PARTICIPATORY ACTION RESEARCHInvolving Constituents in Social Change Oriented Research

PARTICIPATORY ACTION RESEARCH: Method used to involve community residents,

clients, and other constituents in social change oriented research.

Participants work with a facilitator to identify a community problem, develop research methodology, collect data, and analyze findings.

The data is then used to make recommendations about how the problem should be resolved.

Participants advocate for funding, legislation, or government action to adopt the findings.

The end result is to alleviate oppression or improve community or service quality.

PAR IS CONSIDERED AN ALTERNATIVE TO QUANTITATIVE RESEARCH IN WHICH THE RESEARCHER “KNOWS ALL”

ASSUMPTIONS MADE ABOUT THE PROCESS People who experience the problem are

in the best position to conduct research on the issue.

All people can learn basic research skills. Participants can establish equal

partnerships with researchers that can be used to address community problems.

PAR related activities help empower members of powerless groups. Participation in the PAR process is a critical component of community interventions.

PAR CAN INCLUDE BOTH QUALITATIVE AND QUANTITATIVE METHODS. IT’S GENERALLY CONSIDERED A SUBTYPE OF QUALITATIVE RESEARCH BECAUSE:

It incorporates the perceptions of participants into how the research is conducted and data is analyzed

Participants/constitutents are equal partners with the researcher (as in feminist research).

It’s focus is social change rather than simply on the production of new knowledge.

It helps us understand the experiences and culture of population groups outside the dominant culture.

SOCIAL WORKERS ENCOUNTER PAR-RELATED RESEARCH:

In community organization practice. When administering or developing programs

that serve members of marginalized groups. When serving as an evaluator or consultant

on community projects or in social service organizations.

When using the multi-systems empowerment approach to practice (see for example, Gutierrez, Parsons, & Cox, 1998).

PURPOSE OF PARTICIPATORY ACTION RESEARCH: The purpose of Participatory Action Research (PAR) is to

minimize power differences between researchers and constituents, increase the knowledge of participants, and promote social change (Sohng, 1998).

PAR is associated with two aspects of learning theory: Kurt Lewin’s Action Research (1951) principles (knowledge flows from taking action) as well as the work of Paulo Freire (Pedagogy of the Oppressed, 1970) in which he described a process of education for marginalized groups that involved mutual learning among teachers and students.

The basic assumption of these approaches is that academic research should be used to reduce the harmful effects of oppression by involving members of powerless groups in the construction of knowledge, a critical examination of the world around them, and action to address social problems (Stringer, 1999).

PAR also draws upon social constructionism and the work of post-modern theorists such as Michel Foucault who maintain that scientific knowledge often has little relevance in people’s every day lives, but instead serves to maintain existing institutional arrangements that limit power to members of economic, social and political elites (Rodwell, 1998).

ACCORDING TO LEWIN, ACTION LEARNING IS A PROCESS THAT INVOLVES TAKING ACTION AND REFLECTING ON THAT ACTION TO GAIN NEW KNOWLEDGE.

PARTICIPATORY ACTION RESEARCH GENERALLY IS NOT FOCUSED ON AGENCY OPERATIONS, BUT ADDRESSES A SOCIAL PROBLEM THAT AFFECTS CONSTITUENCY GROUP MEMBERS.

STRINGER DESCRIBES THIS APPROACH AS ONE IN WHICH:

Knowledge acquisition/production proceeds as a collective process, engaging people who have previously been the subjects of research in the process of defining and redefining the corpus of understanding on which their community or organizational life is based. As they collectively investigate their own situation, stakeholders build a consensual vision of their life-world. Community-based action research results not only in a collective vision but also in a sense of community. It operates at the intellectual level as well as at social, cultural, political, and emotional levels. (p.11)

ADVANTAGES OF METHODS

Increases feelings of participant ownership of process/programs.

Increases likelihood that data will be used. Increases likelihood that the resulting

program or intervention will meet needs of stakeholders and be culturally appropriate.

Participants develop skills and confidence. They gain knowledge and information and thus become empowered.

DISADVANTAGES OF METHOD Distrust and conflict among participants. Length of time needed to develop consensus

around goals, mission, and methods. The need for training around research methods,

data collection, and analysis. The need for skilled facilitation, coordination, and

follow-up on task completion. Money and an organizational structure are

needed to do all these things. The group must be able to apply findings in order

to achieve an outcome

THE INABILITY OF THE PARTICIPANTS TO REACH A CONSENSUS IN A TIMELY MANNER CAN RESULT IN AN INCOMPLETE PROJECT, A PROJECT IN WHICH DATA ANALYSIS AND CONCLUSIONS ARE BASED ON INCOMPLETE EVIDENCE, OR ONE IN WHICH A HANDFUL OF PARTICIPANTS ARE RESPONSIBLE FOR THE PRODUCTION OF THE FINAL REPORT. (CHAMBERS ET AL., 1992).

THE PAR PROCESS REQUIRES A TEAM LEADER OR FACILITATOR WITH SOME EXPERTISE IN GROUP PROCESSES AND RESEARCH. THE FACILITATOR MAY BE:

A university based researcher A social worker or community organizer A paid consultant A member of the constituency group who has

previous training/experience with the process

CONDITIONS THAT MUST BE MET FOR A SUCCESSFUL PAR PROJECT

Trusting relationships among members must be developed in order for a consensus about project goals, data collection methods, an analysis of findings, and recommendations can be reached.

Training about research methods, data collection, and analysis must be provided for the participants.

Establishing a good organizational structure to support the work team

The provision of strong administrative support and adequate resources for the project

A skilled facilitator to coordinate the process.

SMITH (1997) DESCRIBES A PAR MODEL IN WHICH AN EXTERNAL RESEARCHER/FACILITATOR USES A FIVE-STAGE PROCESS FOR GOAL ATTAINMENT:

1) The researcher collects information about the community and its problems.

2) The researcher uses dialogue to engage the group in a process of problem-identification.

3) Group members develop an understanding of the social, economic, and political context or origins of the problem. They identify questions that they want answered.

4) The group identifies theories about problem origins, designs data collection methods and generates possible solutions to address the problem.

5) The group takes action.

SKILLS NEEDED FOR FACILITATION

Interpersonal skills such as engagement. Cultural competency Group facilitation and consensus building Research skills Knowledge of service delivery systems,

community processes, power, and economic & political systems.

TYPES OF EVALUATION APPROACHES THAT INVOLVE ORGANIZATION CONSTITUENTS INCLUDE:

Participatory Action Research Empowerment Evaluation Self-evaluation

DIFFERENCES IN APPROACHES ARE:

Participatory Action Research

Empowerment Evaluation

Self-Evaluation

Role of Researcher

Consultant;

Partner with participants

Consultant; works for participants

Consultant; works for agency/funder

Purpose Social Change Self-Determination

Evaluate Agency Services

Outcome Alleviate Oppression

Increases Participant Skills and Control

Improved Service Quality