Some Disorganized Ideas on Participatory Action Research

Accountability and ethical behavior are definitely major constructs of educational research. Likewise, validity from the community/group that is being studied is pivotal for Participatory Action Research (PAR). In that sense, I do believe researchers are accountable to the different stakeholders for both, the nature of their research and the conclusions that might arise from such inquiry. I am not implying that researchers are not entitled to academic freedom; my viewpoint is that validity confirms and legitimize the results and conclusions of interpretative inquiry. Moreover, balancing accountability and freedom constitutes a real challenge for qualitative researchers – that is, ethics is a must for researchers.

In general terms, PAR and constructivism share some subtleties that are inclined to social changes and development. I believe that the communicative space is a must to fully comprehend a specific reality. Given its commitment to meaningful societal changes, PAR provides the theoretical framework for solidarity and social justice. In that sense, I find PAR to be inclusive as it fosters critical analysis and might embrace different stances and approaches (Indigenosity, CRT and Transformative Learning, among others).

Likewise, PAR is an exciting approach to research.  From a qualitative standpoint, it offers concrete possibilities for practitioners to have an impact on communities thanks to positive changes based on theoretical tenets – that is, it makes science accessible to the communities and the researchers within those communities. This reality offers new outlooks on power dynamics for policy makers, politicians and communities/groups under study.

Moreover, the teacher-researcher can be empowered by PAR. In any event, there is a lot of room for improvement in our educational systems and teacher-researchers can come up with ground-breaking decisions sustained by theoretical tenets. It is a foregone conclusion that teacher-researchers are accountable to themselves and the communities/groups they work with. It is precisely this validity from the groups and the different stakeholders that legitimize societal changes and concerns.

Furthermore, ethics is pivotal to interpretative inquiry. Situating oneself within an epistemological construct and recognizing biases constitute the most relevant steps from the outset. I can figure out academic scenarios with tenure discussions and workloads where results and data might be manipulated to “please” specific authority figures, which I have to acknowledge, is likely to happen. Again, ethics is a must for teacher-researchers.

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