This practical text integrates theoretical perspectives with guidelines for designing and implementing community-based qualitative research projects. Coverage of participatory research designs and approaches is complemented by chapters on specific aspects of this research process, such as developing relationships and sharing findings to strengthen programs. Included are useful handouts and templates for applying to the reader’s own projects, and end-of-chapter questions for self-reflection and class discussion. Readers will find the book’s engaging case studies, interdisciplinary real-life examples, and insights from project participants as a helpful foundation for future work in the field.

Theoretical and Conceptual Background

Introduction

To improve our understanding of community-based qualitative research (CBQR), it is important to review some related models and approaches, as well as to examine the views of learning and teaching that inform it. Several models, such as participatory action research (PAR), youth participatory action research (YPAR), and service learning and community-based action research (CBAR), share much in common with CBQR. In addition, particular ethnographic designs, such as collaborative ethnography (Lassiter, 2005) and reciprocal ethnography (Lawless, 2000), are instructive in their focus on a sharing authority with participants during the research process. This chapter will also identify and discuss key theoretical concepts and frameworks related to learning and teaching within community contexts that inform CBQR, such as funds of knowledge theories ...

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