Action Research current issue

Initiating action research: Challenges and paradoxes of opening communicative space

Wicks, P. G., Reason, P. — Fri, 04 Sep 2009 03:01:40 PDT

The success or failure of an action research venture often depends on what happens at the beginning of the inquiry process: in the way access is established, and on how participants and co-researchers are engaged early on. ‘Opening communicative space’ is important because, however we base our theory and practice of action research, the first steps are fateful. We draw on Habermas’s theorizing of the boundary-crises between system and lifeworld to explore the theory behind the idea of communicative space. We attempt to bring these abstract concepts to life, and to illustrate key aspects of action research practice through a review of some of the key challenges, opportunities, and paradoxes which emerge in the early stages of action research projects. Drawing on the literature and on exemplars, we show how the process of opening communicative space can be mapped onto a theory of group development that suggests a progression through phases of inclusion, control, and intimacy. Furthermore, we review an example of third-person action research to illustrate some of the issues raised by the need for both external and internal validation. We conclude that the practices of opening communicative space are necessarily paradoxical, and put forward a list of paradoxes with which facilitators and initiators of action research may need to engage in the start-up phases of their work.

The paradox of participation in action research

Arieli, D., Friedman, V. J., Agbaria, K. — Fri, 04 Sep 2009 03:01:40 PDT

Although participation is widely discussed in the action research literature, relatively few studies deal with building the participative relationship itself. This article attempts to fill that gap through a ‘first-person action research’ involving a relationship between Jewish researchers and a Palestinian Arab non-governmental organization in Israel that failed to live up to our espoused values of participation. It employs an action science method for joint critical reflecting on this relationship and analyzing the data from the reflection. It presents two ‘theories of action’: one aimed at explaining the paradox of participation and one for dealing with it more effectively. By opening our learning, including our errors, to the scrutiny of other action researchers, we hope to generate actionable knowledge that can contribute to building genuinely participative relationships in action research.

Only to connect: Systems psychodynamics and communicative space

Newton, J., Goodman, H. — Fri, 04 Sep 2009 03:01:40 PDT

Local communities empowered to plan?: Applying PAR to establish democratic communicative spaces for sustainable rural development

Bodorkos, B., Pataki, G. — Fri, 04 Sep 2009 03:01:40 PDT

This article presents the second cycle of an ongoing participatory action research (PAR) project that aimed at facilitating bottom-up, sustainability planning and development in one of the most socio-economically disadvantageous micro-regions of Hungary. The process at the very beginning started as conventional qualitative research, and gradually emerged to a PAR process as deeper relationships with local people were developed and previous research practices and research focus were questioned. Current institutional changes, such as the availability of European Union funding for rural development and the micro-regional re-districting driven both by top-down and bottom-up processes, were structural factors that created a more promising context for participatory planning. Although a PAR project generally targets silenced groups, for this to happen it is arguably necessary to legitimize such development work in the eyes of local decision-makers and funding organizations, in order to establish more inclusive communicative spaces around future rural development. However, this also creates a controversial situation: breaking away from prevailing structural inequalities and hierarchies remains difficult through a process which is designed around consensus-building.

Opening and closing communicative space with teachers investigating race and racism in their own practice

Hyland, N. E. — Fri, 04 Sep 2009 03:01:40 PDT

This article explores the very practical challenges that the author experienced as she and a racially mixed elementary school teaching staff negotiated communicative space within a critical inquiry group exploring race and racism in their teaching context. Specifically, the author explores her role of critical friend as crucial to forming communicative space; the ways that communicative space was contested and challenged within the critical inquiry group; and the new communicative spaces that arose from the original group. This article offers implications for action researchers attempting to create communicative spaces around difficult issues such as race and racism.