Week 11 participatory action research (PAR)

Week 11 participatory action research (PAR)
Instruction: Respond to two classmates on one page and please to all the response put each student name to it please.
1. Ardetta Greene
1) In what ways is participatory action research (PAR) different from traditional or mainstream research?
P.A.R encourages collaboration with in a mutually acceptable inquiry framework, to understand or solve organizational or community problems which is widely used in community research, health, and educational eval, and organizational development.
2) How do you think PAR benefits disability studies?
PAR benefit disability studies because it involves working with people instead of being a research subject. Also with the learning that occurs as twofold 1) the inquiry can yield specific insight and finding that can be practiced. 2) For those who participate, learn to think more systematically about what they are doing and in their own relationships.

3) How can PAR benefit disability communities?
PAR benefits the disability communities by being a change agent, and by bridging a diverse perspective for responsive development. In addition active participants creating something tend to feel more ownership of what they have created & make use f it.

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4) If you were to use the principles of PAR in your research proposal, how would you revise your proposal?
I would revise my proposal by going into a cancer center such as Memorial Sloan Kettering to do my research. It would involve not only the patients but the staff, and community advocate.
2.Judith Krinitz
In what ways is participatory action research (PAR) different from traditional or mainstream research?
PAR is different from traditional research in that it demands that the subjects participate in the research and become partners in the process. According to Ward and Trigler, it “…empowers the participants in the research process, enhancing their sense that they are ‘author’-ities on their own lives and that their perspectives are valued within and beyond their community” (Ward and Trigler 57). This is particularly helpful when studying disabled people, who tend to feel vulnerable and that they are not heard, even by researchers. Ramcharan expounds on this on page 183 of his article when he states: …the more vulnerable research participants are perceived to be, the greater the potential for exploitation and, hence the greater the regulation required. Vulnerability and regulations are therefore inversely related” (Ramcharan 183) when utilizing PAR.
How do you think PAR benefits disability studies?
I think that PAR benefits disability studies in that “…it involves people with disabilities in the research process [and] provides opportunities to identify research questions and goals that are important to [that population]…” (Ward and Trigler 57). It gives the participants and larger community an “…active voice…” (Conder et. al. 39). The studies and research become more authentic because it breaks down the barrier even further between subjects and researcher, particularly if the researcher is not disabled. The subjects cannot not be misinterpreted or misrepresented as much because they are more active and have become more of a stakeholder in the projects.
How can PAR benefit disability communities?
PAR can benefit disabled communities in that it can be perceived by the participants as community service. Community service is about giving and not necessarily being instantly gratified by what comes from it. Ramcharan writes about this on page 184 when he says: “…many people who participate in research understand that the research will not benefit them directly but that, ultimately, it may benefit the ‘population’ to which they belong, that these benefits may be some time distant. This implies that many research participants have a strong sense of public duty” (Ramcharan 184-185). For some, the idea of community service is just part of their souls. But for others, this has to be taught. We see that many high schools are now requiring a certain amount of community service hours from their students in order to graduate to participate in an honors program. Without this requirement, a student might not do it. Therefore, for some it is taught and not innate. Same for the disabled community. If it is not innate, perhaps is the researcher who implements PAR into his/her project that can ignite that spark in the participant to continue to do service projects in the future.
If you were to use the principles of PAR in your research proposal, how would you revise your proposal?
I am not so sure that PAR would work in my project. I suppose that if I were to implement it, I would use it to have students who I contacted by myself (more like luck) to recruit other students. This would make them active in the research process, and if they feel that change can happen for them, or for future students, this would potentially be empowering for them. It might even spark something for t

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