Conflicting demands and the power of defensive routines in participatory action research

Datos Bibliográficos

ID6134400
AutoresGaby Jacobs (0000-0002-5908-9017, Fontys University for Applied Sciences, The Netherlands, autor de correspondencia)
Año2010
Volumen8
Número4
Páginas367-386
Fecha de publicación2010-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAction Research (JOURNAL)
Identificadores de la revistaISSN: 1476-7503 • E-ISSN: 1741-2617
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476750310366041
OpenAlexW2143793163
IdiomaEN
Citas recibidas33
Referencias citadas35

Participation has been of ongoing interest in the field of action research and the New Health Promotion movement, but it is not without tensions and problems. This article presents the challenge of containing the conflicting demands of personal empowerment, practical advancement and theory building in a community-based participatory action research project ‘Aspiring to Healthy Living in The Netherlands’. A Participatory Action Research (PAR) methodology was chosen because of its contribution to empowerment of the community of older people, which was one of the project goals. Besides that, the project aimed at the development of an intervention program for encouraging healthy living amongst older people in The Netherlands and contributing to the knowledge base on healthy living, by analyzing narratives from the participants. However, when time pressure rose, the empowerment goal started to collide with academic and practical aims, and the dialogue within the project team became obstructed leading to a return to the traditional routine of applied research and the accompanying power relationships, with implications for the learning in and about the project. This article starts with a short review of the literature on community participation in health research and the challenges of learning participatory action research, followed by a description of the PAR project and the process of participation, using the ladder of Pretty as a tool to highlight different levels of participation in different project stages. By using the theory of organizational learning developed by Argyris and Schön (Argyris, 1993; Argyris & Schön, 1978), insights will be provided into the attempts of a relatively inexperienced team to create a participatory and dialogic research project, and the problems in keeping reflection and learning going within a context of external pressure

Action (physics · Action research · Citizen journalism · Community-based participatory research · Empowerment · Narrative · Participatory action research · Pedagogy · Political science · Politics · Power (physics · Promotion (chess · Public relations · Sociology · Community Health and Development · Health Policy Implementation Science · Mental Health and Patient Involvement