Reflecting on (the challenge of) conducting participatory research as a research-degree student

Abstract

Participatory research appeals to notions of community empowerment and of generating more valid data grounded in the lived experiences of communities. For research-degree students, however, implementing such an approach can complicate an already challenging endeavour. Participatory research may juxtapose the institutional mechanisms surrounding a research degree and provide practical barriers to research-degree students. Reflecting on my own experience attempting to conduct a piece of participatory research for my doctoral research, this article concludes that participation should be viewed as an expansive concept and that any meaningful attempt to progress along a continuum of participation should be recognized and encouraged.

Ten rules to increase the societal value of earth observations

“…Use-driven approach Knowledge production in modern society has often occurred by small homogenous (often elite) groups defining both the problem and solutions. Such knowledge production has been criticized for its poor integration of scientific knowledge with practical knowledge (Frost and Osterloh 2003), resulting in minimal benefits for users of the resulting products (Klocker 2012;Southby 2017). In contrast, for the use-driven approach (or user-centered design), users frame the solution-seeking process, aligning different needs and expectations of those involved while also managing preconceived notions of the project and team (Gibbons et al 1994;Burns et al 2006).…”

“…A use-driven approach can lead to more efficient use of EO outputs over the long-term, because these outputs are created with input from users regarding specific problems that they face (Cook et al 2013;Ziervogel et al 2014). One challenge with this approach, however, is that it depends on how much users are willing to participate in, engage with, and commit to the process (Southby 2017). For example, citizen science projects like Nature's Notebook, which records changes in plants, animals, and the environment, rely on different motivational strategies to encourage people to participate (case study presented by Shanley in Robinson et al 2018& ESIP 2018b.…”

From anonymous subject to engaged stakeholder: Enriching participant experience in autistic-language-use research

“…How 'participatory' does participatory research have to be to 'count'? This question was deftly explored by Southby (2017) when reflecting on her experience as a PhD candidate undertaking research into the experiences of football fans with learning difficulties. Like Southby, I was the sole creator of priority-setting for my research, and of devising the research questions, and there was no stakeholder steering committee reviewing my research design.…”

Brushed under the carpet: Examining the complexities of participatory research

“…It involves people with direct experiences of, or interest in, the topic of study in all or some aspects of the research process, including research design, data collection, analysing findings, and reporting and dissemination. Participatory research begins from a social, ethical and moral commitment not to treat people as objects of research but, rather, to recognize and value the differing and diverse experiences and knowledge of all those involved (see, for instance, Southby, 2017). We subscribe to the view that, irrespective of discipline, participatory research can be used to challenge one or several sociopolitical inequities (Mayan and Daum, 2016).…”

“…In this paper, we critically reflect on incidents, anxieties, decisions and dilemmas that most of us either intentionally repressed or had not dared to mention in our publications until we came together as a group to share our experiences. These issues are not new per se (see, for instance, Banks et al, 2013;Durham Community Research Team, 2011;Southby, 2017;Banks and Brydon-Miller, 2019;Cook, 2012), but the limited literature and reflexive discussions on these difficult topics suggest that we might productively contribute gender-specific perspectives on such issues. As we collectively reflected on our research experiences, it was impossible to ignore the gendered aspect of these issues.…”