Abstract
Participatory action research can be difficult to enact, especially as a novice researcher. The tensions between remaining true to the heart of PAR while also reconceptualizing her own identity as a student, novice, teacher, scholar proved challenging. This feat was accomplished with a thorough understanding of participatory action research; the scholarly dispositions needed to engage in this work; and the guidance, support, and careful questioning of a dissertation chair and committee. This chapter includes an overview of the methodology, participatory action research with photovoice; the possibility of unique scholarly dispositions needed by doctoral candidates interested in action-oriented methodologies; the author's own dissertation experiences; and concludes with lessons learned throughout the dissertation. Although a framework for the scholarly dispositions specifically for action-oriented methodologies is yet to be determined, the dissertation journey shared in this chapter could be a launching point for such work to occur.
TopOverview Of Methodology
What Is Participatory Action Research?
Lewin (1946) described action research as a spiral of steps where one plans, acts, observes, then evaluates the result of the action. It was designed as a way for people to learn from their own experience. Participatory Action Research builds on action research and emphasizes reflection, data collection, and action (Baum et al., 2006). PAR “represents a counter-hegemonic approach to knowledge production” because of the way it positions teachers and practitioners as knowledge creators rather than research subjects (Kindon et al., 2010, p. 9). This research methodology adapts a number of traditional qualitative approaches such as focus groups and interviews, for example, but uses them in a way to focus on dialogue and collective action in order to “prioritize local community concerns” and “to engage in the processes of inequality to effect change” (Kindon et al., 2010, p. 3). PAR engages researchers and participants as co-constructors of knowledge who work together to examine an issue to change it for the better (Kesby et al., 2010). Participatory Action Research prides itself on the participants in the project having a voice (Kemmis et al., 2014).
Although the author aligns herself more with Latz’s (2017) ideas of making space for the voice of the participants rather than assuming the voice is hers to give in the first place, PAR epistemology aligns well with her own belief that participants teach her as she teaches them and, together, they are “co-producers of knowledge” (Kemmis et al., 2014, p. 70). This research is not “on people” but with people (McTaggart, 1997, p. 29). For her research with culturally and linguistically diverse students, she preferred PAR over other forms of Action Research because it is focused on learning as a way for a marginalized community to have power. It engages the participants directly into the research and meaning-making process (Kindon et al., 2010).
In addition, PAR “works on the basis that there is no singular or fixed version of reality awaiting detection; it’s very premise is emergence and being open to the many realities ‘out there’” (Pain et al., 2010, p. 28). PAR privileges multiple ways of knowing and engages researchers and participants as co-constructors of knowledge working together (Kesby et al., 2010). Photovoice, a form of Participatory Action Research was the author’s choice of methodology for her dissertation study.
Key Terms in this Chapter
International Student: An international student is a student who is not a citizen or a permanent resident of the United States of America. For this study, most international students completed their K-12 education, prior to entering college in the United States, in their country of origin.
Participatory Action Research (PAR): Participatory action research is a form of action research that emphasizes reflection, data collection, and action ( Baum et al., 2006 ). PAR engages researchers and participants as co-constructors of knowledge who work together to examine an issue to change it for the better ( Kesby et al., 2010 ).
Academic Literacy: Academic literacy includes all of the literacy practices a student needs to be successful, including the powerful critical and analytical skills needed, which is far more than reading, writing, and speaking; the linguistic and sociocultural knowledge needed to be an active member of the academic community; fluency in the dominant code of both written and spoken Standard American English ( Kiili et al., 2013 ; Lea & Street, 1998 ; Murry, 2010 AU13: The in-text citation "Murry, 2010" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Wingate, 2015 /2018).
Conscientizaçño/Critical Consciousness/Conscientization: Conscientizaçño, critical consciousness, and conscientization are defined as “the development of the awakening of critical awareness” ( Freire, 1974/2017 , p. 15), a new awareness and a sense of responsibility to take action ( Carlson et al., 2006 ). When one reaches critical consciousness, one is aware of the ways constructs are structured in a way to maintain oppression and the ways that one’s own beliefs and behaviors maintain the oppressive system. At this point, individuals explore ways to change the social structures through their own actions.
Academic Literacies Model: The academic literacies model is defined as Lea and Street’s (1998/2000/2006) conceptualization of academic literacy, including the study skills model, academic socialization model, and academic literacies model.
PAR Team: The PAR team is comprised of students (also referred to as participants and co- researchers) who volunteered to participate in the Photovoice PAR Project.
Photovoice: Photovoice is a form of PAR in which participants are actively interwoven into the process. Participants are asked to capture photos reflective of their lives. Photos serve as data antecedents meant to spur on storytelling by participants ( Latz, 2017 ).