No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

Participatory action research (PAR) methodologies attract researchers both because they open up space to apply the values and principles associated with social justice and because they have the potential to deepen our understanding of an issue by giving us the opportunity to explore contexts and processes through people's experiences. This allows for new insights to emerge and relevant solutions to be discovered and implemented through emancipatory practices. However, choosing to do this type of research for a thesis as a master's of social work student without lived or research experience complicates an already complex endeavor and raises many dilemmas, questions and challenges. Reflecting on my experience of working with a peer-led community organization in Southern Ontario that provides services for people who have experienced mental health or substance use challenges and have interacted with the mental health system, this thesis will explore my journey of joining a research team that set out to use PAR to better understand peer support. Using a narrative inquiry approach, I will explore the tensions that occurred throughout the process of attempting PAR with a community agency within the university framework of completing a thesis. In the spirit of PAR and its intention to disrupt dominant approaches to research processes, I will use an alternative, storytelling format in order to best illustrate my circumstances, perspectives and the difficulties I faced as an outsider, student, university researcher trying to follow PAR principles. The lessons I learned will also be provided in an effort to make this type of undertaking easier for future students. Overall, I learned that we need to find ways to bridge and support the two cultures of graduate students and community groups in working together in PAR. / Thesis / Master of Social Work (MSW)

Thesis advisor: Theresa A. O'Keefe / Grassroots church communities demonstrate what it means to resist colonial ways of learning and of being church that have been internalized and reproduced in educational and ecclesial spaces. In their practices of communal discernment, they bear witness to a kind of religious education wherein all learn with one another. Learning from the practices of these communities, this dissertation is an exercise of reimagining a religious education that resists colonial ways of being and creates the possibility for all to learn with one another in the Spirit. Informed by a theology of synodality and the principles of critical pedagogy, I argue for a religious education that is a practice of creating space for an engagement with local theologies that are grounded in the everyday, for dialogue to emerge wherein all learn through diffraction, and for the voice of the Spirit to arise from a kind of dialogue that is not merely an exchange of ideas but a meeting and being with one another. Synodality, as seen in the synodal practices of basic ecclesial communities, creates space for a church that learns together. Synodal practices show how people can do theology together in a dialogical way, discerning how the Spirit is guiding the church in the context of the everyday. Critical pedagogy, on the other hand, centers silenced voices in the practices of learning and teaching. In doing so, critical pedagogy fosters a critical awareness of hegemonic epistemologies while creating space for capacitating silenced voices in dialogue. These two foundations inform the religious education I am arguing for in this dissertation. I propose that this religious education is seen most concretely in participatory action research (PAR) which creates spaces for people to learn with one another for transformation. PAR expands the pedagogical imagination as it involves the people as active agents of the process of knowledge production, decolonizing the research process and presents a way of learning with one another in a way that is just. Using PAR as a way to do a synodal and decolonial religious education, grassroots church communities can listen to the Spirit together, guiding the church into new ways of knowing and being. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Theology and Education.