Canadian Journal of Action Research
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Applying Interview-Research Methods Using Generative AI Technology: An Action Research Study with Graduate Students in Mock Research Teams
No full textIn this study, we aimed to examine graduate students’ experience when working with peers to complete a learning task focused on conducting a program evaluation in a qualitative research course. A generative artificial intelligence (GenAI)-powered platform was incorporated to support an experiential learning activity designed by the instructor-researcher. A collaborative action research approach was employed through the planning, enactment, and reflective phases of the study wherein four graduate students who engaged with the platform were interviewed to help improve the next iteration of the learning activity in future courses. This study contributes to the pedagogical discourse about the use of experiential learning for teaching and learning qualitative research methods
Teacher Educator Growth Across Rhizomatic Landscapes of Praxis
No full textIn this collaborative analytic autoethnography, five researchers and teacher educators from various contexts describe how their participation in a network of critical action researchers led to rhizomatic growth across their landscapes of praxis. Through the authors’ narratives, we learn how Deleuze and Guattari’s (1987) concept of the rhizome and Wenger’s (2015) notion of the landscape of practice are interconnected and have allowed multiple non-hierarchical points for engagement in research and knowledge mobilization. The autoethnography also illustrates how the outgrowth of a healthy rhizome can be more vibrant and lead to innovative approaches to education and research across various contexts
Community-Based Participatory Research and Fat Studies: Tensions and Alignments
No full textCommunity-based participatory research (CBPR) is an overarching methodology taken up across various disciplines. Rather than a specific approach, CBPR encompasses varied action-based methodologies. While many disciplines use CBPR methodologies in their work, Fat Studies has yet to broadly create research that uses CBPR methodologies. Fat Studies counters many dominant fields that examine and pathologize the body. Rather than viewing Fat as a site of moral panic and concern, Fat Studies values the subjectivity, fluidity, and embodied experience of what it means to be Fat. As CBPR methodologies share a commitment towards critical, emancipatory, and social action research, the potential intersection with Fat Studies is noteworthy, however limited literature at this intersection exists. In this article, we highlight the alignments and tensions between CBPR and Fat Studies while offering future directions for scholars at this intersection
"You Need To Let Go of Control”: Critical Reflections of a Participatory Action Research Doctoral Project with Muslim Women in Britain
No full textThis article explores the ethical and practical complexities of conducting participatory action research (PAR) as a doctoral student and shares findings from a doctoral study co-developed with Muslim women living in Britain to promote social change. Through the development of a visual methods (Photovoice) project, 16 Muslim women collaborated to document new understandings of what Muslim womanhood, religious agency, and empowerment mean to them, within the broader context of gendered Islamophobia. The findings reveal the complexities of establishing an equal partnership, and negotiating power dynamics, trust, ownership, and group conflict in PAR, which problematises assumptions around community empowerment within participatory approaches. The article concludes with critical reflections captured during the project, which advances understandings of how diverse Muslim women respond to PAR within the British context
Collaborating for (Game) Change(rs): Negotiating and Building Meaningful Action Research Partnerships
No full textSport- and physical activity-related participatory action research (PAR) often involves voluntary partnerships spanning institutions, organizations, and jurisdictions. Negotiating and maintaining multi-stakeholder and multi-jurisdictional research partnerships can be likened to a delicate balancing act fraught with potential challenges and strains impacting project outcomes (e.g., waning commitment, emerging external factors, new and/or revised stakeholder/organizational requirements, fidelity to the necessary care given when working with community partners and participants). This article presents PAR as a methodology in sport and physical activity that can potentially engage all research participants as co-researchers, sharing power equitably. Recognizing the need for continued attention and action in this area, we provide an overview of PAR in practice, identifying significant ideas and principles. Additionally, we outline Game Changers—a PAR project involving students with various disabilities, schools, PE teachers, coaches, national and community sport partners, and university researchers. Based on lessons learned from this multi-stakeholder and multi-jurisdictional research project, we interrogate the possibilities associated with engaging in PAR by exploring challenges and opportunities related to sport and physical activity-focused PAR
Blending Human-Centred Design and Community-Based Participatory Action Research Approaches: Designing Community Sport and Recreation Provisions for Equity-Owed Communities
No full textAddressing the social and economic disparities equity-owed low-income residents experience that prevent participation in community sport and recreation is complex. Community-based participatory action research (CBPAR) has been utilized to facilitate the participation of equity-owed communities in sport and recreation initiatives. However, in this paper, we discuss how CBPAR and human-centred design (HCD) help engage communities in discourse and action to support innovative social change in the context of sport and recreation for equity-owed low-income communities. This paper compares processes, core principles, and outcomes of CBPAR and HCD. It highlights how they can collectively drive discourse and action to foster innovative social change in sport and recreation for equity-owed communities. The proposed integration, called CBPAR+HCD, is suggested to initiate solutions that address the multifaceted challenges through a social justice lens, placing community-driven social innovation at the forefront. This paper highlights the benefits of combining CBPAR+HCD and acknowledges the inherent challenges in implementing this dual approach. Furthermore, it offers recommendations to support the combined approach, emphasizing the importance of this integrated methodology in promoting social change and addressing inequities within community sport and recreation initiatives
Educative Spaces Full of Potential: Kairos Moments and Quantum Leaps
No full textIn this paper I share stories about beautifully complex and novel pathways for learners on the margins within my under-resourced Grade 2 community school classroom. I challenged practices of schooling that produced static understanding of children, and ones in which they were compared to the average, by embracing kairos moments. Kairos moments are distinct spaces full of potential that ebb and flow in unexpected ways and may lead to unanticipated outcomes. Inspired by new materialist scholarship, I worked at the intersection of theory and practice to go beyond common inclusive and self-regulatory educational strategies, to focus on the complex relationships involving children and their material contexts. Through the story of the magic pencil and the story of the invisible string, I illuminate the infinite potential within pedagogical spaces
Action Research Network of the Americas 11th Annual Hybrid Conference
No full textLocation: Eastern Michigan University, Ypsilanti & Online
Theme: Participatory Action Research in Community – Transformative Possibilities with keynote speaker Dr. Julio Cammarota
Dates: June 7 & 8, 2024
Learn more: https://arnawebsite.org
Holt, M. (2021). Sexual orientation equality in schools: Teacher advocacy and action research. Palgrave Macmillan.
No full textHumility and the Hoop Dance: A Teacher’s Self Reflections on Indigenous Knowledge and Power Sharing in the Classroom
No full textThis research reflects on my collaboration with an Indigenous hoop dancer to respond to the Calls to Action from the final report of the Truth and Reconciliation Commission of Canada. The research engages the Anishinaabeg seven sacred teachings and critical decolonizing pedagogy as theoretical frameworks and qualitative inquiry as methodology. This paper presents partial findings of the research, focusing on my own reflections on humility and its complex connections to power sharing, collaboration, and Indigenous knowledge in the arts. I introduce the “humility pendulum,” which is a conceptual tool that I developed to support my own critical reflection throughout the process