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A Participatory Inquiry Paradigm
Abstract
Abstract This paper starts with a critique of Gubaand Lincoln's (1994) outline of competing paradigms for research, in particular arguing that the constructivist position fails to account for experiential knowing. The arguments for a participatory worldview,are articulated based on a subjective-objective ontology; an extended epistemology of experiential, presentational, propositional and practical ways of knowing; a methodology,based on co-operative relations between co-researchers; and an axiology which affirms the primary value of practical knowing,in the service of human flourishing. Authors' note The authors wish to thank Yvonna Lincoln and the anonymous,QI reviewer for their
... The My Tune project was anchored in a participatory approach (Heron & Reason, 1997), in which the distinction between the subjects and the objects of the research (i.e., the researchers and those being researched) is suspended and all individuals become experts and researchers of their own life-world (Heron & Reason, 2001). In mixing qualitative and quantitative strategies as complementary methodological approaches, qualitative elements were dominant: a qualitative cyclical approach guided the overall research process. ...
... In an extended epistemology (Seeley, 2014), a distinction can be made between propositional knowledge (knowledge about something), presentational knowledge (knowledge that can be acquired through creative/artistic activity), experiential knowledge (knowledge that can only be acquired through direct personal experience of a particular situation), and practical knowledge (in the form of practical skills). These forms of knowledge are subject to societal valuations: in the Western world, propositional knowledge is usually the most highly valued, whereas less value is usually attached to experiential or practical knowledge (Heron & Reason, 1997). In participatory research, these unequal values are deliberately undermined. ...
Participatory research is an increasingly popular research approach in music therapy. It allows diverse perspectives to be included in the research process thereby affording agency to all participants. Yet, it is challenging to involve various actors at all stages of a research project, including dissemination. In the My Tune project we used a co-creative approach, where young people, music therapists, and caregivers were involved as coresearchers. Within the project we developed a tool for reflecting on music therapy processes from the clients’ perspectives. At the end of the project, we strived to find a way of involving as many participants as possible in the composition of a common article. Two group discussions were held, where project participants conjointly reviewed the My Tune project. In the qualitative analysis of these discussions, key topics were identified, such as motivations, conditions for success, challenges, lessons learned, personal benefits, and characteristics of participatory research. These findings reflect the experiences of the participatory collaboration from diverse perspectives. They give an insight into the research process and refer to the resulting My Tune tool, offering important impulses for future participatory research. Funding We are grateful that the Ludwig Boltzmann Gesellschaft [Ludwig Boltzmann Society] supported this project by funding it as part of the Patient and Public Involvement andEngagement in Research 2021 call. Acknowledgements We would like to thank our colleague Elsa Campbell for proof-reading the manuscript.
... All AR involves one case study (Bresler, 2010) and may be researcher-led; however, some scholars (Altrichter et al., 2002;Herr & Anderson, 2005) prefer or insist on collaborative AR due to its democratic potential for humanization, emancipation, ethical shared ownership, and accountability from working with and for the people impacted by the research questions. Heron and Reason (1997) state that a participatory worldview demands collaboration, participant feedback, and stakeholder inclusion; however, the extent of collaboration varies with the project, goals, researcher philosophy, and institutional requirements (Herr & Anderson, 2005). Relevant to the current study, these aspects of AR are considered to support well-being by creating conditions for stakeholders to be able to choose and act with knowledge on the issues under investigation. ...
... Research methodology to gather information that facilitates making informed choices about practice changes (Heron & Reason, 1997). PERMA provided a framework to evaluate and discuss the choir's well-being in detail, and it reflects Seligman and Csikszentmihalyi's (2000, p. 5) original intention to highlight positive outcomes from happy engagement. ...
This thesis discusses the use of Action Research to investigate Relational Composition for well-being purposes with a Canadian community children's choir that I also co-conducted. Relational Composition is a theory explaining the thinking and processes of community composers interacting at various levels of creative control with music-makers. This composing is relational because it privileges people's well-being and enables composers to build supportive relationships with musicians of all skill levels, becoming vital community members and having transformational experiences alongside participants. Contrary to some common community music (CM) approaches, members do not always compose in Relational Composition. The relational aspect mea0ns that collaboration decisions are based on what approach serves the group best, which may be no, or extensive, co-creation. This research emerges from the global crisis of the COVID-19 pandemic and is situated within the fields of CM, choral arts, and music education. Well-being is a prominent research theme, and this study is no exception, as it is related to negative affects from pandemic disruptions as well as the need to address lockdown recovery for CM groups. Well-being, Relational Composition, and participation form the conceptual framework, along with the PERMA model from positive psychology, which provides a means of analyzing well-being related to participants' composition, learning, and performance of new collaborative works. PERMA examines well-being as measured by Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. Findings suggest that leaders and choristers demonstrated well-being in each of these areas from Relational Composition of four new pieces, which they developed together, then performed for the community. These pieces were musically delightful, well-received, and a source of immense pride and ownership, with composing collaboration overcoming any hurdles or limitations. Nevertheless, lack of composing experience, confidence, and skill; increased chorister socializing; and time issues created challenges. Leaders gave vital support to choristers and one another during a challenging time of restarting the choir, and findings continue to support a role for community composers who work in various ways, as per Relational Composition's theory. However, attempting iii to return to choral practice norms impacted future composing for the choir, even though the choir experienced significant pandemic recovery. SUMMARY FOR LAY AUDIENCE This study investigates Relational Composition for well-being purposes with a
... This research was framed within the doctoral thesis of the first author of this article (Andrades-Moya, 2022). The method used was based on the participatory paradigm (Gayá-Wicks & Reason, 2009;Heron & Reason, 1997) and on the dialogic methodology, kishu kimkelay ta che [no person knows or learns by themself], of the Mapuche people (Ferrada & Del Pino, 2018). The aforementioned methodology is characterised by the co-construction of knowledge as a way of transforming the reality that, together with the people, one wishes to transform (Ferrada & Del Pino, 2018;Ferrada et al., 2014). ...
... The research was carried out under the considerations of the participatory paradigm and the dialogic methodology, kishu kimkelay ta che. According to authors such as Gayá-Wicks & Reason (2009) and Heron & Reason (1997), this paradigm focuses on the co-construction of the research process. That is, it transmutes the passive role that is usually given to people in a study context into an active role in which people actively participate (Wood et al., 2023) in the design and development of the process. ...
... This research was framed within the doctoral thesis of the first author of this article (Andrades-Moya, 2022). The method used was based on the participatory paradigm (Gayá-Wicks & Reason, 2009;Heron & Reason, 1997) and on the dialogic methodology, kishu kimkelay ta che [no person knows or learns by themself], of the Mapuche people (Ferrada & Del Pino, 2018). ...
... The research was carried out under the considerations of the participatory paradigm and the dialogic methodology, kishu kimkelay ta che. According to authors such as Gayá-Wicks & Reason (2009) and Heron & Reason (1997), this paradigm focuses on the co-construction of the research process. That is, it transmutes the passive role that is usually given to people in a study context into an active role in which people actively participate (Wood et al., 2023) in the design and development of the process. ...
This article aims to characterise the elements and components of school coexistence that contribute to the construction of the concept of educational community, from the knowledge carried by the members of a research community. The study was carried out through the dialogic methodology, kishu kimkelay ta che [no person knows or learns by themself], which opts for the collective, participatory, and dialogic development of each stage of the research process. For the collection and analysis of empirical data, collective dialogue and Az kintun [to look according to the intention of searching or finding something together with others] were used. Among the results, a link between school coexistence and educational community was identified because both concepts interact systematically. On the one hand, the educational community is interpreted as the substantial, theoretical, conceptual, and epistemic basis through which people combine their perspectives towards common actions. And, on the other hand, school coexistence is seen as a process through which people build their interactions and interrelations. Therefore, if people agree to form an educational community based on community cohesion, then school coexistence could point towards a construction of interactions and interrelations with a collective focus. In conclusion, school coexistence is considered the process that favours the construction of the educational community according to the epistemic and gnoseological basis of such process.
... 29 We also employed participatory methods, with an author team that included both researchers and consumers to oversee the project. 30 Our reporting has been informed by the Standards for Reporting Qualitative Research (SRQR) checklist. 31 ...
... We included the data from our pilot online focus group with the author team in the analysis. Such an approach is appropriate within research at the nexus of pragmatic (where researchers use the most appropriate methods to answer the question at hand) 29 and participatory (where there can be considerable blurring of the boundaries between researchers and participants) 30 inquiry. We did this as the topic was an emerging issue in which the global expertise was very limited, and all members of the project team also met the study inclusion criteria. ...
Objective
We aimed to explore the opportunities, challenges and practical strategies for consumer engagement (i.e., patient and public involvement) in living evidence (systematic reviews, guidelines and health technology assessments that are continually updated with the latest evidence).
Study Design and Setting
In this international qualitative study, methodologists (producers of systematic reviewers, guidelines and health technology assessments) with an interest in living evidence, and consumers (patients, informal carers, the public and their representatives) with experience contributing to evidence synthesis production participated in either a face‐to‐face workshop, online focus group or semistructured interview. We analysed data using descriptive synthesis.
Results
Forty‐one methodologists and seven consumers from nine countries participated. A minority of participants in both groups had direct experience with living evidence synthesis. We identified seven themes: harnessing consumer enthusiasm in recruitment; ‘better’ consumer engagement based on deeper relationships; improved and ongoing orientation, support and remuneration; maintaining an ongoing commitment; potentially different guideline development stages and tasks; larger groups of consumers and multiple roles; and ongoing incorporation of consumer insights.
Conclusion
Methodologists and consumers believe living evidence approaches present an imperative and an opportunity to explore new models of consumer engagement, bringing together larger and more diverse communities of consumers in true partnerships with methodologists. Consumer engagement strategies for living evidence allow ongoing improvement to engagement methods and ongoing incorporation of consumer experiences, preferences and values as they develop and change over time.
... Wiedza nieuchronnie uwikłana jest w holistyczne i relacyjne sposoby bycia w świecie. W holistyczne podejście wpisuje się również postulat operacjonalizacji rozszerzonej epistemologii sformułowany przez Johna Herona i Petera Reasona, w której cztery sposoby dochodzenia do poznania (Heron, Reason 1997) 4 zostają ujęte w cykliczny schemat. To model, który zrywa z hierarchią wiedzy, w którym możemy poruszać się elastycznie i płynnie, niezależnie od którego z czterech sposobów poznania wyjdziemy (Gayá 2020: 177). ...
Celem artykułu jest ukazanie konsekwencji zawężenia zachodniego paradygmatu epistemologicznego do wiedzy naukowej i zdeprecjonowania jej innych form; wykazanie przesłanek do budowania alternatywnego paradygmatu nie tylko o znaczeniu poznawczym, ale również społecznym, praktycznym; paradygmatu w odniesieniu do różnorodności świata i pluralizmu wiedzy go dotyczącej. Różnorodność epistemiczna okazuje się szczególnie pilna w kontekście globalnych wyzwań, splecionych ze sobą problemów społecznych i środowiskowych, których nie można rozwiązać za pomocą ograniczonych perspektyw dyscyplinarnych.
... Wiedza nieuchronnie uwikłana jest w holistyczne i relacyjne sposoby bycia w świecie. W holistyczne podejście wpisuje się również postulat operacjonalizacji rozszerzonej epistemologii sformułowany przez Johna Herona i Petera Reasona, w której cztery sposoby dochodzenia do poznania (Heron, Reason 1997) 4 zostają ujęte w cykliczny schemat. To model, który zrywa z hierarchią wiedzy, w którym możemy poruszać się elastycznie i płynnie, niezależnie od którego z czterech sposobów poznania wyjdziemy (Gayá 2020: 177). ...
Celem artykułu jest ukazanie konsekwencji zawężenia zachodniego paradygmatu epistemologicznego do wiedzy naukowej i zdeprecjonowania jej innych form; wykazanie przesłanek do budowania alternatywnego paradygmatu nie tylko o znaczeniu poznawczym, ale również społecznym, praktycznym; paradygmatu w odniesieniu do różnorodności świata i pluralizmu wiedzy go dotyczącej. Różnorodność epistemiczna okazuje się szczególnie pilna w kontekście globalnych wyzwań, splecionych ze sobą problemów społecznych i środowiskowych, których nie można rozwiązać za pomocą ograniczonych perspektyw dyscyplinarnych.
... Central to this paradigm is the view that an empirical description of the world has no ideological, social, or political bases. The epistemological account in this approach is an empiricist one-knowledge production is testing hypothesis against reality (Heron & Reason, 1997). It is about discovering reality. ...
This chapter explores the role of creativity and imagination in arts-based research, emphasizing the complexity and unpredictability of social interactions and relationships in participatory research. The author challenges the "received view of science" (RVS) (Woolgar, 1996), which assumes research is neutral, objective, and replicable. This traditional approach views the world as composed of independent entities that can be objectively understood, leading to linear, causal reasoning (McNamee, 2010).
In contrast, the author advocates for research that acknowledges local knowledge, multiple voices, and dynamic change. Recognizing the limitations of RVS, they highlight the importance of understanding community needs before defining research questions. They also stress that research is not neutral—each inquiry stems from assumptions shaped by the researcher’s experiences and theoretical lens. Additionally, the expectation of replicability is questioned, as different communities with distinct histories and cultures will inevitably produce varied insights. This chapter ultimately calls for a more context-sensitive, relational, and imaginative approach to research.
... Cycling between these two allows the process to deepen as it evolves (Kurio and Reason 2022). Heron and Reason (1997) outline an epistemology that includes four ways of knowing: experiential, presentational, propositional and practical. Experiential knowing is through 'face to face encounter[s] with person, place or thing', where knowing is perceived through 'empathy and resonance' (Heron and Reason 2007, 367); presentational knowing grows out of the former and allows for expression through story, poetry or drawing, for example; propositional knowing is knowing gained through facts and ideas expressed in written or spoken form, and practical knowing results in the development of a skill or competence; it is how to do something (Heron and Reason 2007). ...
Introduction
Co‐operative inquiry, a form of participatory action research, has been utilised as a method within the counselling field for some time, and whilst reflections have been shared about the use of this outside of the field, little commentary has been offered from within it. This paper outlines critical reflections and learnings from conducting a co‐operative inquiry as a ‘first time inquirer’ to provide insight for other ‘first timers’, and those conducting this method within the counselling field.
Method
Nine co‐researchers met on 11 occasions from March to October 2022, exploring various aspects in relation to the research topic. Thoughts and experiences were communicated in a variety of ways, through poetry, storytelling, and journaling. The researcher kept a reflexive journal throughout the co‐operative inquiry process, noting the importance of this process to participatory research.
Findings and Discussion
The reflections highlighted are based around key areas of the inquiry, such as how the group set off, the nature of meetings, and how the data analysis process was managed. Various points of discussion are highlighted such as the use of a working agreement, power dynamics, and the impact of the day job. In addition, this paper outlines a pragmatic approach to co‐operative inquiry suitable for doctoral level research.
... We thus situate our research under a participatory paradigm (Heron & Reason, 1997) aimed at unsettling positionalities between researchers and participants. This approach fosters agency freedom (Sen, 1985) in a way that could enhance the political capabilities of the student activists (Cin & Süleymanoğlu-Kürüm, 2020;Mkwananzi et al., 2023), but also their intersecting narrative and epistemic capabilities (Walker & Mathebula, 2020). ...
... While this study is primarily situated within an ABR paradigm, it simultaneously represents the beginnings of a turn toward embracing a complementary participatory research paradigm (Heron & Reason, 1997;. Indeed, as noted by , an ABR paradigm shares an inherently relational axiological orientation (e.g., Finley, 2011) with a participatory paradigm in that intersubjective human encounters (with art) which embrace multiple aesthetic sensibilities and ways of knowing are seen as prime sites for working collectively toward societal transformation and pathways to fostering human flourishing. ...
A common educational assumption is that coherence is a pre-requisite for a “good” curriculum. Indeed, in mathematics education this perspective has persisted both nationally and internationally as a foundational principle for curriculum design, reform, and evaluation. While curricular coherence is often unquestioningly accepted as desirable for student learning, some researchers have urged caution, arguing that “curricular coherence” is loosely defined with no widespread agreement over its meaning. Yet, disciplinary, logico-rational forms of coherence (i.e., retrospective expert perspectives) tend to dominate curricular discourses in mathematics education, often in ways that position these disciplinary forms of coherence as objective evaluations of curricula. Other perspectives on what it means for curricula to be “coherent”—particularly those of students—are rarely centered, which has epistemological as well as ethical consequences for who/what is positioned as coherent (i.e., “ideal”) and who/what is positioned as incoherent (i.e., abnormal, aberrant, incomplete). This binary imposes a distribution of “sensible” mathematics learning, thereby perpetuating a harmful culture of exclusion in mathematics education.
In this dissertation, I critically investigate curricular coherence in mathematics education by interrogating the notion of coherence itself and problematizing the dominance of a singular perspective on coherence. To do so, I conceptualize curriculum as a storied artform and view coherence as an individual’s holistic aesthetic judgement of curricular stories. These judgements are highly subjective and may vary from person to person as well as discipline to discipline, destabilizing the myth that curricular coherence is an objective evaluation with a singular definition. Rather, I contend that curricular coherence must be defined kaleidoscopically via a plurality of disciplinary and stakeholder perspectives. To this end, I investigate three interrelated questions: (1) Ontologically, what is coherence in its many forms? In other words, what does “coherence” refer to in both mathematics and science education, as well as in other disciplines? Additionally, according to these ontologies, who is positioned with the authority to make judgements or evaluations of (in)coherence? (2) What are the aesthetic, ethical, and onto-epistemological foundations behind the common (and often implicit) assumption that coherence (in its many forms) is desirable? What are the consequences of these philosophical assumptions for curriculum? For learning? For how learners as positioned? In other words, I question curricular coherence for what purpose? (3) Finally, what are the flexible possibilities (and tensions) for conceptualizing curriculum using an aesthetic curriculum-as-story metaphor to investigate various forms of curricular (in)coherence from multiple stakeholder perspectives?
I inquire about these overarching questions through three interrelated studies—one theoretical and the other two empirical—situated within an arts-based research paradigm. These investigations serve as a type of disciplinary-cultural analysis and artistic critique from both my own and students’ perspectives with the overriding goal of interrogating and shifting the normative value of (curricular) coherence in mathematics education. More broadly, this dissertation spotlights the aesthetic dimension of learning mathematics as well as the danger of divisive and dehumanizing politics of aesthetics inherent to uncritical conceptualizations of so-called “desirable” modes of teaching and learning, such as the privileged logico-rational definition of curricular coherence that is the current status quo.
... The theory is developed mathematically in Section 3; in this work, we developed an entropy estimator for directed graphs [39]. A "practical knowing" [40] maps the results to construction and infrastructure design and build projects. Numerical simulations and experiments (in Section 4) sustain the presentation, and case study results (Section 5) present analysis tools and applications. ...
The purpose of this manuscript is to provide general system theory concepts and practical tools for management under complexity. Built environments and infrastructure are produced, operated, and maintained by information systems; they are also integral components of information systems themselves. These systems are self-organized and teleonomic. The complexity inherent in built environments and infrastructure systems poses a challenge to research, hindering forecasting and the implementation of managerial tools. The use of faults, which are complex systems’ responses to penetrating risk, provide us with databases of and windows into complex systems. This manuscript presents an explicatory theory (ToF), develops it mathematically, expands it through numerical experiments, validates it by case studies, and relates it to practice by expert contributions. A statistical analysis provides a phase parameter, descriptive statistics elucidate trending and emergent behaviors, digital signal processing expounds the effects of signals on information overload, and a directed-network analysis portray morphology, entropy, and time effects. The novelty of ToF is in the application of complexity theory to construction to produce data analysis tools and a managerial framework.
... The last form distinguishes AR from other research approaches. Specifically, AR primarily concerns practical knowing and integrating other types of knowing (Heron & Reason, 1997). As Coghlan (2022) explained: ...
In recent decades, governments have encouraged universities to conduct research that positively affects economic growth and social development. This has led to business and engineering researchers increasingly engaging with practitioners, for example, through industrial PhD projects. To achieve the ambition of creating useful knowledge for practitioners, action research (AR) represents a possible path. There are, however, challenges associated with this research approach. Specifically, AR combines elements of traditional research approaches with participation in real-world projects aimed at producing change. Consequently, researchers become highly involved in the study context instead of being detached observers. This poses challenges to research rigor, which may partly explain the relatively low number of AR studies in business and engineering journals as compared to, for example, case studies. To support future AR studies, this chapter defines five research strategies for increasing the rigor of AR. We argue that by using these strategies, researchers can achieve a level of rigor that may even exceed that of case studies. The AR approach may thereby become a more attractive alternative to more popular research approaches.
... This reframes the concept of proof itself, asserting that our realities and resilience are integral validations of the need for equity-driven approaches in health research. Our experience-based guidance [18] exemplifies a form of knowledge that, while distinct from traditional evidence-based insights, is equally critical to advancing meaningful change. ...
Background
This commentary article critically assesses the inclusion and recognition of young adults with lived and living experiences (YALLE) in academic publishing. Stemming from our involvement in a health research study, this analysis interrogates the disparity between the stated importance of YALLE contributions in health research and their actual recognition, specifically in academic publications, which serve as the principal “currency” in research. This tokenism limits the potential for their unique insights to substantially enrich the discourse and dissemination of knowledge. Set against a backdrop of systemic biases and structural barriers, this discussion underscores the persistent minoritization of YALLE, despite increasing nominal recognition within academic and health research communities.
Main text
The commentary begins by placing the engagement of young adults in health research within its current context, showing that this inclusion often remains superficial, serving more as a symbolic gesture toward inclusivity rather than fostering genuine participatory research. It critiques the implicit biases within institutional frameworks that continue to shape research culture detrimentally, thus stifling the transformative potential of research led and partnered by young adults. The core of the narrative addresses the complex challenges faced by YALLE, including discrimination, underrecognition, and inadequate participatory roles in research processes. These issues are magnified by the prevalent “publish or perish” culture in academia, which prioritizes the quantity of scholarly output over the quality and inclusivity of research contributions.
Conclusions
The commentary advocates for a crucial shift in academic publishing to genuinely appreciate and integrate the contributions of young adults. We call for a transition from a “publish or perish” model to a “publish with purpose” approach, which necessitates rethinking what is considered valuable knowledge and who is acknowledged as its creators. This shift aims to cultivate an academic culture where knowledge is treated as a communal resource, and publications are used as tools to advance societal understanding and progress.
Plain English summary
This commentary discusses how young adults who have direct personal experiences with health issues are often left out when their research studies are published in academic journals. Journals are important because they share new discoveries and ideas with scientists, doctors, and the public, helping everyone understand more about health problems and treatments. Unfortunately, even though these young adults offer valuable insights from their own lives and have many other skills to contribute, they are rarely included or given opportunities to be included as authors in the final published articles. The commentary calls for changes in how academic research is done. It suggests that research should not just be about producing a lot of papers quickly—which has been called “publish or perish” but should focus on making sure that everyone who contributes, especially young adults, is recognized and valued. This would make research more inclusive and the results more helpful and relevant to everyone in society.
... Our work was done from a participatory research perspective (Heron & Reason, 1997), with the dialogic-kishu kimkelay ta che approach (Del Pino & Ferrada, 2019;Ferrada & Del Pino, 2018). This approach assumes an epistemological expansion that is understood from the western and indigenous dialogic episteme. ...
... The focus of constructivist evaluation research is therefore on illuminating contextualised meaning from multiple points of view (Greene, 2000), with the goal of collaboratively building more informed understandings of shared experiences. Understandings in this context are defined in terms of 'the best informed views on which there are agreements' (Lincoln and Guba, 2000) or, from a related perspective, 'community consensus' (Heron and Reason, 1997), rather than 'truths' in an absolute sense. This emphasis on consensus does not imply any intention to ignore instances of difference or individual perspectives. ...
The purpose of this Symposium is to explore critically ideas concerning knowledge construction and on-line environments. Three papers are offered which raise some general issues grounded in particular contexts These papers are addressing three overarching questions: what do we mean by knowledge construction? do we have a sound foundation for believing that knowledge construction takes place in on-line environments? and, what constitutes evidence for knowledge construction? The first question leads us to review attempts to theorise about knowledge creation through on-line discussion. These accounts derive from broadly social constructivist theories of learning and often place particular emphasis on communities of practice. They have a particular relevance in a 'late modern age' when professional knowledge is subject to rapid change and more open to contestation. A common point of reference in this Symposium is the distinction between propositional knowledge and 'practical' knowledge or 'know-how'. We ask how far this distinction is helpful in our consideration of constructing knowledge within and about the on-line learning community. The second question leads us to explore specific examples of online learning and the judgements we have reached about their effectiveness. We recognise the value of on-line learning in giving learners opportunities to share knowledge; to provide peer support; to enable a more measured and reflective type of discourse. At the same time we are aware of the constraints of time and access in the forums we have evaluated and the reticence of some learners to take part. Our experience of evaluating on-line working leads to our third question concerning the evidence of knowledge construction. We have conventional means to evalauting on-line working, such as questionnaires surveys, learners diaries and interviews, as well as new possibilities including dialogues within on-line forums and access to on-line discussion transcripts. We have worked within broadly action research perspectives that have given rise to particular issues concerning the purposes and politics of research and the validation of findings in the experience of learners. Our research poses particular ethical problems to of accountability, confidentiality and permission. Writing about such research, there is a need to acknowledge the personal nature of knowledge and the issues that arise from the researcher's construction of case 'narratives'. Our attempts to consider professional knowledge creation within on-line forums bring us back to considering how we ourselves create our own professional knowledge. Papers: Discourses on collaborative networked learning Catherine Edwards Construction of Professional Knowledge within an On-line Environment: the Case of Teacher On-line Forums Michael Hammond Researching Networked Learning and Teaching: a Case Study in Practitioner Knowledge Construction Philippa Levy
... Methodologically, we chose the dialogical-kishu kimkelay ta che research approach (Ferrada & Del Pino, 2018), coherent with a participatory paradigm (Guba & Lincoln, 2012;Heron & Reason, 1997). This methodological approach assumes, from a dialogical standpoint, that knowledge construction is participative, incorporating a polyphony of voices, e.g., all research participants are considered equally important. ...
This article presents the perspective of rural teaching that shows the invisibility and undermining within the prevailing evaluative policy regime in Chile, a country that controls education and its actors based on the structural foundation of accountability. We focus this study on rural territory to answer this research question: What experiences lived by a teacher working in a multigrade rural school represent realms of social justice and injustice given the scope of Chile’s evaluative policy? Thus, from the perspective of the dialogical-kishu kimkelay ta che research approach, we conducted this study for 2 years with a primary teacher who assumes all pedagogical and managerial functions in her school. For the analysis, we used the spheres of mutual recognition proposed by Axel Honneth as categories. The findings indicate that, firstly, based on the treatment the teacher receives from the educational political system, experiences related to the principles of social justice understood as mutual recognition are not observed. Secondly, experiences of social injustice stand out, classified as lack of affection (oppression), unequal treatment (deprivation of rights), and devaluation of the context (social disregard). In the discussion, we present certain elements of current policies and their (dis)articulation with the rural teaching experience. Moreover, the violation of universal rights in rural schools becomes evident. Finally, we propose some recommendations to value the territorial and cultural diversity of the country, aiming to contribute to the transformation of public policy.
... In the participatory paradigm, the criteria focused on how participatory projects address the reconciliation of various ways of knowing such as experiential, presentational, propositional, and practical knowledge as well as the extent to which they "lead to action that transforms the world" (Heron & Reason, 1997). The criteria were later modified and expanded in all paradigms. ...
Background: Twenty years after publishing an article reflecting on the research goals, criteria, and quality in psychology, I had the opportunity to revisit these themes in an invited lecture, which later evolved into this article. Objectives: This article aims to provide an overview of the contemporary landscape of qualitative research, emphasizing quality criteria and the diversity of perspectives within the field. Rather than addressing specific substantive issues, it examines the broader characteristics and developments shaping qualitative research today. The first part of the article highlights the evolution of qualitative research from its earlier status as a dissident approach to its current position as a recognized and evolving research stream. Despite its growth and adoption of new paradigms, methods, and technologies, qualitative research faces increasing divergence across theoretical and methodological dimensions. In the second part, I explore efforts within the qualitative research community to define criteria for assessing the quality of research inquiries. Although the number of empirical studies labeled as qualitative is increasing, a lack of consensus on quality criteria persists. This section presents various perspectives on these criteria, illustrating these views' diversity and sometimes contradictory nature. Additionally, recommendations for the design, review, and general reporting standards of qualitative research in psychology, as developed by the Society for Qualitative Inquiry in Psychology, a division of the American Psychological Association (APA), are discussed. Conclusion: I conclude by asserting that standards and guidelines for qualitative approaches are essential for establishing credibility in the public eye. The search for definitive criteria is ongoing, and the APA's recommendations for the design, review, and journal reporting of qualitative research represent promising steps forward. The establishment of clear, consensus-driven guidelines in the form of generally accepted criteria is indispensable for researchers tasked with ensuring the quality of their work. Keywords | quality of qualitative research, criteria of qualitative research, qualitative research approaches, reporting standards, APA Style This work is licensed under a Creative Commons Attribution 4.0 Licence
... Methodologically, this research was grounded in a participatory paradigm with a subjectiveobjective ontology and an extended epistemology, as I will now further explain. In a participatory view, what can be known by a person (coach) is subjectively articulated and the objectivity is relative to how it is shaped by the person (coach) (Heron and Reason 1997). Subjective-objective reality articulated by any person (coach) is accomplished within an intersubjective field, a context of shared socio-cultural and linguistic meanings. ...
... It seeks to uncover the intrinsic worth of entities and concepts, addressing the fundamental question of what is inherently valuable. As Heron and Reason (1997) articulated, axiology concerns itself with "values of being," focusing on the inherent worth of various human states simply by their existence. It is the branch of knowledge that deals with moral principles. ...
A paradigm represents an all-encompassing set of beliefs, perspectives, or structures that direct research and practical applications within a particular field. Different paradigms have different ontological, epistemological, axiological, and methodological descriptions. Every paradigm has differing assumptions of reality and knowledge in which the researcher underpins his or her research approach; this is reflected in their methodology and methods. Post-positivism believes in multiple realities and perceptions by multiple persons in multi social structures in multi-level. Ontology is the researcher's perception, belief, experience, and value of the topic. The ontology of sports tourism asserts a single, real impact of sports events on tourism, though this impact is understood as probabilistic and imperfectly known. Epistemology establishes a philosophical foundation for determining feasible knowledge types and serves as the method by which the researchers perceive sufficient and valid knowledge. It is deep rooted and socially constructed multiple reality in nature. The epistemological knowledge in sports tourism is seen as approximative and tentative, derived through objective, though inherently partial, data collection and analysis. Researchers strive for objectivity while acknowledging and transparently reporting the influence of their values and biases in sports tourism from axiological perspectives. Observation and focused group discussion can be used for qualitative information. Methodology in sports tourism employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to approximate reality.
... This conception was originally proposed by Lincoln (Guba, 1978, 1990;Guba & Lincoln, 1994). While there are several variants (Donmoyer, 2008;Guba et al., 2017;Heron & Reason, 1997), core to the researcher-defined paradigm model is the idea that a researcher needs to first define their own ontology, which informs their selection of an epistemology, which informs the methodological choices for a study. In order to reconsider the basis of this model, in this article I first offer a definition of what a paradigm conception is and propose some terminology for discussing their features. ...
Paradigms have been often presented as fundamental to how we should conceive of and conduct qualitative research. Some writers even hold that defining a researcher’s own paradigm, i.e., including defining their own ontology and epistemology, should be the starting point for conducting any qualitative project. Yet there appears to be little recognition of the uniqueness of the researcher-defined paradigm model often promoted within qualitative research or the existence of alternative paradigm conceptions. Based on an analysis of the original texts, I compare the researcher-defined paradigms proposed by Guba and Lincoln with paradigm conceptions proposed by Kuhn (1970) and Burrell and Morgan (1979), highlighting fundamental differences in their rationale, definition, who or what has a paradigm, how they arise, the positions that researchers can adopt, the scope of their ontological claims, their relation to specific research projects, examples of paradigm positions, and their tenets. The analysis shows that while the three sets of authors all refer to their constructions as paradigms, they present distinct, unrelated paradigm models. Recognizing the potential of distinct paradigm conceptions opens a space for qualitative researchers to reexamine their own commitments. Given the potential alternatives, qualitative researchers who continue to appeal to researcher-defined paradigms at the very least should be able to justify both their choice of paradigm conception and the position they have chosen within it. That there are viable alternatives should allow qualitative researchers to reconsider whether the researcher-defined paradigm model remains the best approach for presenting their assumptions related to a project.
... The participatory worldview is articulated using subjective-objective ontology (Heron & Reason, 1997). Epistemology is how an individual acquires knowledge, and in this research, it consists of experiential, propositional and practical ways of knowing (Lincoln et al., 2013). ...
This paper explores the engagement of parents with out-of-school children through community-based participatory action research in a rural community in Nepal. This study addresses the connection gap between local communities and community schools, which has resulted in consequences such as inconsistent attendance among students and low educational expectations among parents. By investigating the processes of formulating an action plan by a parent-led action group and analysing its execution, the research aimed to understand how participatory action research can foster a stronger bond between community schools and parents, thereby enhancing parental involvement in children’s education. The study draws on Mezirow’s transformative learning theory, incorporating concepts from Habermas’s public sphere and Freire’s notion of conscientization. It specifically focuses on the action group’s monthly meetings held over nine months and the collaborative outcomes that resulted. By emphasising targeted interventions, collaboration and a departure from deficit-focused approaches, the findings propose effective strategies for bridging the gap between community schools and rural communities in Nepal.
... Transformative learning includes "deep movement or major recreation [...] It engages and involves the entire individual and impacts change at deep levels of values and beliefs via a process of perceptions and recognition, resulting in transformed behaviors" (Sterling 2003:127-133 and 279-280). It emphasizes the concept of participatory inquiry, in which learning happens via holistic experiences with a heavy emphasis on the learner as a researcher (Heron and Reason, 1997). The personalized learning project consists of the following eight phases: ...
As we pave the way for a more interconnected and globalized world, educators must navigate the turbulent waters of multicultural and multilingual environments. Our classrooms' diverse make-up presents both riches and unique challenges that cannot remain unheeded. In this edition, we aim to embark on a journey of discovery into the many approaches and perspectives on teaching and learning within diverse environments. Our mission is to initiate a dialogue among educators and researchers to achieve improved outcomes for all students.
Language is one such challenge that requires our utmost attention. A babel of different tongues can prove a significant stumbling block for students seeking to communicate with both peers and teachers. Accessing relevant materials and feeling a sense of belonging can be a remote prospect that creates feelings of frustration and detachment. To overcome these hurdles, it is essential that educators plunder a variety of strategies to support language development. Nonverbal communication, such as visual aids, combined with translation and bilingual materials, can grease the wheels of understanding. Moreover, by creating opportunities for student interaction, language skills can be sharpened through daily use.
Cultural misunderstandings and conflicts are yet another pitfall that requires immediate attention. Educators must tuck into a hearty feast of knowledge that encompasses their students' cultures and customs. They must also muster a welcoming and inclusive environment that acknowledges diversity and unique perspectives. In addition to addressing the challenges of cultural and linguistic diversity, educators must also cultivate a learning environment that triggers critical thinking, collaboration, and problem-solving skills. A tailored pedagogical approach, one that acknowledges the diverse needs and strengths of students and allows them to flourish, must be adopted. Students must be encouraged to share their unique perspectives and insights in the classroom. By initiating a dialogue about teaching and learning in multicultural and multilingual environments, we can birth more comprehensive, fair, and effective educational systems. This edition is divided into the following broad thematic areas:
Theme 1: Language Education
Theme 2: Multiculturalism
Theme 3: Technology in Education
We hope this edition kindles the embers of this important conversation and leads to further exploration of this critical issue in future publications.
... (2) ekvwvn [ekɨwɨn], promoting respect for other beings (visible and invisible) and c) kejuwvn [keʎuwun], promoting mutual recognition and participation, always in a horizontal dialogue with everyone at the school and the community. The concept of subjective and objective ontology is rescued from the participatory perspective of reality proposed by Heron and Reason (1997) stating that reality is cocreated on the basis of interaction: "Mind and the given cosmos are engaged in a cocreative dance, so that what emerges as reality is the fruit of an interaction of the given cosmos and the way mind engages with it" (p. 279). ...
The Communicative-Kvmecegeam evaluation approach in education is the result of extensive research and reflections within the Mapuche context in the south-central and southern regions of Chile. This approach is inspired by recognition and participation as dimensions to overcome socio-educational inequality seen in this context and is consistent with the transformative paradigm of evaluation. This approach first accounts for an educational evaluation based on territorial, cultural, social and linguistic components. Second, it integrates evaluation cycles that account for orientations, methodologies and participatory evaluation procedures with various people—teachers, family members, Elders—who offer their knowledge to guide the evaluation. Finally, the article presents some lessons learned to date, such as the transition from a traditional concept in evaluation to a more processual and formative one within the framework of social justice.
... The participatory worldview is articulated using subjective-objective ontology (Heron & Reason, 1997). Epistemology is how an individual acquires knowledge, and in this research, it consists of experiential, propositional and practical ways of knowing (Lincoln et al., 2013). ...
This paper explores the engagement of parents with out-of-school children through community-based participatory action research in a rural community in Nepal. This study addresses the connection gap between local communities and community schools, which has resulted in consequences such as inconsistent attendance among students and low educational expectations among parents. By investigating the processes of formulating an action plan by a parent-led action group and analysing its execution, the research aimed to understand how participatory action research can foster a stronger bond between community schools and parents, thereby enhancing parental involvement in children's education. The study draws on Mezirow's transformative learning theory, incorporating concepts from Habermas's public sphere and Freire's notion of conscientization. It specifically focuses on the action group's monthly meetings held over nine months and the collaborative outcomes that resulted. By emphasising targeted interventions, collaboration and a departure from deficit-focused approaches, the findings propose effective strategies for bridging the gap between community schools and rural communities in Nepal.
This research investigates U.S. parents’ responses to the rapidly changing, novel environment of the internet, applying evolutionary theory and interdisciplinary methodologies. Novel environments pose potential challenges to existing adaptive strategies, so this research investigates important questions about how parents and children perceive the risks of children’s entry into the virtual world and how they mitigate potential risks. The research focuses on parents of children in middle childhood (children ages 6–12), a significant period in human life history when children start building relationships outside the family. We utilize in-depth interviews (n = 26), cultural domain analysis (n = 32), surveys (n = 199), and participatory co-design (n = 34) to synergize theoretical concepts in evolutionary anthropology with the applied research focus of human–computer interaction. Cultural domain maps and interview results identify and classify perceptions of costs, benefits, and risks, including intrinsic and extrinsic sources of risk and risk tangibility. Survey results further identify platforms and risks of highest priority and confirm parental interest in new kinds of tools for managing the digital experiences of their children. Life history theory informs our approach to the development of parental control software that favors skill building and encourages parent–child discussions supporting child executive function and resilience to risks.
There is a dearth of literature on research partnerships in educational settings, where research inherently is practical and aimed at enhancing learning systems. However, the pace of research in these settings often can be slow, leading to a disconnect from the immediate needs of K-12 schools (Cousins & Simon, 1996; Ion et al., 2019). This article delves into a long-term educational research-practice partnership between a K-12 school district and university researchers. This partnership, which is deeply rooted in the practical needs of the schools, has resulted in numerous quantitative, qualitative, and mixed methods research studies. We draw on the insights gained from this ongoing partnership to provide guidance on dispositions and action steps that can be applied in other partnerships to facilitate robust mixed methods research studies.
The participatory paradigm offers a different perspective on crime and justice. Instead of focusing solely on punishment, this paradigm emphasizes restoration, dialogue, and reconciliation. Applying the participatory paradigm could be a breakthrough in the context of high-profile criminal cases such as Ferdy Sambo, providing a more comprehensive and sustainable solution. The research problem in this study is that applying the participatory paradigm in the legal process of high-profile criminal cases like the Ferdi Sambo trial can shift the retributive approach within Indonesia's criminal justice system. It also explores the advantages and disadvantages of implementing the participatory paradigm in high-profile criminal cases like the Ferdi Sambo trial in Indonesia. The case of Ferdi Sambo, a police general in Indonesia involved in a murder scandal, sparked extensive debate and analysis regarding the participatory paradigm in the context of law enforcement and justice. In this context, the participatory paradigm involves various parties in decision-making and law enforcement processes. Implementing the participatory paradigm in science and legal philosophy has several advantages, such as enhancing inclusivity, transparency, and legitimacy by involving multiple stakeholders in knowledge production and legal processes. However, this approach also has drawbacks, including challenges in balancing public participation with the objectivity of the judicial process, potential conflicts of interest, and maintaining the integrity of the legal system.
This Element explores the life, teaching, and legacy of philosopher and spiritual teacher Jiddu Krishnamurti. From an obscure childhood in south India, he was 'discovered' at age fourteen by the Theosophical Society as the vehicle for the prophesied World Teacher of this cosmic age. At age 34, he disaffiliated from the Society, became an independent teacher, and, for sixty years, traveled widely and addressed thousands of audiences on the need to develop awareness and attention for transformation of consciousness. His teaching defines the human condition as perilous, dominated almost completely by cultural and personal conditioning, fear, and negative emotions. Freedom from these perils, his teaching states, occurs through rigorous self-observation and inquiry in the search for truth. While extremely popular, Krishnamurti rejected the mantle of authority invariably attributed to spiritual masters and teachers. He created schools in his name to implement his pedagogy of non-authoritarianism and freedom from conditioning.
This meta-analysis examined the relationship between social support and medication adherence among multiple sclerosis (MS) patients through a synthesis of 47 studies (N=12,356). The findings confirmed a significant positive correlation (r=0.42, p<0.001, 95% CI [0.38, 0.46]) with substantial heterogeneity (I²=84.0%). Contrary to Cohen et al.'s (2019) finding that informational support was the strongest predictor, our moderator analyses revealed emotional support as the most robust predictor (β=0.39, p<0.001). Furthermore, this research demonstrated that the effects of social support on MS medication adherence were stronger among women (β=0.18, p=0.023) and patients with longer disease duration (β=0.24, p=0.009), extending Franqueiro et al.'s (2023) findings regarding gender differences in social support effectiveness. Family support showed the largest effect (r=0.48, p<0.001), followed by friends (r=0.40, p<0.001) and healthcare providers (r=0.35, p<0.001). Moreover, mediation modeling revealed a significant role of self-efficacy (indirect effect=0.21, 95% CI [0.17, 0.25]), expanding upon Bandura's (2018) model. Supporting Lavorgna et al.'s (2018) findings, our results confirmed that online social support proved equally effective as offline support (Q=1.87, p=0.171). These findings demonstrated robustness through sensitivity analyses and trim-and-fill procedures, confirming resilience against publication bias (adjusted r=0.39, 95% CI [0.35, 0.43]). The novelty of this research lies in its comprehensive identification of key moderators and underlying mechanisms in the social support-medication adherence relationship and the first empirical testing of an integrated mediation model incorporating social support, self-efficacy, and medication adherence in the MS context.
This mixed‐methods study sought to determine the effectiveness of assessment hubs in re‐integrating children at risk of school exclusion into mainstream school. First, the assessment hubs provided attendance and exclusion data for 39 children who attended the hubs (KS2, n = 11 and KS3, n = 28) between January 2020 and January 2022. Second, 23 semi‐structured interviews adopting a hermeneutic phenomenological approach were conducted with caregivers of children who attended a hub. Third, three theographs depicting children's schooling were created. Quantitative data showed that 2/11 KS2 and 10/28 KS3 children successfully reintegrated into mainstream secondary school after attending an assessment hub. The remaining children were in alternative provision, either permanently or awaiting an EHC plan for specialist provision. Three themes were developed through thematic analysis of the interviews: a perfect storm; it's not rocket science; and hang on. The caregivers needed confidence in the ability of mainstream secondary schools to provide the right support at the right time in the right environment. The study found that the assessment hubs were effective in building positive relationships and supporting caregivers to understand reasons for their children's behaviours. In some cases, the assessment hubs effectively secured the most appropriate provision to meet children's needs. Most of the children needed to remain in AP permanently or await an EHC needs assessment to secure a place in specialist provision.
Background
Most research that includes Red River Métis tends to be pan-Indigenous. Grouping Métis with First Nations and Inuit can diminish their unique and diverse experiences, as well as distinctions-based approaches. Taking a step toward addressing this problem, the Manitoba Métis Federation (MMF; the national government of the Red River Métis) invited researchers within the Canadian network Translating Emergency Knowledge for Kids to partner in this research, which focuses on understanding engagement strategies that can help expose Red River Métis parents to child health research opportunities and build trust and transparency amongst research partners and participants.
Methods
A qualitative descriptive approach underpinned by a participatory paradigm guided this study. Semi-structured interviews were conducted with 19 Red River Métis parents and Elders via Zoom or telephone. An inductive thematic analysis approach was used to explore patterns and themes across the data.
Results
Analysis generated four themes: (a) show me why you are here; (b) make it easier for me to take part; (c) create welcoming spaces; and (d) it should be a give and take experience. Parents emphasized the importance of kinship and personal connections, and said they want to hear about child health study opportunities from trusted organizations. They want researchers to be transparent about their research motivations and to offer multiple ways to participate to help them fit research into their busy lives. Relational approaches within the research process (e.g., creating informal/welcoming environments, gathering over food, fostering shared learning/creative opportunities) are prominent in the findings.
Conclusion
There is a dearth of research focused on the distinct experiences of Red River Métis families. Engaging Red River Métis parents early in the research process will help incorporate their preferences and perspectives into the design of a larger project to adapt child health resources. More training is needed to help researchers improve their abilities to engage in self-reflection, listen, recognize power relationships, and demonstrate trust and transparency in each research interaction. It is only through respectful and successful engagement that child health research can be relevant, applicable and positively impact Red River Métis children, families and communities.
This paper draws on preliminary data from a qualitative study in curriculum and pedagogy, “Stories of Teaching about Consciousness: An Inquiry into Worldviews and Wellbeing.” An emerging theme is the concept of the self and how it entwines with perspectives on consciousness. Analyzing consciousness and the self through The Five Contexts framework reveals assumptions at the heart of research and education that often go unquestioned. We wonder, what might alternative perspectives on consciousness and the self offer to researchers and educators? The study aims to inform a larger project of “consciousness education,” defined as education about perspectives on the source and nature of consciousness and their implications for ways of being, knowing, teaching, and learning. The broader inquiry uses narrative methods to collect and interpret stories of teaching experiences from eight scholars from different cultural and philosophical perspectives, including Indigenous, Eastern, and Western. This paper uses The Five Contexts (autobiographical, historical, political, postmodern, and philosophical) as an analytical framework to interpret theory and data related to the concept of the self from different perspectives. This five-context analysis reveals the modern concept of the individual, material self as a theoretical construct that emerged from the cosmological context of the European Renaissance, influenced the historical development of Western science and education, and continued to be reproduced for political purposes. Different cultural, philosophical, and scientific perspectives on consciousness, both ancient and recent, challenge this theoretical construct. Instead, they offer an understanding of consciousness and the self as interconnected and existing beyond the material. Researchers and educators may benefit by becoming aware of their assumptions about consciousness and the self, and of the different perspectives that challenge their assumptions. Such awareness may open possibilities for ways of knowing that transcend the disconnected “self” and foster a more profound sense of interconnectedness.
Abstract
This paper reflects on the dynamic of co-developing knowledge within a Community-Based Participatory Research (CBPR)project in the UK that set out to direct teenage and young adult Ambulatory Care. This is a service that offers cancer treatment that would have once required inpatient hospital stays. Working within a Community-of-Inquiry (CoI), young people from this cancer community became co-researchers, participating in every phase of the qualitative research.
This contribution is written from the perspective of two members of the CoI, Alison, a cancer researcher-practitioner, and Michela, a young associate researcher with lived experience of cancer. Drawing on the Ambulatory Care research as a case study, they offer a reflective account of involving young people in research that directs both action and participatory action research processes. In doing so, they engage in a critical exploration of their participatory research inquiry, contextualising their discussion with some of the extant literature relevant to their chosen CBPR approach.
The research found that both Ambulatory Care and their research dynamic foster young people’s agency. Evident too, was that within research that prioritises relationships and knowledge democracy and which associates with a sense of the collective, individuality can also sit comfortably. The authors conclude this that distinctiveness is a strength, which enhances the learning, criticality, and reach of engaged research inquiry.
School coexistence is usually related to the interactions between people in an educational context. These interactions can be regulated through formal and informal methodological processes. For this reason, together with a group of people called Research Community, participatory research was developed to approach the methodological potential of school coexistence, introducing components and characteristics that make it possible to position it as a praxis focused on the co-construction of knowledge. For this purpose, we opted for the dialogic methodology kishu kimkelay ta che, characterized by political participation and the joint development of the entire research process. Among the main results, methodological components were identified that make it possible to extract a plan called praxis of school coexistence. These components enhance the preventive aspect and the generation of knowledge on this subject.
Keywords:
School Coexistence; Educational Research Methodology; Research Community
Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. A qualitative metasummary was employed to review 31 empirical studies published between 2008 and 2023. The studies were sourced from databases including Business Source Complete, ERIC, PsycINFO, Scopus, and Web of Science. The Quality Assessment for Diverse Studies (QuADS) tool was used to assess the studies. The analysis revealed that art-based methods significantly enhance reflective and reflexive practices, higher-order cognitive skills, emotional intelligence, and interpersonal competencies. Representing leader development, art-based initiatives facilitate holistic self-discovery and transformative shifts in mindset, offering a valuable complement to conventional skill-based approaches. Despite these promising benefits, the review highlights a need for more rigorous empirical studies, particularly longitudinal and quantitative research, to substantiate the long-term effectiveness of art-based methods.
This chapter concentrates on the focusing and framing aspects of systemic research contextualisation. To provide focus, the researcher chooses one or more pattern(s) of guiding assumptions to underpin their intended research project/journey. To establish one’s guiding assumptions, we downplay the more restrictive notion of ‘paradigm’ (Kuhn, The structure of scientific revolutions. The Folio Society, 2012) and rely instead on the patterning of answers to pivotal questions about the specific orientation and intentions of the research. A pattern typically rules some methodological choices in and other choices out. We will see that every pattern of guiding assumptions invokes specific criteria for evaluating research quality. We also discuss meta-criteria for evaluating research quality, centred around the concept of convincingness, which transcend specific guiding assumption patterns (yet without ignoring or dispensing with pattern-specific considerations) and facilitate comparisons of research processes and outcomes arising under different patterns. Finally, we consider choices of research frame as a holistic and systemic way of capturing the essence of the research journey, encompassing situating, positioning, and guiding assumption contextualisations, choices of mode of knowledge building/production, and learning focus for intended audiences. Within the ambit of a research frame, downstream methodological choices are scoped, configured, and implemented and approaches to communicating and sharing research learning are enacted.
How does including youth in research within a citizen social science framework challenge and transform our participatory action research practices and approaches? Through a storying journey we unravel how the training and subsequent conducting of a co-creative research process with young citizen social scientists are evolving from a cacophony of traditions, approaches and disciplines, among them youth participatory action research, action research in organizations, citizen science and social anthropology. The article is based on empirical research with a group of young people in Oslo, Norway, involved in a large collaborative citizen social science project on social inclusion of youth in Europe. We have witnessed closely how an epistemic ethics of care is integral to securing the epistemic justice of youth and argue that citizen social science can promote both epistemic justice and epistemic abundance by including youth in all parts of a rigorous research process that produces new scientific knowledge. Yet, we found that performing an ethics of care is (close to) impossible within the current conditions and structures of social sciences, as our ideals and views on what science is, delimit the practices of relational care necessary for inclusive processes. The implications of our findings call for an ethics of care framework for both citizen social science and action research practices.
Criteria for establishing the quality of action research is of increasing interest to researchers and practitioners however, it is not known how well these criteria are used. This review addresses this issue by appraising extant measures that assess quality in action research. Taking Coghlan and Shani’s (2014, 2018) four quality factors: context, quality of relationships, quality of the action process and outcomes, this scoping review examines if and how these factors have featured as quality criteria. While all studies included in this review reported on the four quality factors, no study reported in any detail on how any of the factors were integrated with one another. Findings therefore highlight a significant gap in the monitoring and reporting on the quality of action research studies. Addressing these gaps will support the development of future action research aimed at mitigating the lack of quality associated with action research approaches.
Managing is the art of making dreams come true. Done properly, managing is the broadest yet most precise, the most unrealistically demanding yet simultaneously the most practical, the most straightforwardly humane yet also the most mysterious of all the social arts. The book introduces a developmental theory of leadership and organizing, with close case studies as well as statistics, that show the long path toward leadership and organizing structures that can make dreams come true.
This chapter presents a conceptual refiguration of action-research based on a "sociorationalist" view of science. The position that is developed can be summarized as follows: For action-research to reach its potential as a vehicle for social innovation it needs to begin advancing theoretical knowledge of consequence; that good theory may be one of the best means human beings have for affecting change in a postindustrial world; that the discipline's steadfast commitment to a problem-solving view of the world acts as a primary constraint on its imagination and contribution to knowledge; that appreciative inquiry represents a viable complement to conventional forms of action-research; and finally, that through our assumptions and choice of method we largely create the world we later discover.
examine interpretivism, beginning with a general sketch of some critical issues in social science epistemology that shape this family of persuasions / single out several particular interpretivist approaches for a close look at how each defines the purpose of human inquiry / these include Clifford Geertz's view of interpretive anthropology, the Herbert Blumer-G. H. Mead version of symbolic interactionism, and Norman Denzin's reformulation of interpretive interactionism
introduce constructivist thinking through the work of Nelson Goodman [on cognition] / discuss Ernst von Glasersfeld's radical constructivism, Kenneth Gergen's social constructionism, feminist standpoint epistemologies, Egon Guba and Yvonna Lincoln's constructivist paradigm, and Elliot Eisner's aesthetic approach to educational inquiry as illustrations of constructivist thinking / conclude . . . with an overview of several kinds of criticisms often made of both constructivist and interpretivist approaches (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We feel privileged to republish portions of The Power of Balance: Transforming Self, Society, and Scientific Inquiry. Originally published by SAGE in 1991, the book’s copyright has reverted to the author, who wished to share our selection of excerpts as a contribution to this special issue’s theme. Torbert’s body of work has always been about fostering “the development of politics and the political,” at each of the scales highlighted in the book’s title, as well as in all of the domains in which he has served. As he wrote in the original preface to the book, the work was 20 years in the making, and now, nearly 20 years after that, we wish for at least some portions of this classic work to be back in circulation.[1] The “power of balance” as conceived by Torbert represents an integral paradigm of principles, theory, and praxis. Deployed, the paradigm is one that can indeed inform and shape the development of self, society, and scientific inquiry. To explicate that fulsome vision, the book’s fifteen chapters develop the themes of three sections: Theory and Strategy, Heart and Practice, and Vision and Method. Here, we have excerpted from several chapters in Theory and Strategy, and from one chapter in Vision and Method.This means, of course, that we present but a small fraction of this integral classic, leaving out all of the rich, in-depth illustrations, including the author's learning practice as he first attempted to enact the principles. Yet, we hope even this abbreviated form of The Power of Balance supports at least two goals: to offer deployable insights and practices for developing politics and the political; and to take root as part of a foundational canon for integral political thought, research, and praxis. How we readers deploy these principles in our own actions will determine the degree to which self, society, and scientific inquiry transform. [1] Editor’s note: We reproduce this work with the author’s permission and in its original style, which uses notes at the end to cite source references and supply author commentary.
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This article argues that a secular science is inadequate for our times and points to the pressing need to resacralize our experience of ourselves and our world. It suggests that a sacred human inquiry based on love, beauty, wisdom, and engagement is one of the highest virtues and possibilities of human consciousness.
Human inquiry is participative, experiential, political, and action oriented. As such, it addresses very different purposes from orthodox social science, moving away from the narrow purpose of contributing to a field of knowledge toward a living inquiry that is integrated in the lives of all those involved. Such inquiry "faces the people" and "is of use," arising out of the needs and experiences of the people it serves, aiming to interrupt patterns of power that define issues in the service of the powerful. Using theory primarily in the service of the practical may also aim to speak out to a wider audience in a manner that causes them to reflect on the nature of knowledge making. In addition to immediate purposes, human inquiry also aims to heal the fragmented experience that is part of the legacy of positivism and to stand continually against the development of a new orthodoxy in inquiry.
This book explores research as a collaborative process—researching with and for people, rather than on people. In particular, it addresses the central question: 'What is the nature of participation, and how can participative relationships and processes be established and sustained in human inquiry?'
In the 1st part of the book Peter Reason outlines a theoretical foundation for understanding participation and undertaking participative research. He discusses the emergence of a world-view that is holistic, pluralist and egalitarian, and sees human beings as co-creating their realities through participation. He also stresses the urgency and importance of discovering ways of living in more collaborative relation with each other and with the wider ecology.
The 2nd section presents examples of participative research in action. The contributors give accounts of their processes of research—the aims of the inquiries, the nature of the collaborations that took place, and the particular issues and learning involved. Examples include an evaluation of a prenatal programme by the mothers themselves, an exploration by health visitors of their own professional practice, and a collaborative inquiry into a woman-centred staff development programme in a dominantly masculinist institution.
Addressing both theory and practice, "Participation in Human Inquiry" is [a] sourcebook for students and professionals undertaking research in such fields as psychology, sociology, management and education. It will be of particular interest to practitioners of co-operative inquiry, participatory action research, action inquiry and all forms of collaborative action research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Incl. bibliographical references, biographical data on the authors
Incluye índice Incluye bibliografía Obra sobre educación profesional, realizando propuestas sobre la manera de desarrollar la responsabilidad, auto-actualización, habilidades de aprendizaje, y efectividad, enfatizando el desempeño del ejercicio profesional en corporaciones.
The reflective practitioner Constructivist, interpretist approaches to human inquiry Handbook of qualitative research The participatory mind The phenomenological movement . The Hague: Nijhoff Seven arrows Lightningbolt
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Schon, D. (1983). The reflective practitioner. New York: Basic Books. Schwandt, T. A. (1994). Constructivist, interpretist approaches to human inquiry. In N. K. Denzin & Y S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage. Skolimowski, H. (1994). The participatory mind. London: Arkana. Spiegelberg, H. (1960). The phenomenological movement. The Hague: Nijhoff. Storm, H. (1972). Seven arrows. New York: Harper & Row. Storm, H. (1994). Lightningbolt. New York: Ballantine.
The sixth (and seventh) moments in qualitative research. Collabo-rative Inquiry The self as agent
- Y S Lincoln
Lincoln, Y S. (1997). The sixth (and seventh) moments in qualitative research. Collabo-rative Inquiry, 20. Macmurray, J. (1957). The self as agent. London: Faber and Faber.
Action Science: Concepts, Methods, and Skills for Research and Intervention
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Research and Intervention. San Francisco: Jossey Bass.
Co-operative inquiry, participatory action research and action in-quiry: Three approaches to participative inquiry Handbook of qualitative research
- P Reason
Reason, P. (1994a). Co-operative inquiry, participatory action research and action in-quiry: Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage.
Contribution to discussion
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Models of Revelation
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