Participatory Action Research

Conceptual Overview and Discussion

The conceptualization of action research is generally attributed to social psychology theorist Kurt Lewin, who drew on whole form or gestalt theory to suggest that the mind perceives holistically: that perception comprises far more than the sum of isolated atomistic stimuli. Concepts about the synergistic nature of perception and the interdependence of variables underlie the method. Interpretation, experience, and perception emerge from dynamic interactions and are strongly influenced by socioenvironmental context. This resonates with Kantian philosophy and the phenomenological work of Heidegger and Merleau-Ponty in conceptualizing sensemaking or “being in the world” as not some reducible or unified thing but rather an “in relation to” phenomenon, a process of becoming not readily accessed or understood by external observation.

Lewin emphasized that, for social practice, research that results in text alone does not suffice. What is needed is an exploration of the conditions and effects of various forms of social action and research that leads to social action. The conceptual schema for participatory action research involves a spiraling of steps, comprising iterative cycles of planning, taking action, reconnaissance, reflection, and further action. It is a method for problem solving in social, community, and organizational settings based on experiential learning. Reflexivity emphasizes the mutual dependence of researcher and the researched, their influence on actions taken, and that sensemaking emerges from the dynamics of process. It is an interactive rather than extractive method.

Peter Reason suggests action research links to Marxist and Gramscian critical theory by realizing the adage that it is our responsibility to not just understand the world around us but to change it. Latin American theorist Paulo Freire developed a critical pedagogy of the oppressed and advocated participatory action research methods to inform antiracist practice, contest epistemological imperialism, and contribute toward the liberation of the underprivileged—in particular in non-Western locations.

in third world and Indigenous contexts, relations of power and the continuing effects of past colonial violence and racial domination raise ethical research and epistemological concerns. A key question here is what constitutes appropriate knowledge and who appropriates it. Indigenous research theorist Linda Tuhiwai Smith conceives of participatory action methods as empowering ways to decolonize the research process. Accountability for real-world impacts of research on those affected is central to this method. Cycles of reflection–action–reflection form what Freire calls conscientization: consciousness and consciences are developed through processes determined by Indigenous peoples operating as agents/ partners—not by being positioned as objects of positivist study or subjected to external gaze. The usually undeclared interests of researchers are more readily exposed. Knowledge is coproduced and rooted in solidarity with the experiences and issues that shape the political and social realities of Indigenous

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