Piloting participatory action research: Community as intermediary to education pathways of Congolese refugee youth.

2022 ◽  
Author(s):  
Odessa Gonzalez Benson ◽  
Ana Paula Pimentel Walker ◽  
James M. Ellis ◽  
Mieko Yoshihama ◽  
Maki Usui ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Research Community ◽  
Participatory Action ◽  
Refugee Youth

Paradigms

2018 ◽  
Author(s):  
Alicia O'Cathain
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Action Research ◽  
Participatory Action Research ◽  
World View ◽  
Realist Evaluation ◽  
Research Community ◽  
Participatory Action ◽  
Mixed Methods Evaluation ◽  
The Status

A paradigm is a world view held by members of a research community. It determines what humans can know and how to undertake research to generate knowledge. It shapes how research is undertaken and how quality is judged. In mixed methods evaluations combining qualitative research and RCTs, the implicit paradigm is often post-positivism. There are alternative paradigms such as participatory action research and realist evaluation. The status of qualitative research within a mixed methods evaluation may depend on the paradigm adopted. Researchers undertaking qualitative research may adopt a different philosophical stance from those undertaking the RCT. It is important to have team discussions about paradigms throughout a mixed methods evaluation to understand the variety of stances within the team. This chapter focuses on the range of paradigms researchers adopt and some of the challenges researchers face when combining qualitative research and RCTs within different paradigms.

Participatory Action Research and City Youth: Methodological Insights from the Council of Youth Research

2013 ◽  
Vol 115 (10) ◽  
pp. 1-23 ◽  
Author(s):  
Mark A. Bautista ◽  
Melanie Bertrand ◽  
Ernest Morrell ◽  
D'Artagnan Scorza ◽  
Corey Matthews
Keyword(s):  
African American ◽  
Action Research ◽  
Participatory Action Research ◽  
Urban Youth ◽  
Research Community ◽  
Youth Of Color ◽  
Participatory Action ◽  
Traditional Research ◽  
Youth Research ◽  
Research Questions

Background The research community has long documented educational disparities along race lines. Countless studies have shown that urban African American and Latino students are systematically denied educational resources in comparison to their white counterparts, resulting in persistent achievement disparities. Though this research is thorough in many regards, it consistently lacks the voices of the Latino and African American students themselves. This omission not only silences those most affected by educational inequalities, it also denies the research community valuable insights. Purpose This article discusses an analysis of a youth participatory action research (YPAR) program, the Council of Youth Research, in which urban youth of color research educational conditions. We address the following research questions: 1. How do the Council youth appropriate traditional tools of research? How do they adapt and transform these tools to serve their purposes? 2. What methodological insights can adult educational researchers draw from the study of an intervention project that seeks to center the voice and perspectives of youth? 3. How does YPAR as it is practiced by Council youth challenge what is considered as legitimate and transformative research? Research Design To address our research questions, we conducted ethnographic research on the Council during the summer of 2010 and the 2010-2011 school year. Findings We demonstrate how the students in the Council appropriated traditional research methods for critical uses and employed creative approaches to conveying research findings. We focus on the students’ use of participant observation, database analysis, and interviews, and describe the multimodal avenues through which the students conveyed findings. Conclusion Our study points to alternatives to traditional research that take advantage of urban students’ positionality and insights. We argue that the perspective of youth of color, especially in working-class, urban areas, is integral to our understanding of problems in urban schools as well as approaches to transforming inequitable learning conditions and structures. Until we make the power of research accessible to young people and other marginalized communities, educational research will be limited in its scope and impact.

The Karen resettlement story: A participatory action research project on refugee educational experiences in the United States

2016 ◽  
Vol 15 (2) ◽  
pp. 132-160 ◽  
Author(s):  
Daniel Gilhooly ◽  
Eunbae Lee
Keyword(s):  
United States ◽  
Action Research ◽  
Participatory Action Research ◽  
English Language ◽  
School Administrators ◽  
White Male ◽  
The United States ◽  
Participatory Action ◽  
Action Research Project ◽  
Refugee Youth

This study discusses Karen refugees and their education experiences in the United States via a participatory action research. A White male American English tutor and three adolescent Karen brothers took a road trip and visited with the Karen diaspora communities throughout the United States. Researchers in collaboration designed the study, collected qualitative data (interviews, participant observations, artifacts), and analyzed the data and identified five challenges facing Karen youth in- and out-of school: English language divide, parental involvement in their children’s schooling, bullying, gangs, and gender. We discuss how involvement in such a participatory action research can promote new awareness and agency for minority youth. Furthermore, we suggest ways for teachers, school administrators, and community members to help refugee youth better adapt to their communities and schools.

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