Chapter 8.

Participatory Research
Kinga Xénia Havadi-Nagy & Dan-Ovidiu Muntean
Contents
1. Definitions
2. Theoretical background
3. Case studies
4. Conclusions

1. Definitions
Participatory research aims to democratise and demystify research “by studying an issue
or phenomenon with the full engagement of those affected by it. It involves working
collaboratively to develop a research agenda, collect data, engage in critical analysis, and design
actions to improve people’s lives or effect social change” (Breitbart, 2012, p. 141).
Participatory research (PR), more commonly known as participatory action research
(PAR) is “a kind of collective selfreflective enquiry undertaken by participants in social
relationship with one another” (Berg, 2012, p. 259), committed to use the results to improve the
lives of the community and induce a positive social change (Breitbart, 2012, pp. 141-156;
Berg, 2012, pp. 258-277).
As most definitions combine data collection, critical inquiry and action, there is no
definitive or pure model of PAR, the level of implication and participation of the community
and individuals varying from case to case, but a “participation where individuals or groups have
maximum control over all aspects of the research, from conception, design, implementation, data
collection, analysis, and reporting of findings” (Jordan, 2008, pp. 601-603) is the ideal to strive
for.

2. Theoretical background
PAR emerged partially as a critique to exploitative research and as an element of a larger
radical social agenda. Many participatory researchers situate their approach within a broader
movement of liberation and critiques of international development work that questions the
purposes, ethics, and outcomes of social research (Breitbart, 2012, pp. 141-156).
Critics of orthodox research methods stress out that “studied communities are often
treated as laboratories, provided no role in the research process and benefit little from the results
of studies conducted within their borders” (Breitbart, 2012, pp. 141-156). In contrast with these
research approaches, the PAR advocates for the active involvement of research participants in
the research process, and increased community involvement and participation to enhance the
relevance of the research findings to their needs (Ranjit, 2011, pp. 132-133; Jordan, 2008, pp.
601-603).
Participatory action research has its origins in the second half of the 20th century. The
cornerstone of the approach and its initial development are accredited to the social psychologist
Kurt Lewin in the 1940s and the 1950s. Lewin’s influential work and the contemporary
approaches to PAR have been significantly shaped by several socio-political movements and
further intellectual traditions, including Marxism, feminism, postpositivism, and adult education
(Jordan, 2008, pp. 601-603; Breitbart, 2012, pp. 141-156; Berg, 2012, pp. 258-276).
PAR is committed to a politics of equity and social transformation, expressed in its work
with subordinate, marginalized, and oppressed groups to improve and empower their position
within society (Jordan, 2008, pp. 601-603). It focuses on effecting a positive social change by
embracing “principles of participation, reflections, empowerment and emancipation of people
and groups interested in their social situation and condition” (Berg, 2012, p. 259).
First implementations of participatory data collection within the field of Geography were
conducted by William Bunge for his “Geographical Expeditions” in Detroit at the end of the
1960s and early 1970s (Breitbart, 2012, pp. 141-156). Since then, the approach gained popularity
among geographers, regional developers, and environmental educators.
PAR can be used as a toll to build knowledge of community assets and strengths, as well
as to identify or address problems. Operators of PAR speculate on increasing the possibility of
the affected community to accept the research findings, and reckon with their willingness and
involvement in solving the problems and issues they confront with (Ranjit, 2011, pp. 132-133).
 One of the defining characteristics of PAR from its beginnings has been the centrality of
the dialogical relationship between theory and practice (Jordan, 2008, pp. 601-603). The history
of PAR is marked by a reliance on forms of knowledge, experience, and understanding,
generated within the everyday world that have all too often been dismissed as common sense by
mainstream social sciences.
The core values have made PAR a particularly flexible methodology, adaptable across a
broad range of issues and contexts, where every participatory research project differs in the
methods that it employs (Breitbart, 2012, pp. 141-156).
PAR can be either a qualitative or a quantitative study; the main emphasis is on people’s
engagement, collaboration and participation in the research process. The design of a PAR
approach is based on a community development model, where engagement of a community by
way of consultation and participation in planning and execution of research tasks
(Ranjit, 2011, pp. 132-133) and evaluation of results are inseparable. University researchers and
their collaborators share knowledge, power and a decision-making role and the collaborative
means by which data is co-generated, interpreted and used to design actions play a key role in
social transformation (Breitbart, 2012, pp. 141-156).
PAR is not a specific methodology with exact procedures, nor is it about data collection
alone. Participatory research relies on less formal data collection method and seeks to foster a
community’s capacity to problem solve and design actions without having to rely solely on
outside experts (Breitbart, 2012, pp. 141-156). Distinguishing features of a participative research
approach are (1) a sustained dialogue between external and community researchers, an exchange
of information, feelings and values; (2) power sharing expressed as a commitment that the
outcomes benefit the community in measurable ways and as research partners they have the
power to define research objectives and design; (3) approach often initiated by community with
academics, assuming the role of consultant or collaborator (Breitbart, 2012, pp. 141-156;
Jordan, 2008, pp. 601-603).
The basic action research procedural routine involves the following stages (see Breitbart,
2012, pp. 141-156; Berg, 2012, pp. 258-277):
- Identifying the research question – it involves the researcher assisting the
stakeholders/the affected community to examine their situation, identify their problems and
assets. Some common tools (brainstorming, focus groups, neighbourhood walks, social mapping,
model construction and photography story boards) can help in deciding upon the
research questions and prioritize them. It is also the stage, where the collaborators’ lived
experiences can serve as basis for further data collection, and the outside researchers acquire
basic knowledge about the neighbourhood or geographic entity under study. These initial
meetings between researchers and community can be also important for building trust.
- Research design and data collection – decisions about what further information should
be collected and how. Data collection methodologies can enable a process of personal and
social change, enhancing the critical and creative capacities of participants. So, PAR requires
consideration on how the chosen methods encourage maximum involvement and contribution to
the increased equalization of power among participants. Utilizing a variety of research methods
and a division of labour that consciously seek to make use of each collaborator’s particular
strengths is one way to assure widespread participation in the collection of information and its
exchange. On-going evaluation and critique can generate new questions, issues and strategies
that build upon a deepening understanding of an issue or topic.
- Analyzing and interpreting the information – involves examination of data in relation to
potential solutions for the researched issues.
- Sharing the results – to inform and to empower people to work collectively to produce
beneficial change. Meetings and presentations designed and conducted by the involved
stakeholders, accompanied by the full report are best suited.
The commitment of PAR to its political aims of liberalization, democratization, dialogue,
and equal partnership grants a great transparency to the approach (Breitbart, 2012, pp. 141-156;
Jordan, 2008, pp. 601-603). The collected data and its products are more likely to be useful,
accurate, and lead to actions that address people’s real needs and desires (Ranjit, 2011, pp. 132-
133).
Through the participative approach and strong involvement, the affected community may
assume ownership of the assets and challenges, of the projects and measures designed together
and shall contribute to a sustainable longlasting development strategy.
The principles of PAR present also several challenges. The coordination activities, of the
research partners, of the different skills and levels of participation and personal commitment that
each partner brings to the process can be difficult. Being committed to greater social justice and
social change, it compels the coordinators to move the research project from research alone to
social action (Breitbart, 2012, pp. 141-156; Jordan, 2008, pp. 601-603). The procedure is time
consuming and conditioned by trust relationships and a commitment during the duration of the
project.
Further on, PAR tries to simultaneously meet various goals. Demands from the surveyed
community can constrain the parameters of a project or redirect its focus. PAR almost always
involves more projects, so to address the most needs articulated by stakeholders. Emergent
practical obstacles to engage in long-lasting PAR are the unpredictable aspects in addressing
community defined priorities: preferences frequently change due to political, personal, or socio-
economic circumstances that induce a focus shift (Breitbart, 2012, pp. 141-156; Jordan, 2008,
pp. 601-603).

3. Case studies
3.1. Review of case study 1: “Telling Stories: Exploring Research Storytelling as a
Meaningful Approach to Knowledge Mobilization with Indigenous Research
Collaborators and Diverse Audiences in Communitybased Participatory Research”
(Christensen, 2012)
In 2012, Julia Christensen, from the Department of Geography, University of British
Columbia, published an article on the geographies of homelessness and housing insecurity in
Yellowknife and Inuvik, of the Northwest Territories, by applying the community-based
participatory research method.
The author speaks about the importance of a study about the homeless people’s status,
because only by knowing the situation of these people, we can take steps to develop and improve
aspects of these individuals’ lives. Knowing the reality can be done through participatory
research and observation, which gives a much clearer vision upon the needs and problems faced
by these people. In addition, this study allows creating new programmes to help people in this
situation and enable the development of new strategies for integrating the homeless in the
community.
The objectives of the study have a social character, because they make a connection
between the indigenous and the homeless people, while focusing on the social and economic
structure of the population. These objectives include: the importance of studying the life of the
homeless, how they live, and the contact between a fictional story and the reality among people.
Other research objectives are: to explore the reflection of origin in the homeless status, how can
the community help to improve the livelihood of homeless people, to find out which is the real
story behind these people’s miserable life, but also the way in which local authorities hamper
their integration (Christensen, 2012, pp. 231-234).
To achieve the objectives mentioned above, the researcher applied the method based on
participatory research, during two years (2007-2009). While using the unstructured interview
method or the storytelling method, researcher Julia Christensen led numerous discussions with
homeless people in Yellowknife and Inuvik areas.
These methods were the basis of all the research conducted and that allowed creating an
overview on the bond between the people’s origin and homeless status. At the end of the
research, different feedback workshops were conducted, which were aimed at informing the
population of the existing situation and of the ways in which problems can be solved. Another
method successfully applied was the narration or the oral storytelling, which had a remarkable
effect in determining the current situation and illustrate it (Christensen, 2012, pp.234-236).
The final research results identified the importance of this type of social phenomenology,
such as the homeless people’s situation, using the community-based participatory research
method. It highlighted the real situations of homelessness, without forgetting the details of the
homeless people’s lifestyle, of their status in society, the story behind their low living standards
and, of course, how the authorities and the associations could help integrating them.
This research enjoyed a positive response from the homeless communities and not only.
On the other hand, the authorities and various associations made the necessary steps to alter and
improve the living situation of these locals.
Julia Christensen applied successfully three methods in her research, each method
contributing to the final results. The first approach was with the storytelling method, which
brought remarkable results in determining the subjects’ exact situation, by having discussions
with the community under study. Secondly, efficient use of the participatory research method or
the collaboration method brought to the study diverse views on how the world sees the life of
homeless people, correlated with the real life of these people and the fictional narrative work
done by the author.
 Thirdly, the author illustrated the difference between the oral and the written rendering of
a story, showing how the oral transmission had a much stronger emotional impact than the latter.
Thus, the importance of using appropriate methods for each study is imperative, because only
using the best methods can determine accurate and consistent results (Christensen, 2012, pp.
236-240).
Finally, Julia Christensen discussed how impressive was the combination between
scientific research in Geography and the literary art of storytelling. This relationship enabled
understanding social situations in a deeper way, in terms of emotional state. As conclusion, the
author emphasized the importance of using the method based on participatory research on a
global scale, in any field of research (Christensen, 2012, p. 240).
To conclude this case study, it is necessary to point out some of the arguments for using
the participatory research method: this method helps to understand thoroughly the real
situations and the collaboration between individuals enable to create multiple views on social
reality, which help improve aid programmes and the correct application of these services.
A strong argument is the fact that this method combines the subjective nature of research
with objective stories of the subject, leading to a research based on empathy and detailed
representation of the social phenomenology. Therefore, the participatory method, applied to the
study of the lives of homeless people in Northern Canada, allowed to study in depth their
situation and prompted the possibility of creating outreach and charity programmes for the
communities in those situations.

3.2. Review of case study 2: “Revamping Communitybased Conservation through

Participatory Research”
(Mulrennan et al., 2012)
In 2012, a group of Canadian researchers, including Monica E. Mulrennan, from the
Department of Geography, Planning and Environment of Concordia University, Rodney Mark,
Chief of James Bay Cree Nation of Wemindji, Wemindji, Quebec, and Colin H. Scott, from the
Department of Anthropology of McGill University published a paper presenting the necessity of
conserving and protecting the Cree community from Wemindji, Quebec and for protecting the
ecological environment, while applying the community-based participatory research method.
 The purpose of the research was to use methods based on human interaction, for
developing, protecting, and preserving the natural environment and the culture of Wemindji area,
particularly of the Cree community. Another goal was to declare the area studied in a protected
area on local, regional, and national levels, by improving the programmes implemented there and
by creating new conservation programmes and policies.
The main objectives of the study conducted in the Wemindji area could be listed as
follows: first, using diverse methods in drawing the synthesis of the territory, which means
applying various research methods, so that the results are clear and concrete; secondly,
determining the processes for the development and conservation of the nature and cultural
contribution of the Wemindji area. Another goal was to use the community-based participatory
research method, so that at the end of the project all parties achieved their own aims related to
this area.
Another objective consisted of involving local people in the project, because they were
the main beneficiaries of the study. Other goals were to inform the population and the authorities
about the existing resources in the study area, about the development and conservation of the
natural and
cultural patrimony, and to use the methodological mosaic for underlining the existing problems,
creating new protection strategies for regional and local development (Mulrennan et al., 2012,
pp. 243-249).
Regarding the methodology for this study, the researchers used many methods that
enabled them to illustrate the best results. One method was the semi-structured interview method
used for discussions with local experts about the harvesting activities, the management of
resources, the
ecological condition of the area, and the cultural contribution of the Cree community.
Another method used was the discussion groups or workshops, which took place with
representatives of the Cree elders, community leaders, senior hunters, and others. The discussion
had in the foreground the environment and cultural issues of the area. The participant
observation method was used especially in the field to monitor the efficiency of approved an
implemented policies.
In addition, the researchers used the analysis of the environment, focusing on issues of
relief, flora, fauna, and biodiversity of the area. To represent the results, the researchers used the
mapping method, thus using GIS modelling and mapping, to expose the environmental issues.
The GIS analyses were applied during various workshops and conferences to express more
clearly the situation in the field.
To attract many researchers, the authors used various methods of marketing. First, they
created an official web page of the Cree community from Wemindji. This website presented
details about each phase of the project and a general view about the community and the
environment.
Secondly, they conducted biannual meetings with all parties involved in the project, so as
to ensure the fairness and transparency of the projects, and to inform the people about the future
steps. Thirdly, the researchers conducted workshops and symposia, to attract more researchers
from other research fields.
To facilitate the application of the participatory research method ten scientific
collaborators from different fields were chosen, as well as students, who, over time, became the
main partners of the project, and many others, such as: local government representatives,
authorities, academic and research centres, and, of course, the Cree community from Wemindji.
Applying the method itself consisted of workshops and discussions based on interviews
with the Cree community, about the need for the conservation and protection of the natural and
cultural environment (Mulrennan et al., 2012, pp. 249-253).
The research results consisted of factual material: determining the opportunities and the
possibilities for local development, mapping the different aspects of the study area, progressing
in the delineation of the protected area, which the local and regional authorities took into
account. Other results were: creating the biodiversity reservation, promoting the culture and
heritage of the Cree community, creating new jobs in ecotourism, environmental protection, and
resource management.
One of the most important ideals achieved was strengthening, in the population of
Wemindji, the sense of belonging to the Cree community, and thus preserving and promoting its
culture. In addition, the project had a significant impact on local tourism, by developing the
ecotourism and the correct exploitation of existing resources through various
development strategies.
Another positive outcome of the project was the implementation and improvement of
hydropower, of transportation, and of the mining industry, which led to the economic
development of the area. In addition, in the framework of this project, they initiated numerous
relationships with other populations, which boosted ties and promoted the exchange of traditions
and cultures at the
regional level (Mulrennan et al., 2012, pp. 253-256).
In the conclusions section, the authors discussed the importance of preserving and
promoting the traditional culture and the natural environment in order to develop a community at
the local and regional levels. Moreover, they brought into discussion the efficiency of using the
communitybased participatory research method, which, used properly, could produce great
results within a socio-cultural and environmental research project. And, finally, the authors
pointed out that for development and for the proper management of resources, the cooperation of
all parties
involved was required: professionals, researchers, local and regional authorities, and, of course,
the affected population (Mulrennan et al., 2012, pp. 256-257).
To support the importance and efficiency of using the participatory research method in
the study described above, we highlight some arguments. First, using the method in conjunction
with other methods allows a much clearer vision on aspects of the natural and anthropic features
of the study area, because each method comes with extra information about the territory, which
extends the area of understanding the environment.
Secondly, the method of community-based participatory research allowed better
collaboration between indigenous peoples and researchers, which brought a new perspective on
how the scientist saw the reality in terms of the population being directly involved into planning
issues. On the other hand, this method enables the development of programmes with a high
degree of efficiency, because they are built on the needs of the populations and of its
environment.
Finally, the participatory research method was applied successfully in the case of the
development and conservation of the Cree community, from Wemindji, Quebec, due to positive
results from research, which led to the promotion, protection, and conservation of the
environment, and of the culture from the researched community. Thus, one may realise that this
method has a high degree of effectiveness in studies based on human communities, biodiversity,
and on the environment.
3.3. Review of case study 3: “A Social Capital Approach for Network Policy Learning: The
Case of an Established Cluster Initiative” (Aragon et al., 2014)
In 2014, a group of Spanish researchers (Cristina Aragon and Cristina Iturrioz, both from
Deusto Business School of Deusto University, Mari Jose Aranguren and James R. Wilson, both
from Orkestra-Basque Institute of Competitiveness, Deusto Business School of Deusto
University), conducted research aiming to highlight the importance of collaboration and
clustering in achieving innovative and competitive regional development policies (social,
economic, political, and demographic). In addition, they underlined the need for innovation in
local and regional development, and, more specifically, the purpose of the proposed project was
to highlight the role of collaboration in an aeronautical cluster.
The objectives proposed by the authors were, first, to broadly describe the importance of
regional competitiveness policies and to illustrate the relevance of policy learning. Secondly, to
determine the role of social capital in the learning policy networks, and, thirdly, to analyse the
cooperation phenomenon in the aeronautical cluster (Aragon et al., 2014, pp. 128-130).
As research method, the authors, primarily used the analysis, for example, they used this
method to determine the assumptions of social capital development. Thus, they determined that
social capital is directly influenced by the degree of competitiveness and innovation of the
learning policy, plus by the behaviour of and relationships among the members of the working
group. Therefore, social capital increased the effectiveness of actions undertaken by the staff and
increased the dissemination of information in the cluster network.
The researchers identified three characteristic dimensions. The first was the relational
dimension (it promoted trust, reciprocity, and the commitment of each member of the cluster).
The second was the structural dimension: it had a special role, because it involved the actual and
desired network connection, and, of course, the network configuration. And the third was the
cognitive dimension, which shared the vision of the policy and network in the cluster. To
indicate the situation of the three dimensions presented above, the researchers used the structured
questionnaire method, which was applied to all members of the cluster.
In this study, the authors applied the methodology for social capital development policies
on the Hegan, a private association from the Basque Country in northern Spain. There, the policy
based on social capital in clusters had been in continuous development since 1990. The purpose
of this organization was to maintain competitiveness in the development and the efficiency of all
aeronautics entrepreneurs.
The study of this cluster consisted in using indirectly the participatory research method,
which was implemented by using two other methods: the semi-structured interview and the
statistical analysis. The entire process was conducted in three phases: first, design and planning
of research, by realising the interviews, secondly, conducting research, and, finally, reflection on
the research results.
The participatory research method was implemented through workshops with local
authorities, researchers, and entrepreneurs. These workshops aimed at informing, debating, and
solving the possible issues that could occur during project development (Aragon et al., 2014, pp.
130-136).
The authors identified two types of results: general and specific. The general results
highlighted, in particular, the level of associative maturity, it has an important role in deepening
collaboration across the cluster, on medium and long term. Another general result was to
illustrate the role of the learning policy in determining collaboration among entrepreneurs, for
local and regional development.
Moreover, researchers underlined the ties and the strong concordance between the
associative maturity and the three dimensions of social capital and the early connection between
the three dimensions of social capital and the project incorporations. Thus, overall, the
researchers found that the relationships among entrepreneurs have a particular relevance in
economic and social development at all levels (i.e. local, regional and national) (Aragon et al.,
2014, pp. 136-137).
At the level of specific results, researchers focused on the importance of heterogeneous
learning, realised by the members of the cluster network. The research pointed out that this type
of learning offered various opportunities: creating new strategic projects, improving the
adaptability of groups, streamlining interrelations between the members of the cluster network,
improving the network functionality, decreasing the impact of risks created on the network, and
increasing the attractiveness of the cluster network.
Another specific outcome identified in the study was that the social capital was
distributed unevenly in the territory occupied by the cluster network, existing members of the
cluster with a development level much higher than the other members of the same cluster, which
illustrated the
heterogeneity of a cluster network. Thus, at the level of the cluster network, a level of equal
development could be achieved through different strategic projects to increase competitiveness
and production efficiency and, of course, to strengthen the interactions between members
(Aragon et al., 2014, pp. 137-142).
In the conclusions section, the authors presented the importance of social capital for
cluster development, adding, of course, the relevance of applying the learning policy, in order to
increase the network efficiency and functionality. The researchers emphasized the importance of
creating the new strategic development projects, which helped improve the collaboration and
interrelation between all members of the cluster network, in order to increase the social and
economic efficiency of the cluster.
In addition, it illustrates the importance of using a methodology focused on the
integration of members of a network in research, because this enables improving the proposed
strategies; in this case, the participatory research method was used indirectly (Aragon et al.,
2014, p. 142).
In the study presented above, using the participatory research method in combination
with analysis and interview methods allowed an outline of the main features that a cluster
network owned. Moreover, it allowed determining quantitative indicators, which highlighted the
importance of social capital and of the learning policy in the socio-economic development of a
territory.
The participatory research method determined the role of collaboration and interrelation
between the members of a cluster for the social balancing of the respective network. Finally, we
could see the role the participatory research method has and its significance in the socio-
economic
development of a cluster network.

4. Conclusions
Used properly, a community-based participatory research method can achieve great
results in a socio-cultural and environmental research (see also Ilovan and Mihalca, 2014). The
presented case studies are examples of a successful transfer of the research into social action
with on-site social,
environmental, and economic achievements. They also endorse the effectiveness of multi-level
dialogue of communicating not only knowledge, but also values and feelings, which result in
remarkable positive impact on various involved stakeholders, not only on the affected
community, but also on the academics.
The political commitment (i.e. transparency, community involvement, and social justice)
of the participatory research approach enables the application of the subsidiarity principle,
making it suitable for the construction and design of local and regional development strategies.