M. Brinton Lykes's webpage

Course Syllabus

PY/ED 912. Participatory Action Research: 

Gender, Race and Power

COURSE DESCRIPTION

This seminar was developed to introduce participants to a number of theoretical and practical issues in the design and implementation of field based participatory action research. We will examine positivist forms of knowledge construction, review several theories that have contributed to the development of alternative forms of knowledge generation, and discuss the diverse historical roots and social situatedness of participatory action research. These knowledge generation approaches are critically examined through lenses crafted at the interstices of race, ethnicity and culture, gender, class, sexualities, and globalization - dynamics of power that facilitate and constrain PAR processes. Examples of participatory action research - including popular education strategies and participatory evaluation - will be discussed, focusing on their strengths and limitations as resources for knowledge construction and community-based social change. Ethnographic, narrative and oral history methodologies will be explored as additional resources for understanding and representing the individual and collective lives of participants and investigators.

The course is team taught by M. Brinton Lykes, Professor of Community/Social Psychology, BC-LSOE, and Rebecca Johnson, Cooperative Economics for Women. This collaboration is possible due to a Boston College Teaching, Advising and Mentoring Grant. The collaboration – and funding - will enable us as students and staff to engage in discussions and activities with local residents whose lives are deeply affected by the issues about which we are reading and thinking. There will be opportunities for collaborative inquiry and participatory and action research activities with members of these communities. There will be undergraduate students (from PY 152)working in many of these sites as part of their Human Development Practicum course and some of them will be available to assist as student researchers. There are small grants available to research teams to support collaborative PAR projects that you might want to design.

Becky, Brinton, and Maria De Jesus (instructor of PY152) will offer a monthly evening reflection/discussion seminar – open to participants in PY/ED 912, PY152, and the women of CEW – to explore together our understandings of social justice and what motivates our engagement in this work. We will explore if – and if so, how - various religious traditions –including Muslims, Buddhists, Christians, Jews, and more – political ideologies, and pedagogies inform and sustain our actions towards building a more just world. These evenings will begin at 6 pm with Pot Luck Supper and will be held at Boston College in Campion 139 . The dates are: Wednesday, September 24, Thursday, October 23, and Wednesday, November 19.

REQUIRED READING AND COURSE FEES

Susan E. Smith and Dennis G Willms, with Nancy A. Johnson. (Eds.) (1997). Nurtured by Knowledge: Learning to do Participatory Action-Research. New York: The Apex Press

Additional articles, as specified with an * in class syllabus, available in reading packet. If additional articles are included copies will be provided to students in class.

In September (11 (6-8pm), 12 (9am-5pm), and 13 (9am-5pm) we will have the opportunity to develop a shared understanding of racism and white privilege through participation in the People’s Institute for Survival and Beyond: Undoing Racism ™ Workshop (see attached flyer and application form). This workshop is an integral part of our teaching/learning experience and to that end the course will cover approximately $200 of the $300 fee per participant. Each student is required to cover at least $100 (more if when her/his financial means) as part of the course fees. Checks to cover your fee should be made out to DLN (Development Leadership Network) and brought to class no later than September 9, 2003.

All students are required to have an e-mail account and to join a class listserv whose name is py91201-l

Posting address is: py91201-l@listserv.bc.edu

Please see the web page http://www.bc.edu/bc_org/tvp/email/listserv_admin.shtml

for full instructions on using the list. You are also encouraged to join one of the several e-mail conversation lists and to visit these sites on a regular basis. See class handout WWW Resources: An introduction, for a beginning list. Please come prepared to contribute your own resources to this list.


RECOMMENDED

i.e., you are not required to purchase these texts but they will be referred to in the course and they are on reserve in the library. Unfortunately the Handbook is currently “out of print.” There are copies of the ADMI and Lykes book in the bookstore for those of you interested in having your own copies. These two books as well as all required books for the course are on reserve in O’Neill Library.

Peter Reason & Hilary Bradbury. (Eds.) (2001) Handbook of Action Research: Participative Inquiry & Practice. London and Thousand Oaks, CA: SAGE.

Asociación de la Mujer Maya Ixil (ADMI) and M. Brinton Lykes. (2000) Voices and Images: Mayan Ixil women of Chajul/Voces e imágenes: Mujeres Maya Ixiles de Chajul. Guatemala City, Guatemala: MagnaTerra.

Patricia Maguire. (1987). Doing Participatory Research: A Feminist Approach. Amherst, MA: Center for International Education.

REQUIREMENTS OF THE COURSE

1. This course is designed as a seminar and it is expected that everyone will actively participate in class discussions. The class structure relies heavily on student's informed contributions and, therefore, on students having read the relevant materials and completed the relevant assignments BEFORE the class in which they will be discussed. All writing assignments have been organized to maximize meaningful class discussion. To further maximize participation and learning, students must:

(1) keep an INTELLECTUAL/ACADEMIC JOURNAL(typed, double-spaced) throughout the semester. You may constitute the journal in whatever way you like - that is, as a learning log, field notes, reflections - but you MUST include both your reflections on:

(a) weekly reading and
(b) your more personal encounter with these readings and with your various field experiences.

You are encouraged to include reflections on readings from other classes (or leisure reading) as well as experiences from other contexts of your lives that are related to the issues we are discussing, but this is not required. You are also encouraged to develop a glossary or list of terms that are unfamiliar to you, your own personal bibliography of favorite books and article and a list of www sites that you have found helpful during the semester. The journal must be submitted for my review and comments twice during the semester (ON OR BEFORE OCTOBER 14; ON DECEMBER 2); AND

(2) Develop and circulate (no later than the Friday preceding Tuesday’s class) discussion questions for one session of the seminar (see sign up sheet circulated in class on September 2, 2002).
(Journal + class participation: 40% of final grade).

2. Students are expected to complete ONE of the following THREE assignments (see class handouts for descriptions of each exercise). If you are planning to design a PAR project (see below) this exercise should be designed with CEW participants and contribute to the development of your PAR project.

1.  An oral history interview and interpretation (html file / pdf file)

2.  An ethnographic observation and interpretation (html file / pdf file)

3.  An information gathering exercise and interpretation (html file / pdf file)

(Assignment 2: Submit anytime but DUE by NOVEMBER 18 – 30% of final grade)
3. A 12-15 page paper (double spaced, APA style, 5th edition). This requirement is designed to maximize flexibility and to meet a variety of educational objectives reflective of the range of students who will take this course. Your options are:

A. DESIGN A PARTICIPATORY ACTION-RESEARCH PROJECT in collaboration with CEW or with one of the CEW economic development projects with which you have been working during this course or with whom you plan to collaborate. This must include a description of the organization/community with whom you are working and a history of your developing relationships/partnerships, a description of the problem/issue/questions and the processes you will engage to address it/them, a review of the relevant literature and resources related to the problem(s) that will contribute to your work, and a tentative strategy for analyzing the data you will gather. You should also discuss what action(s) and theory(ies) you anticipate will be generated through your project and/or the strategies you will use to develop them.

You may develop a PAR project. This project may include the full range of creative resources discussed in class (photography, drama, video, etc.) and may focus on program development and design, advocacy and/or policy development, organizing and social change, participatory evaluation, or participatory fundraising, etc.

You and your CEW collaborators are encouraged to collaborate on this assignment with other members of PY912 and to invite students from PY152 into your research circle. Please consult with instructors to discuss details of your collaborations. NOTE: Students interested in this option are encouraged, NOT required, to take Dr. William Torbert’s course (MB88001, Action Research Methods, Thursday, 1-4:30pm, SPRING 2003) or an Independent Study, in order to complete the proposed research.

Small grants are available to support these research initiatives. Requests for support must attached to your final paper and include a budget that clarifies how funds will be spent. Maximum allocations per project will be $1,500, depending on the number of projects proposed.

B. SELECT A TOPIC OF INTEREST that you have addressed in previous research and/or course work that relates to issues discussed in this course (e.g., ethical considerations and challenges of field research; teacher-student collaborations and power in the research process; PTSD and psychosocial work with survivors of war; reflexivity and feminist research; subjectivity-objectivity and the quantitative-qualitative debate; participatory democracy and education; etc) and CRITICALLY REVIEW THE LITERATURE on this topic from perspectives developed in this seminar. Based on this review, RE-FRAME/RE-FORMULATE YOUR RESEARCH QUESTION AND PROPOSE A RESEARCH DESIGN to address this question. Your paper must indicate that you have read beyond the course readings but should also include materials read for this course where relevant.

NOTE: The goal here is to select a topic that is of ongoing concern but which you have heretofore examined or thought about from the perspective of research and theory generated within/by a predominantly white and/or Western context and/or the hypothetico-deductive, positivist research paradigm. You should clarify the strengths and limitations of that “frame” as well as those of your alternative design in your discussion.

(Topic proposal and research circle composition (where applicable) DUE no later than Tuesday, November 4. Final paper: DUE Tuesday, December 9; 30% of final grade)

DEADLINES WILL BE STRICTLY ADHERED. IF YOU NEED TO MAKE A CHANGE IN THE SCHEDULE SEEK PERMISSION WELL IN ADVANCE OF SPECIFIED DEADLINES. IF YOU SUBMIT A LATE ASSIGNMENT WITHOUT PREVIOUS ARRANGEMENTS YOU FORFEIT YOUR RIGHT TO COMMENTS ON YOUR WORK AND MAY RECEIVE A LOWER GRADE.
 

COURSE OUTLINE

I. Developing an understanding of ourselves and our contexts

SEPTEMBER 2, 9, 11, 12, and 13:

1. Introduction to the course and its participants

Research Autobiographies: What are our theoretical assumptions about the social sciences and education and how have they shaped our experiences as researchers, educators, activists Expectations for the semester
Reflexive encounter with the syllabus – suggestions, adjustments
Mechanics of the course, including requirements
Developing ground rules for discussion

2.The importance of context: Gender, race and power

Tour of Boston – September 9, 3-5, followed by dinner at a local restaurant. People’s Institute for Survival and Beyond: Undoing Racism ™ Workshop – September 11 (6-8pm), 12 (9am-5pm), 13 (9am-5pm), Fenway Community Development Corporation, 70 Burbank Street, Boston MA

Readings for September 9, 11, 12, 13:

*McIntosh, Peggy. (1992). White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women's Studies. In Race, Class, and Gender: An Anthology. Pp. 70-81.

*hooks, bell. (1994). Confronting class in the classroom. In Teaching to Transgress: Education as the practice of freedom. New York: Routledge. Pp. 177-189

*Jacobson, Matthew Frye (1998). Introduction: The Fabrication of Race; ch.1: “Free White Persons” in the Republic, 1790-1840 (pp. 1-38); Epilogue: Ethnic Revival and the Denial of White Privilege (pp. 274-280) and Notes. In Whiteness of a Different Color: European Immigrants and the Alchemy of Race. Cambridge, MA: Harvard U Press.

*Lorde, Audre.(1984). Age, race, class and sex: Women redefining difference. In Sister Outsider: Essays and Speeches. Pp. 114-123.

*Lorde, Audre. (1984). The uses of anger: Women responding to racism. In Sister Outsider: Essays and Speeches. Pp. 124-133.

*Suárez-Orozco, Marcelo (2002). Everything you ever wanted to know about assimilation but were afraid to ask. In Shweder, R.A., Minow, M. & Markus, H.R. Engaging in cultural differences: The multicultural challenge in liberal democracy. New York: Russell Sage Foundation.

SEPTEMBER 16: Constructing theory through action:
“You start your research on your being”

Smith, et. al. (1997). Nurtured by Knowledge …, Introductory pages & pp. 1-12,

*Reinharz, Shulamit (1997). Who am I? The need for a variety of selves in the field. In Reflexivity and Voice. Rosanna Hertz (ed.). Pp. 3-20.

*LeCompte, Margaret D. Some notes on power, agenda, and voice: A researcher's personal evolution toward critical collaborative research. In. P.L. McLaren & J. M. Giarelli. (eds.). Critical Theory and Educational Research. NY: State U of NY Press, pp. 93-112.

*Fine, M. Passions, Politics, and Power: Feminist Research Possibilities. In Disruptive Voices: The Possibilities of Feminist Research. Ann Arbor, MI: U of MI Press,1992.

* DuBois, B. Passionate Scholarship: notes on values, knowing and method in feminist social science. In Theories of Women's Studies. Gloria Bowles & Renate Duelli Klein (eds.), London: Routledge, 1983. Pp. 105-116

SEPTEMBER 23: Method, Methodology and Knowledge Construction:
Situating Participatory Action-Research within a Wider Research Conversation

*Denzin, N.K. & Lincoln, Y. Introduction: Entering the Field of Qualitative Research. In Handbook of Qualitative Research, Norman K. Denzin & Yvonna S. Lincoln (eds.).Thousand Oaks, CA: SAGE, 1994. Pp. 1-17.

* Morawski, Jill. (1997). The science behind feminist research methods. Journal of Social Issues, 53(4), 667-681.

*Howe, Kenneth & Eisenhart, Margaret. (1990). Standards for Qualitative (and Quantitative) Research: A Prolegomenon. Educational Researcher, 19(4), 2-9.

*Reason, P. Issue of validity in new paradigm research. In P. Reason and J. Rowan (Eds.) Human Inquiry. John Wiley and Sons, 1981, pp 239-250.

*Gaventa, John & Cornwall, Andrea. (2001). Power and knowledge. In Handbook of Action Research. Peter Reason & Hilary Bradbury (eds.). Thousand Oaks, CA: SAGE. Pp. 70-80.

*Lather, Patti. Research as Praxis. Harvard Educational Review, 56(3), 257-277.

RECOMMENDED:

Reason, P. Three Approaches to Participative Inquiry. In Handbook of Qualitative Research, Norman K. Denzin & Yvonna S. Lincoln (eds.).Thousand Oaks, CA: SAGE, 1994. Pp. 324-339.

Wednesday, September 24, Pot-Luck Supper and Discussion, Campion 139, LSOE, 6 pm

SEPTEMBER 30: Storytelling as a Resource for Cross-cultural Conversations and Actions

Massachusetts Immigrant and Refugee Advocacy Coalition (MIRA) Training – 1 hour Life story presentations: Women of CEW – Experiences from Cambodia, Cape Verde, Eritrea, and Haiti [Focus on Cape Verde]

*Country profiles: Cambodia, Cape Verde, Eritrea & Haiti

*Ong, Walter J. The orality of language and Writing restructures consciousness. In Orality and literacy: The technologizing of the word. New York: Routledge, 1982. pp. 1-15; 79-116.

*Burnham, Linda. Welfare reform, family hardship and women of color. In Albelda, R. & Withorn, A. (eds.). Welfare reform, poverty, and beyond: Lost Ground. Cambridge, MA: South End Press.

*Halter, M. Preface: Of marginal natives and multiple identities & Introduction: The Cape Verdeans – All shades, all hues. In Between race and ethnicity: Cape Verdean American immigrants, 1860-1965. Chicago: U of Illinois Press. pp.xi-xv, 1-33.

A very partial listing of additional resources:

Arthur, Charles & Dash, J. Michael (eds.). A Haiti Anthology: Libete. Markus Wiener Pub. , 1999.

Bell, Beverly. Walking on Fire: Haitian women’s stories of survival and resistance. Ithaca, NY: Cornell U Press, 2001.

Bulhan, Hussein Abdilahi. (1985). Frantz Fanon and the Psychology of Oppression. New York: Plenum Press.

Canon, Katie Geneva. (1995). Katie’s Canon: Womanism and the South of the Black Community. New York: Continuum.

Collins, Patricia Hill. (1990). Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge.

Davis, Angela (1981). Women, race and class. New York: Random House.

Eichler, M. (1980). The Double Standard: A feminist critique of feminist social science. New York: St. Martin's Press.

Fanon, Frantz. (1967). Black Skin, White Masks. Charles Lam Markmann, Trans. New York: Grove Press.

Fanon, Frantz. (1967). A Dying Colonialism. Haakon Chevalier, Trans. New York: Grove Press.

Fanon, Frantz. (1967). Toward the African Revolution. Haakon Chevalier, Trans. New York: Grove Press.

Fanon, Frantz. (1968). The Wretched of the Earth. Constance Farrington, Trans. New York: Grove Press.

Ferguson, A. (1991). Sexual Democracy: Women, Oppression, and Revolution. Boulder, CO: Westview Press.

Fine, M. (1992) Disruptive voices: The Possibilities of Feminist Research. Ann Arbor, MI: U of Michigan Press.

Fiske, D.W. & Shweder, R.A. (Eds). (1986) Metatheory in social science: Pluralisms and subjectivities. Chicago, IL: University of Chicago Press.

Halter, M. (1993). Between race and ethnicity: Cape Verdean American immigrants, 1860-1965. Chicago: U of Illinois Press.

Harding, S. (Ed.)(1987) Feminism and methodology. Bloomington and Indianapolis: Indiana U. Press.

Hertz, Rosanna (Ed.). (1997). Reflexivity & Voice. Thousand Oaks, CA: SAGE.

hooks, b & West, C. (1991). Breaking Bread: Insurgent Black Intellectual Life. Boston, MA: South End Press.

hooks, b. (1984). Feminist Theory: From Margin to Center. Boston, MA: South End Press.

Jacobson, Matthew Frye. (1998). Whiteness of a different color: European immigrants and the alchemy of race. Cambridge, MA: Harvard U Press.

Lips, H.M.(1991). Women, Men, and Power. Mountain View, CA: Mayfield Pub. Co.

Lorde, Audre. (1984). Sister outsider: Essays and speeches. Trumansburg: The Crossing Press.

Manganyi, N. Chabani. (1991). Treachery and Innocence: Psychology and Racial Difference in South Africa. Johannesburg: Ravan Press.

Martin, Joan M. (2000). More than Chains and Toil: A Christian Work Ethic of Enslaved Women. Louisville, KY: Westminster John Knox Press.

Mead, M., Dobshansky, T., Tobach, E. & Light, R.E. (Eds). (1968). Science and the Concept of Race. New York: Columbia University Press.

Minh-ha, Trinh T. (1991) When the moon waxes red: Representation, gender, and cultural politics. New York: Routledge.

Moane, Geraldine. (1999). Gender and Colonialism: A Psychological Analysis of Oppression and Liberation. London: Macmillan Press Ltd.

Mohanty, C.T., Russo, A, & Torres, L. (Eds.)(1991). Third World Women and the Politics of Feminism. Bloomington, IN:Indiana University Press.

Morrison, T. (Ed.) (1992). Race-ing, Justice, En-gendering Power: Essays on Anita Hill, Clarence Thomas, and the Construction of Social Reality. New York: Pantheon Books.

Nencel, L. & Pels, P. (Eds.) (1991) Constructing knowledge: Authority and critique in social science. London: SAGE Publications.

Nicholas, Lionel J. & Cooper, Saths. (Eds.). (1990). Psychology & Apartheid. Johannesburg: A Vision/Madiba Publication.

Nicholas, Lionel J. (1993). Psychology and Oppression: Critiques and Proposals. Johannesburg: Skotaville Publishers.

Roberts, H. (Ed.) (1981). Doing Feminist Research. London, Boston: Routledge & Kegan Paul.

Smith, D.E. (1990) The conceptual practices of power. Boston: Northeastern U. Press.

Spellman, Elizabeth (1988). The inessential woman: Problems of exclusion in feminist thought. Boston: Beacon Press.

Squire, C. (1989) Significant differences - feminism in psychology. London, New York: Routledge

Stanley, L. & Wise, S. (1983). Breaking out: Feminist consciousness and feminist research. London, New York: Routledge & Kegan Paul.

Stanley, L. (1990) Feminist praxis: Research, theory and epistemology in feminist sociology. London, New York: Routledge.

Terre Blanche, Martin & Durrheim, Kevin. (Eds.). (1999). Research in Practice: Applied Methods for the Social Sciences. Cape Town: University of Cape Town Press.

II. Participatory Action-Research: Theory and Method

OCTOBER 7: Multiple Roots, Diverse Narratives: Approximating an "Origins Story"
[Focus on Haiti]

Smith, et. al. (1997). Nurtured by Knowledge …, Deepening Participatory Action-Research (Chapter 7). Pp. 173-263

* Fals-Borda, Orlando & Rahman, Mohammad Anisur. (1991). Introduction to Action and Knowledge: Breaking the Monopoly with Participatory Action-Research. New York: The Apex Press. Pp. 3-34

* Cornwall A, & Jewkes J. (1995). What is Participatory Action Research? Social Science and Medicine 41(12), 1667-76.

*Bhana, Arvin. (1999). Participatory action research: A practical guide for radicals. In Martin Terre Blanche & Kevin Durrheim (Eds.). Research in Practice: Applied Methods for the Social Sciences. Cape Town: University of Cape Town.

*Miller, Nod. (1994). Participatory Action Research: Principles, Politics, and Possibilities. New Directions for Adult & Continuing Education, 63, 69-80.

*Excerpts from Libete: A Haiti Anthology Charles Arthur & Michael Dash (eds.). London: Latin America Bureau Ltd. Ch 6: Refugees and the Diaspora (pp. 176-183) and Ch. 7: Foreign Interventions (pp. 209-216).

OCTOBER 14: Feminism(s), cultures, and PAR
[Focus on Eritrea]

*Maguire, Patricia. (2001). Uneven ground: Feminisms and Action Research. In Peter Reason & Hilary Bradbury (eds), Handbook of Action Research. Thousand Oaks, CA: SAGE. Pp. 59-69.

*Minnow, Martha. About women, about culture: About them, about us. In Shweder, R.A. Minow, Markus, H.R. (2002). Multicultural challenge in liberal democracies. New York: Russell Sage Foundation. Pp. 252-267.

*Nussbaum, Martha C. Human capabilities, female human beings. In M.C. Nussbaum & Jonathan Glover. Women, culture and development: A study of human capabilities. Oxford: Clarendon Press, 1995., pp. 61-104 and Commentary by Susan Wolf pp. 105-115.

Assignment 1: Journal DUE ON OR BEFORE OCTOBER 13; ON DECEMBER 2

OCTOBER 21: Structural violence and PAR: Representations and social justice [Focus on Cambodia…and Guatemala]

Smith, et. al.(1997). Nurtured by Knowledge …, “We are dying. It is finished!”: Linking an ethnographic research design to an HIV/AIDS participatory approach in Uganda. Pp. 86-110.

*Lykes, M. Brinton. (1996). Meaning making in a context of genocide and silencing. In M. Brinton Lykes, Ali Banuazizi, Ramsay Liem and Michael Morris (eds.). Myths about the powerless: Contesting social inequalities. Philadelphia, PA: Temple U. Press. Pp. 159-178.

*Lykes, M. Brinton (1997). Activist participatory research among the Maya of Guatemala: Constructing meanings from situated knowledge. Journal of Social Issues, 53(4), 725-746

*Lykes, M.B., TerreBlanche, M. & Hamber, B. (2003). Narrating survival and change in Guatemala and South Africa: The politics of representation and a liberatory community psychology. American Journal of Community Psychology 31(1/2), 79-90.

FILM: The Flute Player by Jocelyn Glatzer. “When the Khmer Rouge took over Cambodia in 1975, Arn Chorn-Pond was nine years old. He was separated from his family and thrust into the darkness of Cambodia's ghastly Killing Fields for four years. Now, after living in the U.S. for 20 years, Arn returns to Cambodia to save its once outlawed traditional music from extinction.” http://www.pbs.org/pov/pov2003/thefluteplayer/

Thursday, October 23: Pot-Luck Supper and Discussion, Campion 139, LSOE, 6 pm

OCTOBER 28: Ethical challenges in the field

*Haney, Walter & Lykes, M. Brinton (2000). Practice, participatory research and creative research designs: The evolution of ethical guidelines for research. In Francine T. Sherman & William R. Torbert (eds.). Transforming social inquiry, transforming social action: New Paradigms for crossing the Theory/Practice Divide in Universities and Communities. Boston: Kluwer Academic Publishers, pp.275-294.

*Minkler M, Fadem P, Perry M, Blum K, Moore L, and Rogers J. (2002) Ethical Dilemmas in Participatory Action Research: A Case Study from the Disability Community. Health Education and Behavior, 29 (1),13-28.

*Patai, D. Ethical Problems of Personal Narratives, or, Who Should Eat the Last Piece of Cake? International Journal of Oral History, 8(1), 5-27.

*Patai, D. U.S. Academics and Third World Women: Is Ethical Research Possible? In Women's Words: The Feminist Practice of Oral History.

*Prilleltensky, Isaac. (2001). Value-based praxis in community psychology: Moving toward social justice and action. American Journal of Community Psychology, 29(5), 747-778.

*Stoecker R. (1999). Are Academics Irrelevant? Roles for Scholars in Participatory Research. American Behavioral Scientist, 42(5), 840-854.

A very partial listing of additional resources:

Apple, M.W. & Weiss, L. (Eds). Ideology & practice in schooling. PA: Temple University Press.

Appelbaum, P.S. & Rosenbaum, A. (1989). Tarasof and the researcher: Does the duty to protect apply in the research setting? American Psychologist, 44(6), 885-894.

Brabeck, Mary M. (Ed.) (1999). Practicing Feminist Ethics in Psychology. Washington, DC: American Psychological Association.

Burgess, R.G. (1989) Gray areas: Ethical dilemmas in educational ethnography. In R.G. Burgess (Ed.), The ethics of educational research. East Sussex, UK: Falner Press.

Cooke, Bill & Kothari, Uma (Eds.). (2001). Participation: The new tyranny? London & New York: Zed Books.

Fals-Borda, O. (1985). Knowledge and people's power: Lessons with peasants in Nicaragua, Mexico, and Colombia. New Delhi: Indian Social Institute.

Fluehr-Lobban, Carolyn. (1994). Informed consent in anthropological research: We are not exempt. Human Organizations, 53(1), 1-10.

Freire, P. (1968/1973). Pedagogy of the oppressed. NewYork: Seabury Press.

Freire, P. (1973). Education for critical consciousness. New York: Seabury Press.

Freire, P. (1985). The politics of education: Culture ,power and liberation. MA: Bergin & Garvey.

Gitlin, Andrew (Ed.). (1994). Power and method: Political activism and educational research. New York & London: Routledge.

Hall, B. (1975). Participatory research: An approach for change. Prospects, 8(2), 24-31.

Kelman, H.C. (1972). The rights of the subject in social research: An analysis in terms of relative power and legitimacy. American Psychologist, 989-1016.

Lykes, M.B. Dialogue with Guatemalan Indian women: Critical perspectives on constructing collaborative research. (1989). In Representations: Social constructions of gender. (Ed. by Rhoda Unger). Amityville, NY: Baywood.

Patricia Maguire. (1987). Doing Participatory Research: A Feminist Approach. Amherst, MA: Center for International Education.

Morgan, G. (1983) Beyond method: Strategies for social research. Beverly Hills, CA: SAGE.

Punch, M. (1986). The Politics and Ethics of Fieldwork. Beverly Hills, CA: SAGE.

Reason, Peter. (Ed.).(1994). Participation in human inquiry. Thousand Oaks, CA: SAGE.

Reason, Peter & Bradbury, Hilary. (Eds.) (2001) Handbook of Action Research: Participative Inquiry & Practice. London and Thousand Oaks, CA: SAGE.

Reay, Diane. (1996). Dealing with difficult differences: Reflexivity and social class in feminist research. Feminism & Psychology, 6(3), 443-456.

Schwartz, Michael & Walker, Rob. (1995). Research as Social Change: New Opportunities for Qualitative Research. London: Routledge.

Stringer, Ernest T. (1996). Action Research: A handbook for practitioners. Thousand Oaks, CA: SAGE.

Susskind, E.C. & Klein, C. (Eds). (1985) Community research: Method, paradigms, and applications. New York: Praeger Press.

Warwick, D.P. The politics and ethics of cross-cultural research. (1980). In Handbook of Cross-cultural Psychology: Perspectives (Vol.1). (Ed. by H. C. Triandis & W.W. Lambert). Boston, MA: Allyn and Bacon, Inc.

III. Researcher and community:
Interpreting and Re-presenting Data in Participatory Action-Research

NOVEMBER 4: Focus groups and observational strategies

*Wilkinson, Sue. (1999). Focus Groups: A Feminist Method. Psychology of Women Quarterly, 23, 221-244.

*Unger, Rhoda. Commentary: Comments on “Focus Groups.” Psychology of Women Quarterly, 23, 245-246.

*Joseph, Suad. (1996). Relationality and ethonographic subjectivity: Key informants and the construction of personhood in fieldwork. In Diane L. Wolf (ed.). Feminist Dilemmas in Fieldwork. Boulder, CO: Westview. Pp 107-121.

* Katz, Cindi. (1996). The expeditions of conjurers: Ethnography, power, and pretense. In Diane L. Wolf (ed.), Feminist Dilemmas in Fieldwork. Boulder, CO: Westview. Pp. 170-183.

Topic proposal and research circle composition (where applicable) DUE no later than Tuesday, November 4

NOVEMBER 11: Grounded theory and narratives of empowerment and change GUEST: Sandra Jones, Ph.D., Fellow, Brandeis University.

*Hollway, Wendy & Jefferson, Tony (1997). Eliciting narrative through the in-depth interview. Qualitative Inquiry 3(1), 1-26.

*Mishler, E. (1995). Models of Narrative Analysis: A Typology. Journal of Narrative and Life History 5(2), 87-123.

*Mishler, E. (1986). Meaning in Context and the Empowerment of Respondents. In Research Interviewing: Context and Narrative.

*Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In Handbook of qualitative research. 2nd ed. Denzin, N.K. & Lincoln, Y.S. (eds.) Thousand Oaks, CA: Sage Publications, Inc., pp. 509-535.

If you don’t have time for all 3, choose 2 from the following 3 articles:

*Errante, Antoinette. (2000). But sometimes you’re not part of the story: Oral histories and ways of remembering and telling. Educational Researcher, 29(2), 16-27.

*Mbilinyi, M. "I'd have been a man": Politics and the Labor Process in Producing Personal Narratives. In Interpreting Women's Lives: Feminist Theory and Personal Narratives. pp. 204-227.

*Gluck, S.B. Advocacy Oral History: Palestinian Women in Resistance. In Women's Words: The Feminist Practice of Oral History. Sherna Berger Gluck & Daphne Patai (eds.). NY: Routledge. Pp. 205-219.

ALSO RECOMMENDED for those particularly interested in Narrative Analysis: Catherine Riessman SAGE Qualitative Series, Narrative Analysis (full citation below) for three examples of narrative analysis.

NOVEMBER 18: Visual texts as resources in PAR

*Bunster, Ximena (1977). Talking pictures: Field method and visual mode. SIGNS, 3(1), 278-293.

*Loizos, Peter. (2000). Video, Film and Photographs as Research Documents. In Martin W. Bauer & George Gaskell (Eds.). Qualitative Researching with Text, Image & Sound: A Practical Handbook. Thousand Oaks, CA: SAGE. Pp. 93-107.

*Wang C, Cash J, & Powers L.(2000) Who Knows the Streets as Well as the Homeless? Promoting Personal and Community Action Through Photovoice. Health Promotion Practice. 1(1), 81-89.

*Wang, C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387. See also http://www.photovoice.com/

*Lykes, M. Brinton, in collaboration with ADMI (2001). Creative arts and photography in participatory action research in Guatemala. In Peter Reason & Hilary Bradbury (Eds.). Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks and London: SAGE. Pp. 363-371.

RECOMMENDED:

Bauer, Martin W. (2000). Classical content analysis: A Review. In Martin W. Bauer & George Gaskell (Eds.). Qualitative Researching with Text, Image & Sound: A Practical Handbook. Thousand Oaks, CA: SAGE. Pp. 131-151.

Asociación de la Mujer Maya Ixil (ADMI) and M. Brinton Lykes. (2000) Voices and Images: Mayan Ixil women of Chajul/Voces e imágenes: Mujeres Maya Ixiles de Chajul. Guatemala City, Guatemala: MagnaTerra.

Assignment 2: Submit anytime but DUE by NOVEMBER 18
Wednesday, November 19: Pot-Luck Supper and Discussion, Campion 139, LSOE, 6 pm

A very partial listing of additional resources:

Bamberg, Michael. (1997). Narrative Development: Six Approaches. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Bartunek, Jean M. & Louis, Meryl Reis. (1996). Insider/Outsider Team Research. Qualitative Research Methods Series 40. Thousand Oaks, SAGE.

Behar, Ruth & Gordon, Deborah A. (Eds.) (1995). Women writing culture. Berkeley, CA: University of California Press.

Berger, Sherna & Patai, Daphne. (Eds.). (1991). Women’s words: The feminist practice of oral history. New York and London: Routledge.

Bertaux. D. (Ed.)(1981). Biography and society: The life history approach in the social sciences. Thousand Oaks, CA: Sage.

Brett, Guy. (1986). Through our own eyes: Popular art and modern history. London: New Society Publishers.

Brydon-Miller, Mary & Tolman, Deborah L. (1997). Transforming psychology: Interpretive and participatory research methods. Journal of Social Issues, 53(4), Entire Issue.

Caldarola, V. J. (1985). Visual contexts: A photographic research method in anthropology. Studies in Visual Communication, 11(3), 33-55.

Charmaz, Kathy. (1996). ‘Discovering’ chronic illness: Using grounded theory. Social Science and Medicine, 30(11), 1161-1172.

Clifford, J. & Marcus, G.E. (1986). Writing culture: The Poetics and politics of ethnography. Berkeley, CA: U of CA Press.

Crapanzano, V. (1977). The life history in anthropological field work. Anthropology and Humanism Quarterly, 2(2-3), 3-7.

Crawford, Mary C. & Kimmel, Ellen B. (1999). Innovations in Feminist Research. Psychology of Women Quarterly, 23(1&2). Entire issues.

Emerson, Robert M., Fretz, Rachel I. & Shaw, Linda L. (1995). Writing Ethnographic Fieldnotes. Chicago, IL: University of Chicago Press.

Ewald, W. (1985). Portraits and dreams: Photographs and stories by children of the Appalachians. New York: Writers and Readers.

Ewald, W. (1992). Magic eyes: Scenes from an Andean girlhood. Seattle, WA:Bay Press.

Ewald, W. (1996). I dreamed I had a girl in my pocket: The story of an Indian village. Durham, NC: Double Take Books.

Franz, Carol E. & Stewart, Abigail J. (Eds.). (1994). Women creating lives: Identities, resilience & resistance. Boulder, CO: Westview Press.

Gee, J.(1991) A linguistic approach to narrative.

Gee, J. (1991). Memory and Myth: A perspective on narratives. In Developing narrative structure. McCabe, A. & Peterson, C. Hillsdale, NJ: Lawrence Erlbaum Associates. (see other titles in this text).

Geertz, C. (1988). Works and lives: The anthropologist as author. Oxford: Polity Press.

Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

Goetz, J.P. & LeCompte, M.D. (1984) Ethnography and qualitative design in educational research. Orlando, FL: Academic Press.

Goodley, Dan & Parker, Ian (2000). Annual Review of Critical Psychology. Volume 2: Action Research – entire issue.

Hammersley, M. What's wrong with Ethnography? London: Routledge, 1992.

Hayes, Nicky. (Ed.). (1997). Doing qualitative analysis in psychology. East Sussex, UK: Psychology Press.

Huberman, A.M. & Miles, M. (1983) Drawing valid meaning from qualitative data: Some techniques of data reduction. Quality and Quantity, 17, 281-339.

Josselson, Ruthellen and various co-authors and co-editors. (multiple years, series). The Narrative Study of Lives. Thousand Oaks, CA: SAGE.

Kleinman, Sherryl & Copp, Martha A.(1993). Emotions and Fieldwork. Qualitative Research Methods Series 28. Thousand Oaks, SAGE.

Langness, L.L. & Frank, G. (1981). Lives: An anthropological approach to biography. Navato, CA: Chandler and Sharp.

Lareau, Annette & Shultz, Jeffrey. (1996). Journeys through Ethnography: Realistic Accounts of Fieldwork. Boulder, CO: Westview Press.

Levett, Ann, Kottler, Amanda, Burman, Erica & Parker, Ian. (1997). Culture, power & difference: Discourse analysis in South Africa. Cape Town & London: University of Cape Town Press & Zed Books Ltd.

Lincoln, Y.S. & Guba, E.G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. NewDirections for Program Evaluation, 30, 73-84.

Mayan Photographers. (1998). Camaristas: Fotógrafos Mayas de Chiapas. Coordinated by Carlota Duarte. México: CIESAS.

McDermott, R.P., Gospodinoff, K. & Aron, J. (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotica, 24, 3/4, 246 ff.

Mishler, E. (1986). Research and interviewing: Context and narrative. Cambridge, MA: Harvard University Press.

Mishler, Elliot G. (1999). Storylines: Craftartists’ Narratives of Identity. Cambridge, MA: Harvard University Press.

Mitchell, Jr., Richard G. (1993). Secrecy and Fieldwork. Qualitative Research Methods Series 29. Thousand Oaks, SAGE.

Noy, Ilse. (1992, 1994). The art of the Weya women. Harare, Zimbabwe: Baobab Books.

Oakley, Judith & Callaway, Helen. (1992). Anthropology & Autobiography. London & New York: Routledge.

Parker, Ian & the Bolton Discourse Network (1999). Critical textwork: An introduction to varieties of discourse and analysis. Buckingham: Open University Press.

Parker, Ian. (ed.). Annual Review of Critical Psychology (1999).Vol 1: Foundations. Entire issue.

Personal Narratives Group (1989) Interpreting women's lives: Feminist theory and personal narratives. Indiana University Press.

Prilleltensky, Isaac (1994). The morals and politics of psychology: Psychological discourse and the status quo. Albany, NY: State U of New York Press.

Qualis Research Associates: Cut and Paste - a Newsletter for Ethnograph Users (P.O. Box 2240, Corvallis, OR 97339).

Reinharz, Shulamit. (1992). Feminist Methods in Social Research. Oxford: Oxford U. Press.

Riessman, Catherine Kohler. (1993). Narrative Analysis. Qualitative Research Methods Series 30. Thousand Oaks, SAGE.

Riessman, Catherine Kohler (Ed.). (1994). Qualitative studies in social work research. Thousand Oaks, CA: SAGE.

Salazar, C. (1991). A Third World Woman's Text: Between the Politics of Criticism and Cultural Politics. In Women's Words: The Feminist Practice of Oral History.

Schmahmann, Brenda (Ed.) (2000). Material Matters: Appliqués by the Weya Women of Zimbabwe and Needlework by South African Collectives. Johannesburg: Witwatersrand University Press.

Seidel, J.B. & Clark, J.A. (1984). The ETHNOGRAPH: A Computer Program for the Analysis of Qualitative Data. Qualitative Sociology, 7,(1.2), 110-125.

Seidman, I.E. (1991). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.

Spence, Jo & Solomon, Joan. (1995). What can a woman do with a camera? London: Scarlet Press.

Spradley, J.P. (1979). The ethnographic interview. NY:Holt, Rinehart & Winston.

Stewart, A.J., Franz, C. & Layton, L. (1988). The changing self: Using personal documents to study lives. Journal of Personality, 56(1), 41-74.

Strauss, Anselm & Corbin, Juliet. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: SAGE

Titscher, Stefan, Meyer, Michael, Wodak, Ruth, & Vetter, Eva. (2000). Methods of Text and Discourse Analysis. London and Thousand Oaks, CA: SAGE.

Tolman, Deborah L. & Brydon-Miller, Mary. (Eds.). (2001). From Subjects to Subjectivities: A Handbook of Interpretive and Participatory Methods. New York: New York University Press.

Van Maanen, John. (1988). Tales of the field: On writing ethnography. Chicago, IL: University of Chicago Press.

Wolk, Diane L. (1996). Feminist dilemmas in fieldwork. Boulder,CO: Westview Press.

Women of Yunnan Province. (1995). Visual Voices: 100 Photographs of Village China by the Women of Yunnan Province. Yunnan Province, China: Yunnan People’s Publishing House.

Worth, S., & Adair, J. (1972). Through Navajo eyes: An exploration in film communication and anthropology. Bloomington: Indiana University Press.

Ziller, R. C., & Smith, D. E. (1977). A phenomenological utilization of photographs. Journal of Phenomenological Psychology, 7(2), 172-182.

Ziller, R. C., Vern, H. & Camacho de Santoya, C. (1988). The psychological niche of children of poverty or affluence through auto-photography. Children's Environments Quarterly, 5(2), 34-39.

Zipes, J.D. (1995). Creative storytelling: Building community, changing lives. New York: Routledge.

IV. Participatory Action-Research: Resource for development and transformation

NOVEMBER 25: PAR in community contexts

Smith, et. al. (1997). Nurtured by Knowledge…, Cows for Campesinos (Chapter 1); Changing disabling environments…(Chapter 2); Doctors, Dais, and Nurse-Midwives … (Chapter 3). Grounding a long-term idea: Working with the Aymara for Community Development (Chapter 5); Pasantías and Social Participation: Participator Action-Research as a Way of Life (Chapter 6).

DECEMBER 2: PAR in/through educational and religious institutions

*Benmayor, R. Testimony, Action Research, and Empowerment: Puerto Rican Women and Popular Education. In Women's Words: The Feminist Practice of Oral History. 1991.

*McIntyre, Alice. (2000). Constructing meaning about violence, school, and community: Participatory action research with urban youth. Urban Review 32(2), 123-154.

*Nash, Fred. (1993). Church-based Organizing as Participatory Research: The Northwest Community Organization and the Pilsen Resurrection Project. The American Sociologist, Pp. 38-55.

Assignment 1: Journal DUE ON OR BEFORE DECEMBER 2

SUNDAY, DECEMBER 7 – CEW THANKSGIVING DINNER – ALL INVITED

DECEMBER 9: Power and the Interpretive Process: Circling back, Spiraling Forward

*Ramphele, Mamphela. (1990). Participatory Research – The Myths and Realities. Social
Dynamics, 16(2), 1-15.

*Opie, Anne. (1992). Qualitative research, appropriation of the ‘other’ and empowerment.
Feminist Review, 40, 52-69.

*Zinn, Maxine Baca (1979). Field research in minority communities: Ethical, methodological
and political observations by an insider. Social Problems, 27(2), 209-219.

RECOMMENDED:

*Spivak, Gayatri Chakravorty. (1994). Can the subaltern speak? In Colonial Discourse and Post- colonial Theory: A Reader. Patrick William & Laura Chrisman (eds.). New York: Columbia U Press.

Assignment 3: Final paper: DUE Tuesday, December 9

A very partial listing of additional resources:

Corado, G. & Rueda, M. Investigación Coparticipativa: 2 Guatemala: Servicios Educativos Integrales. nd.

De Koning, Korrie & Martín, Marion (Eds.). (1996). Participatory research in health: Issues and experiences. London & New Jersey: Zed Books Ltd

Dick, Bob. (1993). You want to do an action research thesis? How to conduct and report action research. (Including a beginner’s guide to the literature). (An on-line version of this paper can be found at URL http://www.scu.edu.au/schools/sawd/arr/arth/arthesis.html)(96pp)

Gonzalez, C. Educación popular en Guatemala. Cuadernos 13-14, México: CITGUA, 1987.

Greenwood, David J. & Levin, Morten. (1998). Introduction to Action Research: Social Research for Social Change. Thousand Oaks, CA: SAGE

Highlander Research and Education Center (1989). An approach to education presented through a collection of writings. Route 3, Box 370, New Market, Tennessee 37820

Hinsdale, Mary Ann, Lewis, Helen M. & Waller, S. Maxine. (1995). It comes from the People: Community development and local theology. Philadelphia, PA: Temple U Press.

Hope, A. & Timmel, S. (1984). Training for Transformation: A handbook for community workers. (vols. 1-3; vol. 4 in 1999). London: Intermediate Technologies Publications.

Horton, M. with J. and H. Kohl. The long haul: An autobiography. New York: Doubleday, Anchor, 1990.

McIntyre, Alice. (2000) Inner-city kids: Adolescents confront life and violence in an urban community. New York: NYU Press.

McIntyre, Alice. (1997). Making meaning of whiteness: Exploring racial identity with white teachers. Albany: SUNY Press.

Mendoza, C.A. (1991). El educador popular en Guatemala. Guatemala: Serviprensa Centroamericana.

McTaggart, Robin. (Ed.). (1997). Participatory action research: International contexts and consequences. Albany, NY: State University of New York.

Middleton, S. (1993). Education feminists: Life histories and pedagogy. New York: Teachers College Press.

Peter Park, Mary Brydon-Miller, Budd Hall, and Ted Jackson (eds.). (1993). Voices of Change: Participatory Research in the United States and Canada. Toronto: OISE.

Pozas, R. (1989). Guía general cualitativa para la investigación-acción autogestionnaria de los pueblos indígenas. México: Instituto Nacional Indigenista, Facultad de Ciencias Políticas y Sociales.

Van Rensburg, Patrick (forthcoming). Making education work: The what, why and how of education with production. London and New Jersey: Zed Books Ltd.

Vargas, L.V. & Bustillos, G. (1984). Técnicas participativas para la educación popular. (Toma 1 y 2). San José, CR: Centro de Estudios y Publicaciones ALFORJA.

Whyte, William Foote. (Ed.) (1991). Participatory Action Research. Thousand Oaks, CA: SAGE.

Young, E & Padilla, M. (1990). Mujeres Unidas en Acción: A Popular Education Process. Harvard Educational Review, 60(1), 1-17.

Last Revised: 8/28/2003

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