Participatory research and the voice‐centred relational method of data analysis: is it worth it?

Byrne, Anne; Canavan, John; Millar, Michelle

doi:10.1080/13645570701606044

Cited by 59 publications

(50 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this sense, a third key lesson to arise from the research is the importance of investing considerable time and resources to enable Significantly, the study shows that participatory research for advocacy purposes is not straightforward, not least because the relationship between the researcher and participants is inherently complex and sometimes tenuous (Byrne et al, 2009;Datta et al, 2014;Robson, 2011). The underlying principle of participatory research in promoting a collective sense of empowerment as a process of building reciprocal relationships between the researcher and participants (Datta et al, 2014;Robson, 2011) to bring about social advocacy is more of a challenge in practice than in rhetoric.…”

Section: Reflections On Methodology: Lessons Learntmentioning

confidence: 99%

“…Byrne et al (2009) describe such a process as a way of engaging in meaningful partnerships with participants and 'seeking meaningful data for social transformation' that is often in contrast to conventional methodologies. The underlying principle here is the recognition that researchers have a moral and ethical responsibility to listen to and actively collaborate with participants in their studies, as opposed to 'studying' or 'researching' them (Creswell, 2009).…”

Section: What Is Participatory Research?mentioning

confidence: 99%

“…Researchers have also warned of the ethical and Lynn Ang 4 analytical issues when intertwining the role of the researcher and stakeholders in the development of participatory research (Banks et al, 2013;Byrne, Canavan, & Millar, 2009;Campbell, 2002). Banks et al (2013) highlight the everyday ethics in using participatory research in a variety of disciplines in the social science where the intention of the participatory inquiry or co-inquiry can sometimes generate tensions amidst competing expectations amongst participant-stakeholder, funders and researchers.…”

Section: What Is Participatory Research?mentioning

confidence: 99%

See 2 more Smart Citations

Using Participatory Research for Early Childhood Advocacy:Reflections on Methodology

Ang¹

2015

Pac Early Child Educ Res Assoc

View full text Add to dashboard Cite

This paper discusses the methodological implications of using participatory research in the advocacy for better care and education services for children and families. The discussion uses the example of a national study undertaken in Singapore to show how participatory research used in collaboration with participants and the commissioning body as key stakeholders can help to galvanise transformative change at the level of policy and provision. It explores the development of a participatory approach in framing a research agenda and the role of participant stakeholders in informing policy. The paper discusses the complex relationships that occur between the researcher, commissioners, and participants during the research process, and the potential strengths and challenges in using a participatory methodology in engendering a social agenda for advocacy and policy change. Drawing on international literature, this paper discusses the findings of the study, ethical considerations, and paradoxes that often relate to advocacy and participatory research.

show abstract

Section: Reflections On Methodology: Lessons Learntmentioning

confidence: 99%

Section: What Is Participatory Research?mentioning

confidence: 99%

Section: What Is Participatory Research?mentioning

confidence: 99%

See 1 more Smart Citation

Using Participatory Research for Early Childhood Advocacy:Reflections on Methodology

Ang¹

2015

Pac Early Child Educ Res Assoc

View full text Add to dashboard Cite

show abstract

“…and "What is the nature of the listener-speaker relationship?" (Brown, 1997;Byrne et al, 2007). Literally, the voices of the participants lie at the heart of the VCR method which directs the researcher to exercise intensive listening, not only during the interviews, but also while reading and interpreting the interview transcripts.…”

Section: Voice-centred Data Analysis (Vcr)mentioning

confidence: 99%

Research to engage voices on the ground in educational development

Lehtomäki

Janhonen-Abruquah

Tuomi

et al. 2014

International Journal of Educational Development

View full text Add to dashboard Cite

This paper discusses how a variety of qualitative methods could be used for investigating the engagement of the voices on the ground, where the change is expected to happen. It also reviews how qualitative research approaches involve students and teachers, the so-called "target groups" of educational development, as subjects, rather than objects. The qualitative methods are presented here for their potential in engaging the voices on the ground. Actor-centred inquiry and participatory action research consist of data collected, analysed and reported, in collaboration between researchers and the research subjects. Enabling the subjects as autonomous actors to take part in the analysis of their own learning and education provides a means to bring deeper cultural and social knowledge into the development processes. In this way research may promote ownership of educational development. Furthermore, the actors' voices are key factors in the re-definition of global, national and local educational development targets for the EFA beyond 2015.

show abstract

“…Gilligan as a device to study women's voices in psychological research and later expanded by various authors to different research fields (Byrne, Canavan & Millar, 2009). …”

Section: Voice-centred Relational Methodsmentioning

confidence: 99%

Gender and multiculturalism at school: the NESB girls’ voices

Borges¹,

Flávia²

View full text Add to dashboard Cite

Many social justice theories and movements, including feminism(s) and multiculturalism(s) have attempted to promote change by engaging with the state in numerous ways, even if not always with positive results. In Australia both feminism(s) and multiculturalism(s) have been influencing policy since the 1970s, particularly in education. Their contributions were developed mainly in parallel to each other, generating separate policies and initiatives. Over the last 30 years of globalisation of capitalism social inequalities increased and feminism struggled to build common cause with other social change movements, particularly multiculturalism, due to what were identified as competing demands. One of the results was gender equality and multicultural policies and initiatives in education not dialoguing or collaborating in their aims even when targeting support for minority groups such as female students from non-English speaking backgrounds (NESB). This research aimed to understand the educational experience of seven girls from NESB and how they managed challenges as girls and children from NESB, navigating multiculturalism and gender equality projects and concerns. The research utilised a transnational feminist framework and the 'Voice-Centred' relational analysis method (VCR) to maintain the visibility of gender and culture while keeping the girls' voices central. Despite the girls' satisfaction with their current schools, their stories highlighted how school projects to support them are very few and have limited influence on these girls' experiences of multiculturalism and gender. Possibly as a result of this scenario, the girls perceived negotiating culture and gender as private matters. When there were school projects, very little consideration was given to the diversity among these girls including class and visa status. Finally, this research indicates that focusing on the voice of marginalised girls can allow access to knowledge that cannot be acquired in any other way and also it offers insight into ways that multicultural and gender equality agendas can be combined by considering the experiences of the ones most affected by these agendas.3

show abstract

Participatory research and the voice‐centred relational method of data analysis: is it worth it?

Cited by 59 publications

References 8 publications

Using Participatory Research for Early Childhood Advocacy:Reflections on Methodology

Using Participatory Research for Early Childhood Advocacy:Reflections on Methodology

Research to engage voices on the ground in educational development

Gender and multiculturalism at school: the NESB girls’ voices

Contact Info

Product

Resources

About