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Seeing ‘With my Own Eyes’: Strengthening interactions between researchers and schools
This paper describes a participatory action research (PAR) project initiated by the Kenya Medical Research Institute (KEMRI), as part of their Wellcome Trust Research Programme’s (KWTRP) community engagement strategy in Kilifi. The project, called the School Engagement Programme (SEP), partnered students and teachers from secondary schools, and scientists from KWTRP, to design and implement a set of interventions aimed at promoting school awareness of locally conducted research, and positive attitudes towards school science and health research. The article presents findings from an evaluation of the SEP, which was conducted through surveys and discussions with teachers, students, researchers, and other stakeholders….
Working together: A methodological case study of ‘Engaged Scholarship’
This paper explores the University of Queensland’s Boilerhouse Community Engagement Centre (UQ Boilerhouse) as a case study for engaged scholarship in practice. Informed by principles of participatory action research (PAR), the paper describes the three stages of the methodological framework guiding the work of UQ Boilerhouse: project development and design, data collection and analysis, and reporting and project evaluation. In conclusion, the paper examines ways in which PAR can effectively promote participatory democracy, and discusses particular constraints and challenges of the PAR process. Cuthill, M. (2010). Working together: A methodological case study of ‘Engaged Scholarship’. Gateways: International Journal of Community…
The Journey of a Community-Engaged Scholar: An Autoethnography
In this piece, the author describes his own career path to becoming a tenured full professor who regards community-engaged scholarship as central to his work. Using an autoethnographic style, the author reflects on the motivations, influences, and experiences that have informed his professional identity as a community-engaged scholar. His reflections address the tensions facing community-engaged scholars as they navigate faculty roles and rewards in higher education. Cutforth, N. (2013). The Journey of a community-engaged scholar: An autoethnography. Quest: Journal of the National Association of Kinesiology, 65(1), 14-30. Full Text.
Survivor voices: Co-learning, re-connection, and healing through community action research and engagement (CARE)
This paper examines the community-campus partnership between the Trauma Healing Project (THP) and the University of Oregon Psychology and Counseling Services Department, examining Survivor Voices, a community-based PAR mixed methods study that was developed and implemented through this partnership. This collaboratively designed study aimed to understand from survivors of abuse “what hurt” and “what helped” from the process of dealing with trauma and what recommendations these survivors could provide about trauma healing. Methods, quantitative/qualitative results, and challenges/lessons learned are presented, as well as a section reflecting on how the partnership and PAR methods can be useful tools in a community’s…
Evidence-based practice and teacher action-research: a reflection on the nature and direction of ‘change’
This study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. Colucci-Gray, L., Sharmistha, D., Gray, D., Robson, D., & Spratt, J. (2013). Evidence-based practice and teacher action-research: a reflection on the nature and direction of ‘change’. British Educational Research Journal, 39(1), 126-147. Full Text.
Studying and addressing urban immigrant restaurant worker health and safety in San Francisco’s Chinatown District: A CBPR case study
This paper highlights eight ways in which CBPR has been shown to add value to work with urban underserved communities. Challenges of using CBPR, particularly with urban immigrant populations, are also discussed. The authors then describe the Chinatown Restaurant Worker Health and Safety Study, a CBPR project conducted in San Francisco, California, and draw on study processes and outcomes to illustrate each of the benefits and challenges of CBPR. Finally, the authors discuss lessons learned, through the Chinatown study and other studies, for the effective use of CBPR with urban immigrant communities. Chang, C., Minkler, M., Salvatore, A. L., Lee,…
Videovoice: Community assessment in post-Katrina New Orleans
Videovoice is a health advocacy, promotion, and research method through which people use video cameras as a tool to research issues, communicate knowledge, and advocate for change. This paper explores a videovoice project carried out in post-Katrina New Orleans by a community-university-filmmaker partnership, in which 10 community members participated in an 18-week training and community assessment. The authors describe how the final product (a 22-minute film) successfully communicated knowledge to many audiences (live premier, YouTube, DVD distribution) and mobilized community action on three issues: affordable housing, education, and economic development. The paper concludes by discussing particular challenges of videovoice and…
Served or unserved? A site suitability analysis of social services in Atlanta, Georgia using geographic information systems
In this study, investigators utilize a Public Participation GIS (PPGIS) research framework with multiple community partners to understand accessibility to social service providers in a subset of lower income zip codes across Atlanta, Georgia. The study has practical and actionable implications for lower income urban communities, and methodological implications for the disciplines of geography, public health and planning. Case, C., & Hawthorne, T. L. (2013). Served or unserved? A site suitability analysis of social services in Atlanta, Georgia using geographic information systems. Journal of Applied Geography, 38, 96-106. Full Text.
Participatory action research with and within community activist groups: Capturing the collective experience of Ireland’s community and voluntary pillar in social partnership
This article presents a Participatory Action Research (PAR) study that constructed an all-inclusive account of the lived experienced of Civil Society Organizations in the Community and Voluntary Pillar of social partnership in Ireland. The authors reflect on the rewards and challenges of using a PAR approach to design and execute the study, and to integrate participants into the research process. Overall, this article shows how the use of PAR can present a deeper and more holistic picture of the experience of Civil Society Organizations (CSOs) in shaping national-level social policy. Carney, G. M., Dundon, T., & Léime, A. N. (2012)….
Toward community research and coalitional literacy practices for educational justice
In this article, the authors examine emerging directions in their participatory research that point toward coalitional literacy practices as a means of intercultural collaboration. The authors define “coalitional literacies” as critical social practices whereby community members enact language and literacy across cultural boundaries in order to learn from others, be reflective with respect to social location, foster empathy, cultivate affective bonds, and promote inclusion in the service of progressive change. The authors begin by situating their understanding of coalitional literacies in the educational research literature, and then use Critical Discourse Analysis and other analytical approaches to show how their research…
Crossing the divide: Building bridges between public administration practitioners and scholars
This article explores the challenges of improving the connection between public administration (PA) scholarship and practice in three areas: engaged scholarship, engaged teaching, and engaged faculty. Examples of solutions to improve the connection between PA scholarship and practice are also discussed. Bushouse, B., Jacobson, W.S., Lambright, K.T., Llorens, J.L., Morse, R.S., & Poocharoen, O. (2011). Crossing the divide: Building bridges between public administration practitioners and scholars. Journal of Public Administration Research and Theory, 21 (1), 99-112. Full Text.
Participatory organizational research: Examining voice in the co-production of knowledge
This paper proposes the term participatory organizational research (POR) to describe participatory methods in management research. The authors argue that POR has significant potential for management researchers, because it allows unheard organizational members to generate alternative perspectives that can offer the potential for the co-production of new forms of knowledge that are locally relevant. By examining a study of care quality in elder care institutions, the authors explain in detail how POR can enable voice, and also explore some of the structural limitations of the POR approach. Burns, D., Hyde, P., Killett, A., Poland, F., & Gray, R. (2012). Participatory…
We did it together: a participatory action research study on poverty and disability
This article describes a participatory action research project on poverty and disability, and presents the perspectives of both non-disabled and developmentally disabled people involved in the project. During the study, control of the research agenda was shared to varying degrees in accordance with the needs and desires of the members of an advisory committee of low-income, developmentally disabled people. The authors discuss their successes and challenges enacting participatory action research principles, in the hopes of enabling future researchers to be more inclusive of developmentally disabled people in their work. Buettgen, A., Richardson, J., Beckman, K., Richardson, K., Ward, M., &…
Community – academic partnerships: Lessons learned from replicating a salon-based health education and promotion program
This article examines a partnership between the Arthur Ashe Institute for Urban Health (AAIUH), two community-based organizations (CBOs), three universities, and 17 beauty salons. This partnership was created to replicate a salon-based health education and promotion program in African-American and Latino communities in Philadelphia, and its formation was guided by common understanding of four key principles: mutually agreeing on and implementing predefined plans and processes; sharing expertise, resources, and methods; a commitment to building capacity; a commitment to shared credits and rewards. These principles are described, as well as the challenges and lessons learned from both the development of the…
Our community in focus: The use of photovoice for youth-driven substance abuse assessment and health promotion
Photovoice, a CBPR methodology, is one way to effectively engage youth in the assessment of substance abuse and prevention initiatives. This paper describes “Our Community in Focus”, a community-based assessment of youth substance use and abuse that employed photovoice methodology with high school participants. Prompted with the question, “What contributes to adolescents’ decisions to use or not to use alcohol and other drugs?” participants captured compelling photos to reflect community strengths and concerns relating to substance abuse. The authors explore the findings of the research and offer conclusions about photovoice as an effective tool to engage youth in community-assessment projects….
Policies: Reappointment, Promotion, and Tenure, and Statements of Mutual Expectations
One of the strategies of the University of North Carolina Tomorrow initiative, with respect to outreach, societal engagement, and both economic and community development, is that campuses set high standards in their faculty reappointment, promotion, and tenure policies that encourage and reward public service by faculty. North Carolina State University addressed these issues in its recent revisions of policies for reappointment, promotion and tenure. The policies focus on definition of six realms of faculty responsibility, development of statement of mutual expectations, and the importance of creative scholarship in all six realms. North Carolina State University (2006). Policies: reappointment, promotion, and tenure,…
Community-based participatory evaluation: The Healthy Start approach
This paper presents a community-based participatory evaluation (CBPE) conducted by the Healthy Start project of the Augusta Partnership for Children, Inc. (APC), in Augusta, Georgia. CBPE refers to a process in which community members perform an integral function in the design, implementation, and review of assessment procedures, and academic faculty take on the role of external evaluators. The APC’s model for CPBE is presented. Reflecting on this model, the authors argue that it improved the relevance of the evaluation process, and shows promise as a reliable and credible evaluation approach for assessment of health promotion programs. Braithwaite, R. L., McKenzie,…
Cellphone diaries: Mobile technology and self-authored digital videos in asset mapping
This paper describes the Cellphone Diaries project, which engaged African-American residents of historic South Park East Raleigh, North Carolina in the use of “smartphones” to document places that had meaning to them in Chavis Park, a neighborhood undergoing rapid change. The project was a component of an effort by North Carolina State University to support a neighborhood revitalization framework organized around a community vision plan. Cellphone Diaries attempted to 1) train residents in the use of smartphone digital videos for individual on-site asset mapping, and 2) compare the results of individual on-site smartphone based approaches to concurrent engagement efforts such…
Working together to improve the lives of people affected by epilepsy in Zambia
This paper describes the Chikankata Epilepsy Care Team, a collaborative project between Michigan State University and the rural Zambian community of Chikankata, which works to improve the lives of people with epilepsy. The author describes the project’s evolution from a local nurse-medical student partnership in one rural Zambian hospital to a program that enriches clinical services and advocacy programs throughout Zambia. Lessons learned about what makes this collaborative project effective are presented. Birbeck, G. L. (2012). Working together to improve the lives of people affected by epilepsy in Zambia. Journal of Higher Education Outreach and Engagement, 16(3), 175-183. Full Text.
Action-learning collaboratives as a platform for community-based participatory research to advance obesity prevention
One model for implementing and monitoring CBPR is Action Learning Collaboratives (ALCs)—short term, team-based learning processes that are grounded in quality improvement. This paper describes how the Prevention Research Center at Dartmouth has used ALCs with three communities as a platform to design, implement and evaluate CBPR. The authors provide recommendations for using ALCs as a method to promote CBPR and evidence-based obesity prevention through a structured QI approach. Bazos, D. A., Schifferdecker, K. E., Fedrizzi, R., Hoebeke, J., Ruggles, L. & Goldsberry, Y. (2013). Action-learning collaboratives as a platform for community-based participatory research to advance obesity prevention. Journal of…