FEMINIST APPROACH TO PARTICIPATORY ACTION

RESEARCH

NITHYA K
ENROLMENT NUMBER: MM2016SW005
COURSE: ACTION RESEARCH
SUBMITTED TO: DR.SUNIL SANTHA
DATE: 17TH OCTOBER, 2016
FEMINIST APPROACH TO PARTICIPATORY ACTION
RESEARCH

I have daughters and men have gender: What keeps me involved in action research Patricia
Maguire

Action research has a long history, dating back at least to the early twentieth century. It has been
practised in many diverse fields. Different kinds of action research have emerged across different
fields for many reasons, often because of the nature of the problems they confront and the
mismatch of dominant research methods with those problems.Action research is a term that is
used to describe a global family of related approaches that integrate theory and action with the
goal of addressing important organizational, community and social issues together with those
who experience them . Kemmis defined action research as a practice-changing practice.
According to Stringer (1999), action research is a collaborative approach to inquiry or
investigation that provides people with the means to take systematic action to resolve specific
problems(Aziz, Shams, & Khan, 2011). Action research emphasizes the role of research for
solving problems as opposed to research that focuses only on satisfying curiosity about some
fundamental principles regarding how our world operates. Basically action research is defined as
that research or inquiry process which is conducted for the purpose of the co-researchers taking
action. The aim is to get an improved action designs or to solve a particular problem in
practice(Openjuru, Jaitli, Tandon, & Hall, 2015). Participatory action research is coming under
this family of action research. It is to involve community residents, clients, and other constituents
in social change oriented research. In participatory action research (PAR), some of the people in
the organization or community under study participate actively with the professional researcher
throughout the research process from the initial design to the final presentation of results and
discussion of their action implications. Paulo Freires concept of participation and change is the
underpinning concept of participatory action research. Participatory research offers a way to
openly demonstrate solidarity with oppressed and disempowered people through our work as
researchers. In addition to recognizing many forms of knowledge, participatory research insists
on an alternative position regarding the purpose of knowledge creation. The purpose of
participatory research is not merely to describe and interpret social reality, but to radically
change it. Furthermore, the intent is to transform reality "with" rather than "for" oppressed
people. Participatory research places human self-determination, emancipation, and personal and
social transformation as the central goals of social science research. It is defined as the
systematic collection and analysis of data for the purpose of taking action and making change
by generating practical knowledge (Gillis & Jackson, p. 264). It is a method of social
investigation of problems, involving participation of oppressed and ordinary people in problem
posing and solving. It is an educational process for the researcher and participants, who analyze
the structural causes of named problems through collective discussion and interaction. Finally, it
is a way for researchers and oppressed people to join in solidarity to take collective action, both
short and long term, for radical social change. The direct link between research and action is
perhaps the most unique aspect of participatory research. Combining the creation of knowledge
about social reality with concrete action on reality removes the traditional research dichotomy
between knowing and doing. Participatory research aims at three types of change that is
development of critical consciousness of both researcher and participants; Improvement of the
lives of those involved in the research process; and transformation of fundamental societal
structures and relationships. Participatory research includes an educational component to assist
people to further develop skills in collecting, analyzing, and utilizing information. The
educational process is potentially liberating as it provides a way for people to develop an
increasingly critical understanding of social problems, their underlying causes, and possibilities
for overcoming them. In PAR, professional researchers do not enter communities to conduct
studies on community members. Rather, they form partnerships with community members to
identify issues of local importance, develop ways of studying them, collect and interpret data,
and take action on the resulting knowledge. The action phase of PAR is an essential element of
its process, and can take many forms that parallel the myriad methodologies that PAR teams
create. Spanning the diverse communities, issues of concern, and methodological approaches of
PAR teams around the world, results such as these stand as proof of PARs potential to live up to
the idealistic spirit of its philosophical underpinnings(Smith, Bratini, Chambers, Jensen, &
Romero, 2010). So action research is about working toward practical outcomes, and also about
creating new forms of understanding, since action without reflection and understanding is blind,
just as theory without action is meaningless. And more broadly, theories which contribute to
human emancipation, to the flourishing of community, which help us reflect on our place within
the ecology of the planet and contemplate our spiritual purposes, can lead us to different ways of
being together, as well as providing important guidance and inspiration for practice ,for a
feminist perspective would invite us to consider whether an emphasis on action without a
balancing consideration of ways of being is rather too heroic.

Patricia Maguire says that Feminist theories share the social change goals of action research by
focusing specifically on power manifestations resulting in gender inequalities that have serious
consequences for peoples lives, yet are often taken for granted and seen as normal or natural.
And in the foreword of Patricia maguires book doing participatory research ;a feminist
approach Davydd J. Greenwood written that she has a stand that the great "men" of
participatory research could simply ignore women's voices while claiming universalist and
simply ignore women's voices while claiming universalist and humane values and liberationalist
practices.Also he stated that feminist view in action research has become a catalyst and by
challenging both the objectivist canon and the politically passive posture of endless academic
critique, feminism recreated the link between social research, social structures, oppression, and
democracy, all key elements in the action research agenda(Maguire, 2000).

By quoting one of the feminist action researcher Patricia Maguire I have daughters and men
have gender: What keeps me involved in action research this paper is intending to study the
feminist approach to participatory action research.In the preface of the book Doing participatory
research patricia cited her own work and says about feminism in action research as While many
action researchers ground their work in feminist theories and practices, feminism and feminists
are still quite marginalized in action research. And Patricia has did an opinion collection from
academicians and practitioners to understand how feminism have grounded action researchers
work. And many of them have responded to it and the conclusion which is made out of the
discussion is that it has an uneven ground. And the discussions mainly came to a conclusion
that feminist theorizing and practice is a relatively unacknowledged force at the heart of
participatory forms of action research. Maguire notes that newcomers in every field has to strive
for tools and techniques, but in the case of feminist theories it doesnt need more techniques.And
by quoting Meulenberg-Buskens she says that Participatory action research is like a dance. You
must listen to the music to feel the beat and get the rhythm, to sway and move with your
partners. You must listen to yourself. Pay attention to the voice within you that signals
something's not right here. Pay attention to your annoyances and discomforts. Periodically revisit
your touchstone - what do I believe? Are my action choices congruent with my beliefs? This,
more than any "how to" checklist will help you stay the course with integrity(Maguire, 2000).
Also Maguire says that Despite explosive growth, feminisms and feminists still struggle for a
legitimate place in the participatory action research (Participatory Action Research ) world.
There remain projects, trainings, books, courses, conferences, and people in PAR that continue to
marginalize, even totally ignore feminist concerns such as gender, voice, multiple identities and
interlocking oppressions, everyday experience, and power(Maguire, 2000).

In the discussion of action researchers lead by Maguire was stated that 30 years into second wave
feminism and over a decade into third wave feminism feminist scholarship unfamiliar to many in
the field. One of the major point noted in the discussion is there only rare instances of action
research and feminist theory engaging each other. But we could see some of the contradictory
statements from some scholars. One of that is Over the last three decades, there has been a rise
in action research explicitly identified as being feminist that is grappling with articulating how
feminisms focus on gender as it intersects with other axes of oppression is fundamental for
engaging in action research that is representative, meaningful, and liberatory(Frisby, Maguire,
& Reid, 2009). But generally it is not always clear how or which specific feminist theories
ground action research projects, even those labelled as feminist. Maguire (2001) adds that action
research should be equally concerned about how gender shapes mens lives since men, women,
and those who do not identify with either male/female category, are gendered beings. That is,
gender expectations, socializations and how gender is performed also impact men and boys, and
a transformative approach would help them see how gender influences their actions and those
around them. Liz Stanley says that feminism is not merely a perspective (way of seeing) or an
epistemology (way of knowing) it is also ontology or a way of being in the world. In the analysis
of early mentioned discussion patricia divided the whole into different parts like feminist
groundings, gender, multiple identities-inter oppressions,voice and violence,everyday experience
and power.In the discussion about feminist grounding it is noted that there is no single
method,methodology, or theoretical base of feminist scholarship indeed there are competing
theoretical foundations and varied methodologies. Patricia argues that feminisms posits that
women,despite differences, face some form of oppression,devaluation and exploitation as
women.Differences such as race, ethnicity, class, culture, sexual orientation, physical abilitie,
age, religion and ones nations place in the international order create conditions for a web of
oppressions(Reason & Bradbury, 2007).And she says that in action research feminism requires
a commitment to expose and challenge the web of forces that cause and sustain all and any forms
of oppression, for both our sisters and brothers, our daughters and sons(Reason & Bradbury,
2007). The article argues that feminism and its scholarship is a political movement for social
structural and personal transformation. In the analysis of gender Patricia argues that feminist
researchers problematize systematic relations of power in the social construction of
knowledge.In the discussion some of the authors pointed out that feminist enquiry has
distinguished by analysis of the centrality of gender in the power relations. Traditionally,
Participatory Action Research and AR researchers have seldom seen the need to focus on how
gender shapes the construction of identities, behavior, and social relations, in part, because they
believed women were included in generic terms like the community or the oppressed
(Maguire,1987). While PAR and AR are increasingly engaging marginalized women, rarely are
feminist analyses or gender relations fully considered and womens activities are sometimes
trivialized, ignored, misrepresented, or homogenized. Instituted in the academy, the growth and
development of highly theorized forms of feminism has, in some cases, distanced feminist goals
of social change from marginalized groups who feminists initially set out to hear from and serve.
As a result, many action-oriented feminist researchers have been frustrated by the lack of an
articulated framework for translating feminist insights into concrete actions aimed at achieving
social change.When looking into the works of Feminist Participatory action research works
they more powerful as a larger and connected community, but epistemologically and
methodologically they serve to buttress one another. Feminisms theoretical and epistemological
debates, while honoring the agency and lived experience of women as it is historically and
culturally situated, can serve to strengthen PAR and ARs ability to understand its communities
and the implications of an action orientation . Likewise, participatory and action research, with
its deliberate and longstanding tradition of advocating action towards social change, can help
feminist researchers move out of the academic armchair by engaging in more transformative
research that better serves womens diverse communities(Reason & Bradbury, 2007) . Gender
and womens experiences are central to FPAR in several ways in understanding how different
forms of patriarchy create domination and resistance, in identifying key issues for research, and
in giving explicit attention to how women and men, and those who do not identify with either of
these binary gendered categories, benefit from action-oriented research. In the analysis of gender
involves defying patriarchal truths that women are naturally inferior to men and considering
how women generally live in different material and social circumstances due to gendered power
relations and globalization (Reid & Frisby, 2008). The patriarchy and gender should not be
treated as universal constructs and judged by Western standards, because such analyses often
situate non-Western women as inferior powerless victims who lack agency to interpret, resist,
and subvert the contexts shaping their lives in different ways (Mohanty, 2003).In the discussion
of gender some of the authors noted that if gender meant only women it can provoke male
resistance, but now they are moving beyond the notion that only women have gendered
identities. While feminism has moved from theorizing women to theorizing gender , there is still
scant recognition in the PAR world that men too have gender. Maleness, its privileges and costs,
are usually taken for granted. While feminists and pro-feminist men encourage, push forward,
and support each other and feminist issues, too often we still have to crowd for a place at the
table, to create a space in the conversation for feminist voices and issues. Certainly there is on-
going participatory research work by and with women. Reports of this work are just now
beginning to be circulated through participatory research networks and publications. But to date,
women and gender have not had a central place in participatory research theory or practice. This
marginalization is noteworthy given participatory research's stated commitment to help people
uncover and understand the central contradictions in society.

Participatory research boasts that it begins with people's everyday experience. If so, it must
recognize that women's everyday experience of class is often different from men's. Thus gender
and class are inextricably woven. An androcentric historical materialist framework appears
inadequate for women's struggles as women. When it has no understanding of gender issues,
participatory research can actually be used as one more tool to widen the power gap between
men and women. Participatory research claims that close, empathetic, reciprocal relationships are
necessary to gain meaningful insights into people's lives as well as to help people better
understand the contradictions in our lives.Both action and feminist research have centered the
voices of the marginalized and muted in knowledge creation processes by starting from their
everyday experiences.Even though there is no unitary womens experience ,feminist grounded
action research embraces experience as a source of legitimate knowledge. W they engaged in
dialogue with other women through a FPAR process, they more fully questioned how their
everyday lives were tied to patterns of subordination within their families, workplaces,
communities, and society at large, but their interpretations and plans for action differed
depending on their age, family situations, ethnicity, and a number of other factors. In addition to
legitimizing other ways of knowing, feminist critiques are also legitimizing other things to know
about. Specifically, feminist research, with women's experience at its center, has of necessity
begun to investigate women's everyday life experiences. By focusing on the everyday realities of
ordinary women, feminist research acknowledges those experiences, however diverse, as valid.
In the discussion of multiple identities feminist action researchers posits that women and men
given multiple locations often experience their struggles oppressions and strengths differently.
And they says the oppressions are interlocking it is not an isolated one. In the discussion of voice
and silence researchers points about the voices of the oppressed people and the importance to be
heard that voice. Feminist action research has made significant strides and contributions,
especially in terms of encouraging different subaltern voices to be heard and acted upon through
participatory methodologies(Frisby et al., 2009). FPAR is an approach to producing knowledge
through democratic interactive relationships that are committed to making diverse womens
voices more audible by facilitating their empowerment through ordinary talk (Reid & Frisby,
2008). FPAR researchers hold a great responsibility in seeking the means through which the
subaltern can find voice and can be empowered to represent her own interests Participatory
approaches include the cogeneration of the research questions themselves, but these attempts
often fall short of creating genuinely inclusive, safe, and unbiased spaces of relevance for people
who live on the margins of society. This helps to explain why FPAR is sometimes rejected by
the very people whose lives it tries to explain. Yet, the feminist ideals of using participatory
research techniques to give voice to peoples experience and create change by focusing on action
aimed at social transformation have not been fully realized. According to Maguire (1987: 35),
how knowledge is created and who retains control over the knowledge generation and
dissemination remains one of the weakest links in feminist research. The aim is to connect the
articulated and contextualized personal with the often hidden or invisible structural and social
institutions that define and shape our lives. This can foster the development of strategies and
programs based on real life experiences rather than theories or assumptions, providing an
analysis of issues based on a description of how women actually hope to transcend problems
encountered Feminist participatory research expands the challenge to create a world in which
women have a central role and voice in determining what that transformed world will include.
Feminist participatory research challenges the system to refuse to allow participatory research to
become yet another male monopoly. Yet tensions are inherent in representing womens voices
and experiences because questions are continually raised about who has the authority to
represent womens voices and to what end, what forms of the representation will best capture
the dynamics involved, who decides whether they are credible, and do representations rein
scribe rather than transcend dominant power relations?. It is necessary to grapple with such
tensions to continue to uncover counter practices for less exploitative and more creative ways of
collecting, interpreting, and communicating research findings. Diaries and journals; dialogic and
interactive interview formats; participatory workshops; poetry, photography, film and art;
practices such as co-writing are just some examples of counter-practices being explored in
FPAR projects.

The core issue in participatory research is power. Participatory research assumes that the
oppressors' power is, in part, derived from their control of both the process and products of
knowledge creation. Dominant groups also have the power to shape what is considered "common
knowledge. The principle of shared power is central to participatory research. Power sharing
begins with a shift in the most basic power relationship in research, the relationship between the
researcher and the research participants. Participatory research is structured to shift the power
and control of decision making and decision taking increasingly into the hands of the
participants(Maguire, 2000). In the analysis of power the objectives of participatory research
include the transformation of power structures and relationships as well as the empowerment of
oppressed people. Transformation not only requires a critical understanding of current and
historical social realities, but it is also a vision of what a just and loving society should be.
Feminist and action researchers both seek to unsettle and change the power relations, structures
and mechanisms of the social world and social science research. As women and men engaged in
research for social change, it has been much harder to recognize the times that we have ourselves
held power over others and possibly used our power in disempowering ways. As white middle-
class and educated researchers, for instance, it is essential for us to engage in self-education
about our own privilege and to co-create conditions for anti-racist work in order to be able to
engage in more equitable dialogue with participants of colour. FPAR researchers require a great
deal of humility, patience, and reflexive dialogue between themselves and their participants so
they can learn from their failures and partial successes (Reid & Frisby, 2008). Feminist
approaches to PAR have a more complex conceptualization of power. These approaches refuse
to see power in a binary way i.e., powerful v. powerless, voice vs. voicelessness. This complex
view of power introduces a number of critical questions into movement-building agenda of
participatory and action research, including the need not only to redistribute power but also to
interrogate traditional understandings of power and to transform the praxis of power. Some of
the authors caution that some forms of gender-based research and activism (i.e., women in
development (WID) or gender and development (GAD)) obscure complex and deeply
contextualized constructions of power and powerlessness within local communities . Feminist
approaches to action research problematize how PAR is carried out. The authors are particularly
critical of the concept of giving voice , arguing that this binary view of local communities
obscures complex relationships and politics. The authors are also echo the growing concern that
PAR, AR, and PR risk becoming depoliticized tools for improving practice . For example,
participatory research on education lacks an explicit political or feminist underpinning and has
failed to question the broader goals of improving education practice . The authors also critique
the idea of giving voice to the marginalized. As they write: Although many projects describe
themselves as processes wherein outsider researchers give voice to the voiceless or
marginalized, we suggest her that feminist-infused participatory and action research seeks to
interrogate and contest these ideas by problematizing voice and transforming the binaries of
power and
powerlessness, voice and voicelessness, situating work within representations and
transformational politics. Feminist academics or scholars who infuse their work with feminist
values and ideals seek, minimally, to design research that looks for what has been left out of a
previous research and to use gender as an analytic tool. Others argue that feminist research is not
(only) about gender differences but critically explores aspects of social status and the
participants positionalities. Thus many feminist researchers focus their work on raising
awareness or generating consciousness (their own and that of others with whom they work)
about gendered oppression and how it constrains womens lives.While looking into the
community based participatory research the community is a more frequent locus for
participatory and action research within the majority world.These efforts emphasize full and
active participation of people historically marginalized from power, decision making, and
knowledge construction. Community based researchers [should not] assume womens
solidarity.In local communities, women may rather see their interests as aligned with those of
their sons or kin . Wider social conditions of gendered inequalities and ongoing poverty and
oppression deeply constrained what could be achieved through any single project

FPAR is a conceptual and methodological framework that enables a critical understanding of

womens multiple perspectives and works towards inclusion, participation, and action, while
confronting the underlying assumptions researchers bring into the research process. The case has
been made that FPAR is particularly well-suited for research on the issue of violence against
women. While FPAR research does not necessarily entail qualitative research, many researchers
who pursue this approach prefer an inductive, grounded (Glaser & Strauss, 1967) approach in
that it allows for a close up and personal understanding of the perspectives and experiences of
those for whom, and with whom, the research is being conducted(Langan & Morton, 2009).

Now we can analyse a participatory action research conducted by feminist scholars and how the
feminist scholarship informed the whole process. The study Who Benefits: Women, Unpaid
Work and Social Policy, supported by Status of Women Canada and guided by an advisory
group consisting of womens and anti-poverty organizations was based in Saskatchewan, Canada
was a feminist participatory action research. The interlocking issues of gender, unpaid work and
multiple forms of representation or lived experiences with social policy are complex and is being
analysed here. The study interrogated how mothers on social assistance (SA) defined and
understood unpaid caregiving work with small children; and the impact of social welfare policy
guidelines that pushed Social Assistance recipients to find paid employment. Using action
research and original, creative methods to gather data, the research simultaneously created a non-
threatening environment for discussion, information-sharing, support and knowledge creation
among participants. The study set out to examine the impacts of social policy and unpaid
caregiving work on women on social assistance with pre-school children. The purpose was two
fold: 1) to interrogate and document the impact of social policies regarding employment-seeking
on the lives of poor women with young children; and 2) to understand how women on SA
defined and understood their unpaid work of caring for small children. Using an action research
approach and original methods to gather data, the research simultaneously created a non-
threatening environment for discussion, information-sharing, and mutual support among the
study participants. Throughout the data gathering workshops, the women discussed the effects of
social policies, shared survival strategies, came to recognize and validate their unpaid work, and
eventually held face-to-face meetings with policy-makers. As activists, mothers, researchers, and
scholars engaged with transformative education processes, the researchers felt both personal and
political connections with the research process.The study were informed by models of
transformative education applied to action research. They were developed with the idea that as
participants in the study started to name and analyze their situation, in this case unpaid work
caring for small children while on social assistance, they would develop a consciousness about it
and want to take actions to change that situation. In order to engage the community in the
project, researchers initially invited eight womens or equality-seeking organizations to
participate in establishing the parameters of the research and clarifying the central research
questions. These organizations, later joined by several anti-poverty organizations, served as a
community advisory group, and offered valuable input at various stages of the research. In the
end, eleven organizations participated. Initially they helped to clarify the studys goal: to explore
the impact of social policy on the unpaid caregiving work of women on social assistance with
pre-school children. At later stages, they served as a community forum for emergent results.
Eventually, a total of 28 women participated. Collectively, the recruited participants represented
women of various marital
statuses, ethnic/racial backgrounds, educational backgrounds, and geographical locations within
Saskatoon. All of the participants were receiving social assistance benefits and had pre-school
aged children at home. Over a period of eight months, the study participants met in workshops
referred to by participants as discussion groups that included open and guided discussions in
small and large groups. The workshops were held in a community centre and a government-
sponsored family support centre. The central locations (accessible by bus) of these venues and
access to childcare were research considerations. During the workshops, the researchers
facilitated the process using original, creative methods to generate knowledge about the unpaid
work of women on social assistance (SA). The methods were purposefully developed to
encourage participants to voice their experiences of unpaid work, to tell their own stories and to
collectively and creatively analyze the problems they faced as women in poverty. process was
considered iterative and frequently adapted to include time for study participants to share
information and stories. An accessible, safe and respectful environment for the research was
advocated by collaboratively setting the ground rules, and keeping the schedule flexible. Data
collection included individual and group data collection methods. Individuals contributed time
diaries, and collectively participated in developing the 24-hour clock. The discussion groups
included the use of visual drawing techniques.diffrent techniques were employed for gathering
data. The data analysis included internal feedback and collaborative discussion (ongoing member
checks) as well as standard qualitative data analysis. The categorical and thematic analysis was
initially done by the researchers as the participants felt that both their time and capacity to
undertake an analytical research function was limited. The analysis was, however, explained and
changed by the participants in a way that proceeded iteratively, using manual sorting techniques
employed after each session. The action research process led the participants through a collective
investigation and validation of the reality of doing unpaid work with small children, provided
tools that linked their personal experiences to social policy, and finally, led to sociopolitical
actions, including a meeting with the Minister of Social Services, holding a press conference,
and an uptake of the recommendations by some of the organizations involved in the advisory
group(Hanson & Hanson, 2011)

Maguire (2004) contends that it remains impossible for PAR and AR to be transformative
approaches to knowledge creation until more is learnt about feminism, with all its diversity. This
involves critically examining their own multiple identities and implications for their work, and
incorporating feminist voices and visions (Maguire, 2004). Without grounding in feminisms,
what would action research liberate us from?. Both feminists and action researchers need to be
careful to understand what liberation means for people in their own experience, how it happens
or is prevented from happening from the perspective of those being researched.
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