Skip to main content

Conclusion

Reading and Rewriting South Asia

  • Chapter
  • First Online:
Participatory Action Research and Educational Development

Part of the book series: South Asian Education Policy, Research, and Practice ((SAEPRP))

Abstract

This conclusion summarizes the themes related to participatory action research (PAR) that emerged from the chapters in this volume. Additionally, this conclusion looks to the future of PAR in South Asia with recommendations for a future research agenda. Throughout the volume, much has been written about the possibilities for PAR in South Asia. The authors provided descriptive accounts of PAR-related research in Bangladesh, India, Nepal, and Sri Lanka. Research methodologies were diverse, as the authors investigated PAR using case studies, ethnography, mixed methods, and quantitative research designs to frame their chapters. The varieties of PAR research designs encompassed in this volume are indicative of the flexibility of PAR as a participatory method of research. Robin McTaggart (1991), though, warned that such flexibility can often lead to the dilution of PAR. Hence, he emphasized that researchers should not lose sight that the very core of PAR is about authentic participation, “which means sharing in the way that research is conceptualized, practiced, and brought to bear out on the life-world. PAR is also about ownership—the responsible agency in the production of knowledge and improvement of practice” (p. 171). Participatory action in the construction of knowledge by the community in service to the community is what distinguishes authentic PAR. Although malleable in research design, PAR remains grounded in action research to build greater awareness and to spur on changes in the community. PAR’s action orientation through the construction and ownership of knowledge echoes what Paulo Freire (1970, 1994) described as development of conscientization. Freire explained that conscientization is part of education’s emancipatory purposes in which people are able to “read the world” (Freire 1970) and “rewrite the world” (Freire 2001). The chapters in this volume captured ways that stakeholders across South Asia are “reading and rewriting” their world through means of the participatory and empowering practice of action research. Several themes emerged across the chapters. Here we revisit three themes in particular: identity through voice, collective empowerment, and transforming the community.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 19.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 27.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Baum, F., MacDougall, C., & Smith, D. (2006). Participatory action research. Journal of Epidemiology and Community Health, 60(10), 854–857. doi:10.1136/jech.2004.028662.

    Article  Google Scholar 

  • Borda, O. F. (1977). For praxis: The problem of how to investigate reality in order to transform it. Symposium on Action Research and Scientific Analysis, Cartagena, Colombia.

    Google Scholar 

  • Byker, E. J., & Banerjee, A. (2016). Evidence for action: Translating field research into a large scale assessment. Journal of Current Issues in Comparative Education, 18(1), 1–13.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

    Google Scholar 

  • Freire, P. (1994). Pedagogy of hope. New York: Continuum.

    Google Scholar 

  • Freire, P. (2001). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Koirala-Azad, S., & Fuentes E. H. (eds.) (2010). Activist scholarship: Possibilities and constraints of participatory action research. Social Justice, 36(4).

    Google Scholar 

  • McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly, 41(3), 168–187.

    Article  Google Scholar 

  • Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8(2), 185–192.

    Article  Google Scholar 

  • Wang, C. C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education and Behavior, 24(3), 369–387.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Erik Jon Byker .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2017 The Author(s)

About this chapter

Cite this chapter

Byker, E.J. (2017). Conclusion. In: Kidwai, H., Iyengar, R., Witenstein, M., Byker, E., Setty, R. (eds) Participatory Action Research and Educational Development. South Asian Education Policy, Research, and Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-48905-6_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-48905-6_14

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-48904-9

  • Online ISBN: 978-3-319-48905-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics