In African folklore, there is a Swahili tale which depicts the relationship between a monkey and a shark; a story about the needs of two creatures living in two different worlds. The shark needs the heart of the monkey to give to his king and the monkey agrees to go on the journey to learn and experience new things. Unaware of each other’s intentions and goals they fall prey to a relationship of mutual distrust and suspicion. Many opportunities to use art as a tool for social engagement through service-learning exist in Higher Education. However, good intentions do not always equal good outcomes. The story above illustrates the importance of open communication around goals and motives. My past experiences in community engagement projects have taught me that more harm than good can result when communities are not involved in relationship-building and decision-making processes which affect them. It is therefore imperative that students collaborate with communities in every phase of the engagement process, so that they will learn and benefit from each other in meaningful ways. This qualitative research explores and describes the engagement between Intermediate Phase education students and community youth, the findings of which will be used to design a service-learning module in Creative Arts. The aims of the study were (i) to explore what the students and the community participants can learn from such a process, (ii) to explore what aspects of the engagement process can enhance the attainment of mutually beneficial learning outcomes, and which detract from it, and (iii) based on the findings, to suggest recommendations that can inform the development and design of a future service-learning module in Creative Arts programmes for teacher educators. A qualitative design situated within a critical theoretical paradigm employing a participatory action research approach to inquiry was utilised to achieve the aims of the study. Availability sampling was used to select participants in the engagement between the campus students from the Creative Arts department in the faculty of Education Sciences at the North West University (NWU) Potchefstroom, and the community youths from a nearby township area. The data generation process consisted of four cycles which embraced seven interactive activities, including visual, oral, art, and text-based techniques that were employed in a participatory process. Semi-structured reflective interviews towards the end concluded the research study. Data documentation was obtained through verbatim transcriptions of video clips, visual diaries, and visual charts. The engagement process was systematically monitored, inductively analysed, and thematically interpreted. Trustworthiness was verified by overlapping and multiple data generation strategies, and maintained by reflective member checking and own critical reflections on the process. Ethical requirements included the approval of the Ethics Committee of the NWU Faculty of Educational Sciences, Potchefstroom campus. Signed consent of participants was obtained in writing before the data generation began. Consent was obtained from the participants for visual material to be used for the research study and the presentations thereof. Three themes emerged from the data collection. Theme 1: the process allowed participants to gain insight into each other’s worlds. Theme 2: the participatory action research (PAR) process shifted power relations. Theme 3: the participants experienced personal and professional development through the interactive process. My findings on the student-community youth engagement suggest that the participatory (PAR) process is well suited for socially engaged art-based practices in service-learning as it promotes reciprocal learning through interactive activities. The activities unlocked value-laden and meaningful learning between the participants. Working collaboratively and in groups benefitted the participants in several ways. They gained confidence and self-determination, began to understand each other, improved personal and working relations, and increased their level of professional development. Limiting aspects included language barriers, short time frames, and unpredictable community events. The role of the researcher as change agent required shared leadership of collaborative groupwork, and it was necessary to structure topics in service-learning that evoke challenging and critical responses between participants from diverse backgrounds. These findings have significance for the design and development of a service-learning module for Creative Arts education, provide recommendations for future community partnerships in art-based practices, and for further research in service-learning. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Space is different from place, as space becomes place when endowed with meaning and values. Space is therefore not a neutral backdrop for people’s lives, but intertwined with their daily lives. Before attempting to create place, the particular space first has to be understood. Place-making (transformation from space to place) refers to the empowering process during which inhabitants of a setting tend to represent, renovate and upgrade their physical surroundings. This process includes the views and opinions of direct site users in terms of decision-making. This participatory process relates to an open, accountable process during which individuals and groups can exchange views and influence decision-making processes. In previous bureaucratic, top-down planning practices (‘Blueprint’ planning theory) the involvement of participants within decision making was limited. Therefore, a communicative turn towards a ‘bottom-up’ process was needed, including affected role-players by communicating and negotiating any developmental decisions. Planning is an important change agent in addressing social and economic inequality by means of inclusive planning processes, especially in South Africa with its recent transition to democracy and post-apartheid reconstruction aims. There is currently an emphasis on the need to examine particular ways in which practices of participation in development play out in concrete situations. Participatory Action Research (PAR) is a research method that proactively aims to develop equal distribution of power in terms of decision making by embracing values such as empowerment, social justice and equity, collaborative relationships, mutual learning and respect towards diverse opinions. Constant reflection and self-reflection within a participatory informed study is used to benefit the decision making process to create change. Change implies the promotion of the physical and positive social transformation. This research describes how PAR is used as a method in the place-making process to create change in a community that had previously been subjected to forced removals. The research context includes an existing open space (previously utilised as a dumping site) in Ikageng, Potchefstroom, South Africa, and surrounding land owners who interact with the site daily. A qualitative research approach was appropriate in this case as the research was carried out in a natural context where no extraneous influences occur and the research focused on obtaining in-depth understanding of a process rather than focusing on presenting evidence in quantifiable terms. While the planning procedure followed included numerous phases - Focus group 1, Focus group 2, Collaborative Design Workshop and Focus group3 (see Annexure B for Focus group questions) - the primary aim of this dissertation is to explore the process of place-making in planning by using PAR. Secondary aims include: (i) the understanding of the concept of place-making, (ii) giving an overview of theoretical paradigms in planning, (iii) to develop guidelines for using PAR in a planning process, and (iv) to develop planning guidelines for the process of place-making. Findings reveal that experienced change can be described as threefold. Levels of change included: (i) the physical level (Transforming the space physically (beautification and upgrade)), (ii) the social level (Transforming the community socially), and (iii) the psychological level (Transforming the community psychologically). During the experiencing of change, PAR values were unlocked progressively by the place-making process, which included empowerment, collaborative relationships and mutual learning. In later stages of the research, the PAR values of respect towards diversity and social justice and equity were revealed. Based on the above, the study offers planning recommendations by means of the development of guidelines for a place-making process. These guidelines (as informed by PAR), refer to (i) Phase 1 - Gaining community entrance, (ii) Phase 2 - Conceptualising the space, (iii) Phase 3 - Establishing partnerships, (iv) Phase 4 - Transforming space to place, (v) Phase 5 - Implementation and, (vi) Phase 6 - Monitoring/Reflection. When following these recommended guidelines with regard to a place-making process, research challenges should be taken into consideration. These challenges relate to the time-consuming nature of place-making, as well as the necessary flexibility regarding the context of the research. Furthermore, financial resources should be seen as important when attempting to transform space into place. Therefore, these planning recommendations should be seen as a guideline and not a fixed master-plan. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015

This study explores the contradiction of the heart of ICT: the technology presents to us all manner of possibilities yet it habitually fails to deliver on those promises. This failure is often seen as arising from either a problem with the technology or end-user proficiency. Thus better technology and/or more effective end-user education are seen as the solutions. This study is based on the premise that such approaches are inherently faulty and explores how applicable notions of alienation can be in researching the contradictory nature of ICT. By using a critical realist methodology allied to tools available through PAR, this investigation engaged with participants in three distinct settings: ICT professionals; scholars concerned with researching the ethical/societal implications of ICT; and a group of pensioners living in South East London, UK. The research interrogated the literature concerned with themes of alienation and ICT to show there is a consensus that something called alienation does exist but that the term is used as a poorly defined descriptor of dissatisfaction with ICT. It also revealed that minimal research in the subject area has been undertaken using theories of alienation and none which involve multiple settings. The thesis makes an original and distinct contribution to the field by utilising one approach to alienation, that presented by Marx, in three seemingly disconnected settings to draw out the underlying commonalities shared by participants of these settings. In doing so, the findings challenge widespread assumptions about end-user experience of ICT and offer new insights into the much mentioned but little understood alienated way we experience ICT. Moreover, the thesis, in moving beyond description of alienation, to reveal the genesis of the condition, indicates the inadequacy of simply using the term alienation as an ill-defined label to describe people’s experiences of ICT. It argues for embracing a more rigorous approach to the issue to realise the significant potential offered through investigating and applying theories of alienation in research. Additionally it advances knowledge in the area by emphasising shared experiences of user groups which has considerable implications for future research. Finally the thesis is unique in highlighting the prospective benefits to be realised by researchers in adopting a CR methodology working in tandem with PAR methods in ICT research.

Canadian urban food security discourses have been explored by academics, local community organizations, practitioners (e.g., health and education) with the intention of understanding the histories and impacts of food insecurity and co-creating long-lasting solutions. In various urban centres, community initiatives and educational institutions have been collaborating on school gardening programs as a way to address food insecurity. Central to these conversations and projects have been how to make more inclusive spaces for people to share their own complex and diverse perspectives of food security—based on their local foodscapes (matrix of relationships between people, place, and food) and cultural worldviews. Pervasive power structures and narratives, however, have privileged certain voices over others and there are limited inquiries into cultural perceptions of food security. Children’s and youth’s own experiences and contributions to the discussion on foodscapes and food security have been marginalized, resulting in a knowledge gap of how young people situate and represent themselves. This research project works to amplify young people’s narratives surrounding their multifaceted relationships to foodscapes within three school gardens located in Treaty Six Territory (Saskatoon, SK). The aim is to make space for the fulsome perspectives and solutions that children and youth offer, as social change agents, towards food security discourses. Adopting a community-based approach, I collaborated with Agriculture in the Classroom Saskatchewan (AITC-SK), the Saskatoon Public School Division (SPSD), children, youth, and their guardians. Co-participants involved in the project included eleven children (between the ages of five and twelve) and seven adults who were connected to the three school gardens. Drawing upon theoretical frameworks rooted in narrative analysis, thematic analysis, and visual participatory action research (VPAR) methodologies, this project practiced meaning-making, which was both collaborative and interdisciplinary. The participating young people used digital cameras to take photographs during four garden workshops facilitated from July to September, 2013. In addition to the workshops, I conducted unstructured interviews with each adult co-participant that contributed to understandings on how children and youth interact with diverse foodways. Children and youth co-participants’ voices, shared in this study, add to current conversations on Saskatoon food security issues—namely the focus on cultural acceptability and accessibility to food. Their oral and visual narratives shed insight into how to re-imagine and expand dominant food security concepts—cultural acceptability and access—to foster inclusive foodscapes. Culturally acceptable foods for young co-participants, for example, was not limited to food products but to cultural relationships infusing foodscapes. Children and youth also blurred boundaries existing in Saskatoon community garden dichotomies of private and public, which had the potential to challenge hegemonic neoliberal views around access. School gardening and food ideologies— steeped in educators’ and program coordinators’ worldviews—were broadened by young people as they reflected upon their garden-based foodways. The inclusion of more children’s and youth’s perspectives on how food security is conceptualized, experienced, and addressed can be used to build greater resiliency in urban school gardening initiatives. By supporting genuine participation of young people in decision-making, alternative actions towards social change can be implemented. / Graduate / skukh075@uvic.ca

Recovery is a new concept positing that people with schizophrenia can lead fulfilling, satisfying, and productive lives. Family carers often play a helpful but largely unacknowledged role in the support of service users with schizophrenia, and the nature of their contribution to and their role in recovery has hitherto not been investigated. This original PhD explores whether learning about the recovery approach through participation in a training intervention changes the way carers view recovery, whether they find the concept helpful, whether it modifies their behaviour, and their evaluation of the intervention. A participatory action research methodology was applied in this study, actively supported by a steering group consisting of different stakeholders. Training on the recovery approach was delivered to a group of eleven carers to explore their response to the recovery concept. The training programme was delivered by me and a carer, utilising my personal experience as a service user with the diagnosis of schizophrenia. Focus groups and individual, semi-structured follow-up interviews were applied to assess self-reported changes in attitudes and behaviours. Mainly qualitative data were collected with supplementary socio-demographic data. The analysis of the qualitative data suggests that being more ‘recovery-aware’ gives carers increased hope and optimism for their own and the service user’s future. Greater awareness of the impact of caring upon the service user’s life helps them to begin to care in such a way as to promote recovery in the service user, and gain more confidence in their own expertise-by-caring. Professionals have a key role to play in recovery, a three-cornered partnership between the carer, professionals and the service user is desirable. The carers evaluated the training programme as helpful, and particularly valued its authenticity as it was led by a service user and carer trainers. Conclusions suggest that recovery is a helpful concept for carers. It shows that learning about recovery helps them to care more effectively for the service user and for themselves. It suggests the usefulness of developing a recovery concept for carers based on reconciliation of their caring identity, their caring role and their relationships with the service user and professionals. Recovery for the service user and for the carer requires support from professionals, based on a partnership service model, a contribution to the development of recovery practice. The training programme is a useful way of conveying the hope in recovery and is strengthened by the service user perspective of recovery.

The Church of England is living through a time of significant change in attitudes towards local church ministry, congregational participation and pastoral practices. As it seeks to respond with integrity to changes in contemporary society the Church’s dialogue with empirical social research is beginning to develop more fully. This thesis focuses on a pioneer national project to explore the effectiveness of pastoral ministry in contemporary church weddings. The social science research methods used in this project revealed insights into the ministry of contemporary church weddings with the intention of shaping responsive parochial wedding policies. This thesis considers the potential for further local enquiry by individual marrying clergy to understand the ordinary theology (proposed by Astley) of their communities using methods of ordinary research alongside a shared reflective practice. It highlights the socio-theological interface within reflective empirical theology by pastoral practitioners in the Church. A model of participatory action research incorporating online clergy forums and change agent groups is explored to stimulate parochial and institutional change among clergy in partnership with each other. The role of priest researchers is proposed and identified in other pastoral contexts to examine factors that motivate clergy to participate in the development of pastorally responsive national policies. A methodology of personal diaries, focus groups and one to one interviews is used to explore the responses of clergy to participating in reflective praxis. The findings point to key factors in developing pastoral practice and policies involving the place of ministerial development and attitudes towards collaborative working. A typology of pastoral ministry is developed towards identifying priest researchers in the Church. The research affirms the contribution of pastoral practitioners towards the development of pastorally responsive national policies but the nature of parochial deployment and clergy relationships with each other and the Church institutions frequently preclude much of this contribution.

One of the most pressing challenges facing the world today is how to sustainably feed a growing population while conserving the ecosystem services we depend on. Coffee landscapes are an important site for research on agrifood systems because they reflect global-scale dynamics surrounding conservation and livelihood development. Within them, we find both what is broken in our global agrifood system, as well as the grassroots struggles that strive to change the system by building socio-ecologically resilient, sustainable livelihoods. Research shows that smallholder shade coffee farmers steward high biodiversity and provide essential ecosystem services. At the same time, studies in the last decade demonstrate that many smallholder coffee farmers in Mesoamerica suffer annual periods of seasonal hunger, as well as pervasive poverty. This dissertation explores household livelihood strategies, with a particular emphasis on agroecology, and how they can contribute to build sustainable systems that secure food and maintain biodiversity in coffee communities of Chiapas, Mexico. Research was conducted using a mixed methods approach, which included the collection of quantitative and qualitative socio-ecological data through focus groups, surveys, semi-structured interviews, participant observation and plant inventories. Surveys were conducted with 79 households in 11 communities, all located within the buffer zone of a biosphere reserve. A stratified random sample of 31 households from these 79 were surveyed again to collect more in-depth data, including the collection of biophysical data in their subsistence and coffee land use systems. The following research questions were explored: 1) What are the major ecological, social, economic, and political drivers of seasonal hunger? 2) What is the relationship between agrobiodiversity (plant and livestock diversity) and food security (months of adequate household food provisioning and dietary diversity)? 3) What household livelihood assets and strategies contribute to or limit food security and food sovereignty? Across the sample population, total agrobiodiversity and maize and bean production were strongly correlated with improved food security. Coffee income was not strongly correlated with improved food security, which suggests that income is used for priorities within the household other than food, despite seasonal food shortages. Results demonstrate the importance of balancing subsistence and commodity (i.e. coffee) production in these communities, where subsistence food serves as a risk management strategy to buffer against volatility in coffee prices, in addition to offsetting income that might be used for food towards non-food expenses. Subsistence production, which typically applies agroecological practices in this site, also holds important cultural and environmental value. The results of this research indicate that government policy and development practice should enable farmers to maintain the social, ecological and cultural processes that support the management of agrobiodiversity for subsistence and coffee.

This participatory action research project enabled service users to influence the modernisation of local mental health day services. The modernisation programme was based on principles of social inclusion, and there were limited understandings of how it could be applied locally. Interpretations of policy gave priority to the relocation of services and facilitating individual recovery. An occupational perspective informed the design, implementation and analysis, emphasising what people chose to do. Critical ethnography informed the role of the researcher. Service user involvement was understood as a democratic process, drawing on direct experience for service development. A forum, established for four years, worked on and supported three research strands, focused on social networking. Service users captured their use of a social lounge using photography in Strand A. In Strand B a checklist was used to investigate social activities. Userled social groups were explored in Strand C through individual interviews. All the findings were systematically analysed and service users were involved in this for Strands A and B. The findings of this research emphasised the importance of social networking within the day services. Strand A indicated the benefits of a safe space, before getting involved and moving on. The final report from this strand led to ongoing funding being allocated for a safe space. For Strand B many social and recreational activities were identified by service users. Stigma was recognised as an ongoing barrier to sustained inclusion. A poster was designed and displayed locally to share the findings. Themes from Strand C demonstrated that user-led groups required active collaboration with mental health services to survive and thrive. A final stage of analysis aimed to uncover the details of taking an occupational perspective. The findings indicated that varied occupational forms involved different service users in different ways, enabling more people to participate. Making the functions of the different events explicit was important for negotiating participation. Meanings were expressed in shared and individual reflection as the research unfolded. Understanding and attending to these aspects facilitated meaningful service user involvement in this research, enabling many people to influence the development of the services they received.

Essa pesquisa foi estruturada para refletir sobre a construção de uma expografia de forma participativa, particularmente as condições para o desenvolvimento de exposições sobre temas científicos voltados a públicos não acadêmicos. O lócus do estudo é o Acervo de Minerais e Rochas do Instituto de Geociências, dedicado à pesquisa e ao ensino relacionado às Geociências na Universidade de São Paulo. Este Acervo, criado em 1934 para as aulas práticas de geologia e química, foi aberto nos anos 1990 para visitação pública e é conhecido como Museu de Geociências. Embora o museu tenha passado por mudanças consideráveis em termos de vínculo institucional e perfil de visitantes ao longo do tempo, essas mudanças não se refletiram na expografia, que continua a exibir terminologia acadêmica e retórica classificatória de mineralogia. Acreditamos que isso provoque o que Ulpiano Bezerra de Meneses descreve como fetichização dos objetos, mistificando-os. Com a finalidade de aproximar a sociedade deste museu, planejamos um processo de desenvolvimento conceitual da expografia no qual os sujeitos da pesquisa, funcionários do museu, têm participação ativa, usando o plano museológico como ferramenta de reflexão. Por isso, o objetivo geral desta pesquisa é refletir sobre as potencialidades da reformatação da expografia por meio da pesquisa-ação participativa no Museu de Geociências do Instituto de Geociências da Universidade de São Paulo e os objetivos específicos são refletir sobre a contribuição do plano museológico para a reformatação da expografia, desvelar como transmitir conhecimentos de Geociências para o público não acadêmico a partir do acervo do museu e construir conhecimento a partir de uma práxis. Esperamos, com esta pesquisa, discutir sobre metodologia em museus, particularmente em processos expográficos de museus científicos e aspectos da exposições em termos de comunicação, e problematizar o método de trabalho de concepção de exposições em museus contemporâneos. / This research was structured to reflect upon the design of an expography adopting a participatory approach, particularly the conditions for designing exhibitions on scientific themes that reach non-academic audiences. The locus of this study is the Collection of Minerals and Rocks of the Institute of Geosciences, which undertakes research and runs the geology and geosciences undergraduate and graduate programs of the University of São Paulo. This Collection, built up since 1934 for the hands-on geology and chemical courses, was opened in the 1990s for public visitation and is known as Museum of Geosciences. Although the museum has significantly changed over the years in terms of organization and visitors profile, such changes have not affected the expography, which continues to display academic terminology and classificatory rhetoric of mineralogy. We believe it leads to what Ulpiano Bezerra de Meneses describes as fetish for objects, mystifying them. Aiming at drawing the society closer to this museum, we planned a conceptual expography design process in which the research subjects, that is, the museum staff, has active participation, using the museological plan to encourage reflection. Therefore, this research is mainly aimed at reflecting upon the potentialities of reformatting the expography by conducting a participatory action research in the Museum of Geosciences of the Institute of Geosciences of the University of São Paulo, whereas the specific aims are to reflect upon the contribution of the museological plan to reformat the expography, find out how to introduce Geosciences to non-academic audiences by using the Museum\'s collection, and gain knowledge from a case study. With this research we expect to discuss methodology in museums, particularly in processes of expography of scientific museums, and exhibition aspects in terms of communication, and problematize the working method for designing exhibition in contemporary museums.

Thesis advisor: M. Brinton Lykes / During the last two decades of the 20th century the Peruvian internal armed conflict affected thousands of Quechua-speaking campesinos [peasants], including those in the community of Huancasancos. The pre-existing socioeconomic conditions strongly informed the conflict’s origins and help us to understand how its legacies have unfolded. This feminist participatory action research (PAR) dissertation was conducted with Andean women knitters from Huancasancos. Through this process the participants and I explored how organizing through a women’s knitting association could be one way to identify and face challenges in their community, including the social and emotional legacies of the armed conflict as well as ongoing structural gender and racial violence. Through participatory workshops we collectively analyzed topics related to the research focus, and the knowledge that we co-constructed was the primary dissertation data. These collective reflections were subsequently analyzed using a constructivist grounded theory approach (Charmaz, 2014) and were complemented by 16 individual interviews and field notes. The major findings of this dissertation reflect the urgency that Andean women feel about confronting material poverty. Also prevalent were Andean women’s experiences of gender racialized violence, experiences that limit their capacity to face their material poverty and improve their living conditions. Finally, these findings also confirm that the concept of “organizing-as-women” has been introduced into rural Andean towns by outsiders. As ideas from outside of the community, they typically fail to incorporate ways of organizing that already exist in these communities. Similarly, transitional justice and its mechanisms are experienced as having been introduced from outside the community and as disconnected from Andean people’s lived experiences of the armed conflict and its wake. The findings of this study yield important implications for professionals interested in working in transitional justice settings, particularly those working in cultural contexts different from one’s own. The study has additional implications for those who work with Andean and other indigenous women who have experienced the violence of armed conflict and continue to experience ongoing gender and racial marginalization. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.