Participatory research has a predominantly transformative and social justice concern. This article goes beyond the moral imperative of participatory research to address its potential to account for human action, the subject matter of social science research, through accessing its intentionality and sociality, and accounting for the complex and interactive nature of behavior. Two of the core principles of participatory research (participation and accessing local knowledge) are articulated in relation to dialogism and dialectics. The interpretive potential of the dialectical relationship between empathy and distanciation is discussed and illustrated in the novel visualization approaches in participatory learning and action. The article concludes with a critical discussion of the conflation of social justice concerns with claims to validity. It is argued that participatory research approaches enhance validity because they address the participative, social and relational nature of human action.

Power dynamics in the research interaction are inevitable, particularly in research in rural contexts. Hierarchical and heterogeneous research groups, and the disproportionate power of the researcher in relation to the research participants, are some of the problems that create particular challenges for the social science researcher. Power relations within the research context also affect the way in which knowledge is generated. Participatory research (PR) acknowledges and actively addresses many of these power dynamics. Through the use of novel techniques, PR processes focus on maximising participation and facilitating the expression of multiple voices within the research context. The use of visual representations de-emphasises verbal fluency and also creates the potential for change. PR also has a specific focus on accessing the more marginalized and most disempowered sections of a community. Despite the power dynamics, PR methods enable participants to articulate, extend, and analyse their local knowledge. Using photographs of participatory activities, drawn from the Participatory Rural Appraisal (PRA) tradition, several ways in which participatory research techniques alter some of these research dynamics are illustrated, e.g. who talks and who acts in the process; whose knowledge dominates in the process; whose language is used as a medium in the process; and how is the knowledge produced. The potential of participatory research engagements to enable participation, access local knowledge, and facilitate critical reflection is discussed. The combination of these factors activates the agency of the research participants, potentially effecting change.

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BackgroundAutism Spectrum Disorder (ASD) is a significant childhood disorder and has a growing prevalence rate across the world. It has been identified in children from a wide range of racial groups, ethnicities and socio-economic groups, making it a globally relevant disorder. However, a lack of research on ASD in Africa makes it difficult to determine the prevalence rate, presentation and level of knowledge regarding the disorder locally. Therefore, assessing knowledge of ASD amongst professionals is a useful starting point for research in countries where research on ASD is limited. Educators in particular are a vital resource due to the likelihood of their early identification of developmental delays in children of school going age. Awareness studies reveal that professionals have poor awareness of ASD and therefore what educators in South Africa know about ASD needs to be established.MethodsThis study translated the Knowledge about Childhood Autism among Health Workers (KCAHW) questionnaire that was originally designed by Bakare and colleagues (Clinical Practice and Epidemiology in Mental Health 4:17, 2008). The isiZulu KCAHW questionnaire was then used to investigate the level of knowledge of ASD amongst educators in Edendale, Pietermaritzburg, South Africa. Fifty (50) educators consented to complete the questionnaire and the data was analysed using the statistical programme SPSS.ResultsThe results suggested that educators have an adequate baseline knowledge of ASD but their knowledge was found to be lacking in specific detail. The mean total score for the educator sample was 13.08 (out of a possible 19) which suggested that educators in Edendale, Pietermaritzburg knew 68% of the symptoms covered in the questionnaire.ConclusionsThe isiZulu KCAHW questionnaire appears to be a useful measure for use in the South African context. It provided significant information regarding educator knowledge of ASD in Edendale, Pietermaritzburg. However, the analysis also showed that whilst the educators had an adequate general knowledge of ASD, they lacked specific insight into the disorder, particularly with regards to etiology and age of onset. Furthermore, the results showed that there is an opportunity for further research and interventions to develop knowledge of ASD within the local context in South Africa.Electronic supplementary materialThe online version of this article (doi:10.1186/s12887-016-0721-8) contains supplementary material, which is available to authorized users.

The help seeking patterns of 139 secondary school youth between the ages of 14 and 22 in two peri-urban and one rural secondary school in the Eastern Cape, and one urban and one rural secondary school in KwaZulu-Natal were studied. Youth were interviewed in focus groups about their problems and whether or not they seek help for these problems. Possibilities of, and problems with, help resources were also discussed. Data were analysed using qualitative data analysis software and interpreted in terms of the contextual dynamics which facilitate or hinder access to help seeking resources. This study illustrates the intricacy of help seeking behaviour. Contextual factors were found to be significant mediators of help seeking behaviour.