coeducation and gender equity in private schooling, AIDS/HIV professional development for rural health workers, Aboriginal education in traditionally-oriented remote communities, scientific literacies and distance education provision in technical and further education. He has conducted participatory action research and evaluation training workshops for private and public sector managers, academics, technical and further education and training professionals, educators, educational consultants, and health professionals in Australia, Canada, Hong Kong, Indonesia, Malaysia, New Zealand, Singapore, Thailand and the United States." More

Hall, Budd CV 2000

Adult Education, Professor and Chair - adult education and global civil society, political economy of adult education, participatory research, poetry and learning in social movements. bhall@uvic.ca"In 1970, fresh from a Ph.D. programme at UCLA in Comparative Education and African Studies, Budd went to Tanzania where he worked as an evaluator and researcher with the Institute of Adult Education in Dar es Salaam: "I went to Tanzania because of the attraction of the ideas of Julius Nyerere related to the role of adult education in social transformation. It was there that I came to know Paul Mhaiki, Marja Lisa Swantz, Marjorie Mbillinyi, Kemal Mustapha who lived and worked there. I also met and briefly worked with Paulo Freire who visited with us for some time. It was there that I began to work with the ideas which would later become known as participatory research. In 1975, I spent a year in England at the Institute of Development Studies at the University of Sussex reading Marx and finding out about a variety of British and European scholars, activists and forms of activism. From 1976 to 1979 I was the research officer of the International Council for Adult Education, where I started the Participatory Research Network. From 1979 to 1991, I was head of the International Council for Adult Education, a large and broad-based international non-governmental organization active in a variety of issues related to learning and social movements. In September 1991 I took up a full-time academic appointment in the Department of Adult Education at the Ontario Institute for Studies in Education. I am currently working with a number of university and community-based colleagues on the creation of a Centre for Community and Global Transformation Studies which is based on creating different kinds of community-university relationships. Budd has recently been apointed Dean of the Faculty of Education at the University of Victoria, British Columbia (Canada)"

Budd L. Hall,

former Secretary General of the International Council for Adult Education

Lewin, Kurt.

Many scholars (e.g. Wann, 1953; Adelman, 1993) have attributed the origins of practitioner research in education to the work of social psychologist Kurt Lewin and U.S. Commissioner of Indian Affairs from 1933-1945 John Collier, who were involved in work outside of education which among other things, sought to counteract racism, oppression and improve intergroup relations (e.g., Collier, 1945; Lewin, 1946) More

"Celui qui est considéré comme le père de la recherche-action est Kurt Lewin, lequel avait initié avec des jeunes une méthode "qui commence là où le client se trouve". Il invita des jeunes à analyser leur propre situation. Il voulait éviter la coupure entre la production du savoir et les "objets" de ce savoir. Il voulut au contraire intégrer les gens en tant qu'acteurs dans la réflexion qui finirait par les affecter. La spirale recherche-action-recherche-action a pour but fondamental la démocratisation." Le Réseau Cultures

marino, dian

"The Dian Marino Award was established in memory of Dian, a visual artist, activist, educator and storyteller extraordinaire, who taught in the Faculty of Environmental Studies, York University. She lived courageously with cancer and died in 1993. This fund supports students who creatively use multi-media tools of inquiry and modes of communication to critically explore environmental issues. This award gives preference to students who are committed to environmental and social justice."

"Dian marino categorically refuses the disciplining of the disciplines. She challenges us to reject binaries, engage with paradox, and cross boundaries. Her pedagogical insights are both visionary and in the moment."- Linda Briskin, Women's Studies, York University"

"This is a breathtaking offering of ideas and images that every educator will cherish and use." - Budd L. Hall, chair, Adult Education and Community Development, Ontario Institute for Studies in Education (OISE)"

"At the time of her death in January 1993, dian marino was a professor in the Faculty of Environmental Studies at York University, Toronto, Ontario. She was a co-author, with Deborah Barndt and Ferne Cristall, of Getting There: Producing Photostories with Immigrant Women (Between the Lines, 1982)."

McTaggart, Robin.

Moreno, Dr. Jacob Levy, (1889-1974)

originated psychodrama, sociodrama, role training, sociometry, group psychotherapy. Moreno left Vienna and moved to America in 1925. He was influential in the social sciences. He originated psychodrama in 1921 a forerunner of creative arts therapies. He founded the American Society of Group Psychotherapy and Psychodrama (ASGPP) in 1942. In 1918 Moreno was using the term 'drama' to refer to "the activation of religious, ethical and cultural values in spontaneous-dramatic form". It has been argued that the Austrian physician, social philospher, and poet Jacob Moreno was a pioneer in developing the idea of practitioner research (Gunz, 1996).

Nyerere, Julius (b. 1928 - d. 1997)

President of Tanzania from 1961 to 1963 and 1965 to 1972. President Julius Nyerere, was also known and respected as Mwalimu or teacher. He was a teacher before he became president and his vision of the capacity of education for social change influenced many who are still active in the field of PAR today. He promoted lifelong education and education for transformation.

In 1961, Tanganyika merged with Zanzibar in 1964 to form Tanzania. It became independent under President Julius Nyerere.

"The most profound influence were the ideas, strategies and programmes of the Tanzanian government of theday articulated most effectively by President Julius Nyerere. Nyerere, himself a former teacher, had written much about the capacity of education to unchain people just as it had been used by the colonial powers to enchain people. The philosophy of Ujamaa and Self Reliance, concepts of what we would call today Afro-centric development and local economic development were open challenges to the way that the rich countries saw the world. Nyerere and a generation of articulate and gifted leaders such as Paul Mhaiki in adult education challenged all who were working in Tanzania, national and expatriate alike, to look through a different lens to understand education, agriculture, development, history, culture and eventually for some of us research and evaluation methods. We were all encouraged to 'meet the masses more' and while on a day to day basis this was difficult to understand, over time many of us were profoundly transformed." (Hall, Budd)

Ortega, Gasset José Ortega y Gasset. Biography (1883-1956)

Rahnema, Majid

was a minister of sciences and higher education in the Iranian cabinet from 1967 to 1971. Frustrated by the authoritarian and top-down manner of the Shah, in the 1970s Rahnema left the Iranian cabinet and founded an Institute for Endogenous Development Studies and worked at the village level on alternative, bottom-up methodologies to development, inspired by the educational ideas of Paulo Freire. He was a career ambassador for much of his life, he represented Iran at the United Nations for twelve successive sessions. Since leaving Iran, he has worked for the United Nations Development Program, taught at the University of California in Berkeley, and has written widely on development issues. He is co-editor with Victoria Bawtree of The Post-Development Reader which is one of the most widely read academic texts in the United Kingdom.

The The Post-Development Reader includes Rahnema's conversation with his life long friend Ivan Illich, who like Rahnema has been an outspoken critic of classical development models. more

Reason, Peter.

"Reader in Organisational Behaviour; Director of the Centre for Action Research in Professional Practice (CARPP)

Research Expertise: "I have worked over the past 20 years to contribute to the development of participative approaches to inquiry inthe human sciences and management, approaches variously referred to a "co-operative inquiry", "participatory action research" and "action science". In these forms of experiential action research all those involved in the inquiry process are co-researchers, contributing both to the thinking that forms the research endeavour and to the action which is its subject. This moves the inquiry process well beyond the subject-object split of orthodox positivism and also offers an alternative to deconstructive postmodernism. I am particularly concerned to find ways to fully integrate action and reflections, seeing that the purpose of research is not contribute to an abstract "body of knowledge" but to develop practical knowing which contributes to the flourishing of human communities and the eco-systems of which we are a part." Professional Bodies: "American Academy of Management. Representative at Large, Organizational Change and Development Division, 1996-98" More

Reimer, Gwen

"Gwen Reimer, Ph.D. is an Adjunct Research Professor who has taught in the Department of Sociology and Anthropology at Carleton University for six years. Her teaching specialties include subjects of methodology, applied anthropology, ethnohistory, and Canadian Aboriginal issues. Dr. Reimer received her Doctorate in Anthropology from McMaster University in 1994. Her dissertation research focused on community-based tourism development in the Inuit community of Pangnirtung, Nunavut. The evaluation of this tourism pilot project was modelled on principals of participatory action research, and the critical examination of this methodology was a major focus of Dr. Reimer’s thesis (“Community Participation in Research and Development: A Case Study from Pangnirtung, Northwest Territories”)."

Michael P. Robinson (President and CEO of Glenbow-Alberta Institute and Operator of

Glenbow Museum, Calgary) Practicing Community Michael P. Robinson, Executive Director and Adjunct Professor, Arctic Institute of North America,located at the University of Calgary. Professor Robinson is Vice-Chair of the Neighbourhood Grants Advisory Committee.

Robinson, Michael P. "Shampoo Archaelogy: Towards a Participatory Action Research Approach in Civil Society" The Canadian Journal of Native Studies XVI, 1(1996):1-1.

Swantz, Marya Liisa

Marja Liisa Swantz and Budd Hall both trace the origins of their lifelong careers in participatory action research to their work in Tanzania and the influence of Julius Nyerere. (Swantz 2001) Swantz is a Finnish social scientist who worked with University of Dar es Salaam’s Bureau for Land Use and Productivity (BRALUP) in the 1960's and 1970's. She incorporated aspects of Nyerere’s ujamaa in their work with students and women village workers in the Tanzanian coastal region. She called her methodology Participatory Research. Kemal Mustapha was also involved in the early years of this project. In a 1971 visit to Tanzania, Paulo Freire observed Swantz' methodologies which he then introduced to international social scientists. (Hall 1994).

Sammons, Susan.

1989. "Band-Aid Solutions for Family Violence." CARC. 17:3.

Stenhouse, L.

1975. An introduction to curriculum research and development. London: Heinemann. Stenhouse is credited with reviving action research in the educational arena in Britain.

Tandon, Rajesh. India.

Chair Founder and Executive Director of the Society for Participatory Research in Asia, President, Asian South-Pacific Bureau of Adult Education, a regional non-governmental organisation in Asia - Pacific and chair of CIVICUS, an international organisation for the promotion of civil society. In 2002 he was Chair of Global Governance Conference. Areas of interest and research now seem to be focused on good governance, participatory action and civil society.

He is on the Board of the Forum international de Montréal (FIM) in 1998 in "Montréal as a global alliance of individuals and organizations with the goal of improving the influence of international civil society on the United Nations and the multilateral system. FIM believes that the stated goals of the UN are beyond reasonable reproach and that the challenge of the FIM alliance is to assist meaningfully in bringing them to fruition."

Viewpoint: Participation in a Complex World

Tandon, Rajesh and Ranjita Mohanty. 2002. Civil Society and Governance. New Delhi, Samskriti: Vedams. ISBN 81-87374-13-6.

Society for Participatory Research in Asia (PRIA), India

Vio Grossi, Francisco

Consejo de Educación de Adultos de América Latina (CEAAL), Santiago de Chile. Gianotten, Vera; and de Wit, Tom editores. Investigación Participativa y Praxis Rural; Nuevos Concepts en Educación y Desarrollo local; Educación Popular; Sociedad Civil; Desarrollo Alternativo

Watt-Cloutier, Sheila.

President, ICC Canada and ICC Vice-President for Canada

"Sheila Watt-Cloutier was elected President of the Inuit Circumpolar Conference (Canada) in 1995, and re-elected to the position on a full-time basis in 1998. As President of ICC Canada, Ms. Watt-Cloutier maintains a seat on the international ICC executive council, working in co-operation with Inuit leaders from Greenland, Alaska and Chukotka (Russia). She also holds the position of Vice-President of the national Inuit organization, Inuit Tapirisat of Canada.

Born in Kuujjuaq, northern Quebec, Ms. Watt-Cloutier was raised traditionally until the age of 10, when she was sent elsewhere for schooling. Educational pursuits have included counselling courses at McGill University as well as occupational and training sessions dealing with education and human development.

In the mid 1970's, Ms. Watt-Cloutier worked as an Inuktitut interpreter for the Ungava Hospital. Over the next 15 years, she turned her considerable energy towards improving health conditions and education in Nunavik, working in a variety of positions. From 1991 to 1995, she worked extensively as an advisor in a review of the education system in Northern Quebec which resulted in the ground-breaking report "Silatunirmut The Pathway to Wisdom". Bio ICC

Whitmore, Elizabeth. Whitmore's Home Page

Selections of Whitmore's publications used in this project.

Adult Education and Community Development, Ontario Institute for Studies in Education
Centre for Action Research in Professional Practice (CARPP): Director, Peter Reason
Centre for Higher Education DevelopmentAction Research
Center for International Education: Fals-Borda
The Center for Research on Latin America and the Caribbean at York University CERLAC
Consejo de Educación de Adultos de América Latina (CEAAL): Vio Grossi, Francisco. Santiago de Chile. Gianotten, Vera; and de Wit, Tom editores. Investigación Participativa y Praxis Rural; Nuevos Concepts en Educación y Desarrollo local; Educación Popular; Sociedad Civil; Desarrollo Alternativo
Highlander Research and Education Centre in the USA: (Myles Horton and John Gaventa). As early as 1979 there were PAR Network meetings at this Centre, hosted by John Gaventa. (Hall, Budd 1997)
IPEA: "seeks to identify, support, and facilitate community-based, learner-led education as a strategic tool for community organizing and democratic social change. IPEA is both a local community-based organization with our roots in Western Massachusetts, as well as a national network and resource center."
Institute of Adult Education of the University of Dar es Salaam, Tanzania: 1970-74 Budd Hall The Institute was influenced by the "...ideas, strategies and programmes of the Tanzanian government of the day articulated most effectively by President Julius Nyerere. Budd Hall was working at the Institute from 1970-1974.
Institute of Development Studies at the University of Sussex.
International Council for Adult Education: , Toronto, ON was founded in 1973 by J. Roby Kidd. In 1975 this organization became a major advocate of participatory action research. The ICAE involved local communities in data collection and problem identification. Academics, who were also community workers, collaborated with local community participants on research projects. "The overall objective of the Council is to promote human resource development, to enable people to participate more fully in determining their economic, social, political and cultural development." International Council for Adult Education; Budd Hall was; "The aim of the Council is to promote the education of adults in accordance with the development needs of individuals, communities and societies as a way of enhancing international understanding; achieving economic and social development; advancing the skills and competencies of individuals and groups."
Institute of Health Promotion Research,: The University of British Columbia and the B.C. Consortium for Health Promotion Research. Study of Participatory Research in Health Promotion: Review and Recommendations for the Development of Participatory Research in Health Promotion in Canada. Vancouver: The Royal Society of Canada, 1995.
Ontario Institute for Studies in Education (OISE)
National Council for Research on Women (NCRW): and its member centers strive to use research as a tool for effecting social change and action. During this session, member centers were asked to help shape a research agenda for NCRW that is both fundable and able to influence the public discourse. Moderator Linda Basch led a discussion geared toward identifying the most pressing issues, domestically and globally, that need to be addressed as we approach the new millennium.
The Bathurst Mandate Pinasuaqtavut: "that which we've set out to do"
Society for Participatory Research in Asia (PRIA), India: Tandon, Rajesh
World Assembly of the International Council for Adult Education. The first assembly took place in Dar es Salaam in 1976.

HOMEPAGE

BIBLIOGRAPHY

CITATIONS

CHRONOLOGY

CONCEPTS

WHO'S WHO

PARTICIPATORY ACTION RESEARCH

WHO'S WHO?

WHO'S WHO? INSTITUTIONS, ORGANIZATIONS, GROUPS