{"id":1298,"date":"2022-11-28T10:00:00","date_gmt":"2022-11-28T10:00:00","guid":{"rendered":"https:\/\/blogs.calbaptist.edu\/cshb\/?p=1298"},"modified":"2022-10-07T23:20:31","modified_gmt":"2022-10-07T23:20:31","slug":"part-4-designed-for-action-researcher-participants","status":"publish","type":"post","link":"https:\/\/blogs.calbaptist.edu\/cshb\/2022\/11\/28\/part-4-designed-for-action-researcher-participants\/","title":{"rendered":"Part 4: Designed for Action: Researcher; Participants"},"content":{"rendered":"\n

By E. Russ Bermejo, MSW, Lecturer <\/p>\n\n\n\n

This is Part 3 of a 4-part blog post.  <\/em> <\/p>\n\n\n\n

Read Part 1: An Invitation to CBU Faculty and Students<\/a> <\/p>\n\n\n\n

Read Part 2: Designed for Courage: Me & Myself<\/a> <\/p>\n\n\n\n

Read Part 3: Designed for Co-Creation: Teacher and Student<\/a> <\/p>\n\n\n\n

_____ <\/p>\n\n\n\n

The Third Relationship: Researcher and Participants <\/p>\n\n\n\n

So how can we be more connected in our research?    <\/p>\n\n\n\n

Freire\u2019s critical examination of the student-professor relationship in the classroom would extend to how research agendas are set by universities. When asked to describe how Freire\u2019s work could impact research, Valerie Kinloch of the University of Pittsburgh stated the following:  <\/p>\n\n\n\n

\u201c(Freire) encourages us to take a critical perspective, especially when collaborating with other people in community contexts, as we attempt to address pervasive questions about inequality. He also situates research within the reach of the everyday \u2013 the everyday realities, lives, lived conditions, struggles, and hope of people \u2013 to make research accessible to who we are working with and writing with\/about in our research. Thus, research is not singularly about publishing articles and books, but about writing new ways of being into existence that can, fundamentally, change the world for the better.\u201d<\/em><\/p><\/blockquote><\/figure>\n\n\n\n

If universities are to be organized to address the most pressing social, economic, and political inequities,5<\/sup> it would take direction for its research agenda from the needs identified by marginalized and oppressed communities. <\/em>  <\/p>\n\n\n\n

Freire\u2019s critical pedagogy was influential in developing participatory research models such as participatory action research (PAR). Relationships and power are examined once again, this time in the context of research. Freire\u2019s concept of praxis, (that knowledge is developed through a cycle of action and reflection) is essential to PAR\u2019s methodological approach that engages researchers and community members in dialogue (Hardina, 2012<\/a>).  <\/p>\n\n\n\n

Participatory approaches to doing research have gained critical attention across the\u202fbehavioral and social sciences<\/a>, as scholars, activists, and practitioners committed to social action work closely with communities to identify their concerns and develop plans for transformative change (Torre and Fox, 2015).  It is research that translates knowledge into action.   <\/p>\n\n\n\n

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Photo by Kaleidico<\/a> on Unsplash<\/a><\/figcaption><\/figure><\/div>\n\n\n\n

The values orientation of participatory research, such as PAR and community-based participatory research, challenges the hierarchical and extractive approaches of traditional research through its core beliefs that:  <\/p>\n\n\n\n