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PY/ED 912: PARTICIPATORY ACTION RESEARCH:

GENDER, ‘RACE’ AND POWER

Instructors: M. Brinton Lykes; Karla M. Nicholson Fall, 2013

Class Meets in Campion G016 Tuesdays, 1:30 – 4:20 pm

Phone & Email: 617-552-0670, lykes@bc.edu Office: Campion Hall 308

Phone & Email: 617-522-7676, ext.103, knicholson@haymarket.org

Office Hours: MBL: Tuesday, 4:30 – 6:00; Wednesday, 3:30 - 5:00 and by appointment.

KMN: by appointment

COURSE DESCRIPTION

This seminar will introduce participants to a number of theoretical and practical issues in the design

and implementation of field based participatory action research (PAR) and activist scholarship. We

will explore theories that have contributed to the development of these forms of knowledge

generation and review the historical roots of participatory action research. We will critically review

the institutionalization of these theories and practices and explore the “critical edge” of activist

scholarship. These knowledge generation approaches will be examined through lenses crafted at the

interstices of ‘race’, ethnicity and culture, gender, class, sexualities, abilities, and globalization -

dynamics of power that facilitate and constrain PAR processes and activist scholarship. Examples of

participatory action research and activist scholarship – including critical pedagogy and teacher

research; PAR in/and health and mental health; feminist-infused PAR; and PAR and human rights –

will be discussed, focusing on their strengths and limitations as collaborative resources for

knowledge construction and community-based social change. Theatre, photography, creative arts,

and new technologies will be discussed as resources for community problem identification, data

collection and analysis, and community-based responses. Ethnographic, narrative and oral history

methodologies will be presented as resources for understanding and re-presenting the individual and

collective lives of co-participants/co-investigators. Several strategies for data analysis including

grounded theory and narrative analysis will be reviewed and students will have the opportunity to

“practice” them through course assignments.

Karla M. Nicholson, Executive Director of Haymarket People’s Fund and long-time Boston

resident and community organizer and activist has been appointed a Boston College Lynch School of

Education Collaborative Community Fellow for the fall of 2013 and will serve as a guest lecturer

and collaborator in the course. She has collaborated in Haymarket’s “deliberate and deliberative

process to undo racism as ingrained in every aspect of its organization. This open-ended process has

transformed the structure, staffing, grant making, and fundraising activities of Haymarket. … As a

result …Whites and POC [People of Color] now work together to co-create and continually refine an

organizational culture that reflects our anti-racist values while unity is built.” (Excerpted from

Introduction, Courage to Change, Haymarket People’s Fund, 2013). Additionally, Karla has given

leadership to an ongoing collaboration of Haymarket People’s Fund, Simmons College School of

Social Work, the Massachusetts Association of Community Development Corporations, and Boston

College’s Center for Human Rights and International Justice in hosting Undoing Racism™

workshops facilitated by the People’s Institute for Survival and Beyond.

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The course is designed as an advanced level introduction to PAR as well as an opportunity to deepen

our understanding of social oppressions with a particular focus on U.S. racism. This work will be

deeply enhanced by our participation in an Undoing Racism™ workshop sponsored by the People’s

Institute for Survival and Beyond (see below for details). Finally, PAR and activist scholarship

presume that teaching and learning are deeply participatory and group or community-based and

committed to social change. Thus we will strive to co-create a teaching-learning community

wherein we critically analyze and respectfully value each person’s individual and particular

contributions and our diverse understandings of social reality and how we position ourselves in the

multiple worlds in which we live and work.

REQUIRED READING AND COURSE FEES

All articles, as specified with an * in class syllabus, are available on line via Blackboard Vista

(http://cms.bc.edu). See Blackboard Vista for a copy of this syllabus and other class resources. I

will also put some additional resources on Blackboard Vista and encourage you to email research

articles and/or relevant www sites that you think would be of interest to others in the class to Shaun

Glaze (glazes@bc.edu), Graduate Assistant and PhD student at the Lynch School, who can add to

them to our site for all to access. Please be sure to put FOR PY/ED912 in the header of your email.

We will have the opportunity to develop a shared understanding of racism and white privilege

through participating in the People’s Institute for Survival and Beyond: Undoing Racism ™

Workshop (see Blackboard Vista for additional flyer, registration form, and information). Each

student is required to participate in the workshop and to pay as much of the workshop fee as is

feasible within her/his budget with a minimum of $150. This cost is the only course expense since

all of your readings are provided free of cost on Blackboard Vista. Because the workshop is an

integral part of our teaching/learning experience Boston College will cover any amount above $150

and up to the $350 fee per participant for students enrolled for credit in the seminar who are not able

to cover the entire cost. You are required to attend the full workshop per dates sent to you in the

summer, that is, Thursday, October 3 (6-8pm), Friday, October 4 (9am-5pm), and Saturday, October

5 (9 am – 4pm). Details about the location of the workshop and directions will be posted on

Blackboard Vista as soon as they are available.

All students are expected to attend all classes and are required to do weekly class readings PRIOR to

the class in which they are discussed and to submit a brief critical essay/journal entry about the

week’s reading as specified below in the course requirements. It is expected that all students will

engage actively in class discussion, thus participating in creating a shared teaching/learning

experience.

RECOMMENDED READINGS

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. It is expected that all students will have read Pedagogy of the Oppressed at

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some point in their academic careers. If you have not, I strongly urge you to do so at some point

during the semester. The following books are on reserve in O’Neill and can be checked out on a 24

hour basis. All but one are also available for purchase in local venues or on-line.

Asociación de la Mujer Maya Ixil (ADMI) & Lykes, M. B. (2000). Voices and Images: Mayan Ixil

women of Chajul/Voces e imágenes: Mujeres Maya Ixiles de Chajul. Guatemala City,

Guatemala: MagnaTerra. (Available from Lykes)

Charmaz, K. (2006). Constructing grounded theory: a practical guide through qualitative analysis.

Thousand Oaks, CA: Sage.

Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum.

Hale, Charles R. (2008) (editor). Engaging contradictions: theory, politics, and methods of activist

scholarship. Berkeley, CA: University of California Press.

Maguire, P. (1987). Doing Participatory Research: A Feminist Approach. Amherst, MA: Center

for International Education.

McIntyre, Alice (2008). Participatory Action Research. Qualitative Research Methods Series 52.

Los Angeles, CA: SAGE.

Reason, P. & Bradbury, H. (Eds.) (2007). Handbook of Action Research II: Participative Inquiry

& Practice. London and Thousand Oaks, CA: SAGE.

Riessman, Catherine Kohler (2008). Narrative Methods for the Human Sciences. Los Angeles,

CA: SAGE.

ADDITIONAL GUIDELINES AND RESOURCES

Students should consult the university policies on Academic Integrity (see

http://www.bc.edu/offices/stserv/academic/resources/policy.html#integrity) and that of the Lynch

School of Education (http://www.bc.edu/schools/lsoe/academics/phd_policies.html#integrity) for a

discussion of academic integrity. There will be no exceptions to these policies. Please also note

specific additional www resources on the Responsible Conduct of Research

(http://www.bc.edu/research/oric/rcr.html) as well as those within your individual disciplines.

Boston College students who need special resources to accommodate specific learning challenges

should visit the Connors Family Learning Center www.bc.edu/connors or, for other special needs,

one of the other offices at the university - for a list and email links (see

http://www.bc.edu/offices/odsd/disabilityservices/resources.html). If you have a disability and will

be requesting accommodations for this course, please register with either Kathy Duggan

(Kathleen.duggan@bc.edu) Associate Director, Academic Support Services, the Connors Family

Learning Center (learning disabilities and ADHD) or Paulette Durrett (paulette.durrett@bc.edu),

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Assistant Dean for Students with Disabilities (all other disabilities). Advance notice and appropriate

documentation are required for accommodations.

GOALS AND REQUIREMENTS OF THE COURSE

ASSIGNMENT 1

DEVELOPMENT OF A TEACHING-LEARNING COMMUNITY.

This course is designed as a seminar and it is expected that everyone will actively participate

in the teaching-learning process. This goal requires informed contributions from all of us and,

therefore, requires that students will have 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 participation. It is expected that all students will complete

assignments by their due dates.

REQUIRED for ALL STUDENTS

Each student must post 3 Brief Reflection Papers on BlackBoard Vista no later than

midnight Sunday evening:

(1) prior to the Undoing Racism: Brief Reflection Paper 1 (To be posted by

Sunday, September 22): How do I understand myself as positioned at the intersection of

racism and social oppressions due social class, ethnicity, gender, religion, abilities, and/or

sexualities? In what ways does this self-understanding inform, facilitate, or constrain my

subjectivity(ies) as a participatory action researcher?

(2) after the Undoing Racism workshop; Brief Reflection Paper 2 (To be posted by

Sunday, October 6): REVISIT your response to these questions – and after having read those of

your classmates: How do I understand myself positioned at the intersection of racism and

oppressions based on social class, ethnicity, gender, religion, abilities, and/or gender identity? In

what ways does this self-understanding inform, facilitate, or constrain my subjectivity(ies) as a

participatory action researcher? In what ways, if at all, has my understanding of racism and

social oppressions based on social class, etc. shifted or changed in light of the Undoing Racism

workshop and my interactions with co-participants? How do I envision integrating what I

have learned into my daily practice as a student and a potential PARer?

(3) Develop and circulate via Blackboard Vista (no later than the Sunday preceding

Tuesday’s class) a Brief Reflection Paper 3/Critical Essay (250-500 words, that is, 1-2 double-

spaced typed pages) focusing on the readings for one session of the seminar (see sign up sheet

circulated in the first class on Tuesday, September 3, 2013). These essays should be read by all

students prior to the class, in preparation for class discussion.

(4) Presentation of your Final Paper/Project to Class on December 4 or 11

THEN CHOOSE A or B

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A Develop an INTELLECTUAL/ACADEMIC JOURNAL (ASSIGNMENT 1) (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:

(a) your critical and integrative reflections on weekly reading and class discussions, and

(b) your more personal encounter with readings, discussions, and with various field

experiences associated with PY/ED912.

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. (See Handout and Assignments for details)

B

Develop a GLOSSARY or LIST OF TERMS (ASSIGNMENT 1) that includes concepts that you are

discovering for the first time in this course – or learning more about through the readings and class

discussions for this course. The list should include at least 15 terms (at least 7 in Part 1 and at least 8

more in Part 2 – or one per week) with 100-250 word definitions based on research from at least 3

sources and written IN YOUR OWN WORDS. ALSO INCLUDE specific examples that help clarify

the ways in which the concept is used in PAR, activist scholarship, or related research

methodologies. (See Handout and Assignments for details)

ASSIGNMENT 1 must be submitted for my review and comments twice during the semester (Part

1, ON OR BEFORE OCTOBER 8; Parts 1 (with MBL comments) & 2, ON NOVEMBER 26).

You may submit your work via email BEFORE class on these days or in hard copy at class.

ASSIGNMENT 2

DEVELOPMENT OR ENHANCEMENT of SKILLS and EXPERTISE as a

PAR or ACTIVIST SCHOLAR.

Please note well – if you want to be able to use the work generated in option A of this assignment

in any presentations or publications you MUST submit a Human Subjects Review/IRB

application and have it approved prior to gathering the data. See

http://www.bc.edu/research/oric/human/irbappforms.html

Note well that your topic proposal/plan for Assignment 2 is DUE no later than Tuesday, October

15. Your paper will not be accepted if your topic has not been submitted by this deadline. This

plan must be typed, 250 words, and is worth 10% of your final grade. You CANNOT change

topics after this date.

A

Develop a “thick description” and an “interpretive, co-constructed understanding” of a

social issue or social problem “in context”. This project must be done collaboratively with

someone(s) in one of the communities to which you belong or in which you are working/have

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worked. In order to develop this you must choose one or, at most, two of the 4 resources/strategies

for data gathering AND one of the 3 resources for data analysis and interpretation (see Guidelines

for Final Assignment Option A for details) AND demonstrate through your final project that you

have “mastered” the resources AND increased your understanding of the social issue/problem. Your

final “product” must be presented to the class (no later than Tuesday, December 4 or 11) and

submitted in a final paper that is 15-20 pages, not including appendices (double spaced, APA style,

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edition) which must include a brief review of the relevant literature as well as a description of

your methodology, findings, and implications/next steps (see Guidelines for Final Assignment

Option A for details).

B

Critical literature review and interpretive essay: Identify a specific

problem/contradiction/intersection of oppression. Then:

1. Critically review the literature on gender, ‘race’, class and/or power as it relates to the

problem/issue/contradiction through the lens of PAR and activist scholarship;

2. Interview two key informants who are experts in and differently affected by this problem,

that is, it may directly affect them or they may have been involved in addressing it, etc. Your final

“product” must be presented to the class (no later than Tuesday, December 4 or 11) and submitted as

a final paper that is 15-20 pages, excluding appendices and references (see Guidelines for Final

Assignment Option B for details).

All PAPERs (for Option A and Option B) must be typed, double-spaced and follow the

Publication Manual of the American Psychological Association, 6th ed. Washington, DC:

American Psychological Association, 2009 (See http://libguides.bc.edu/apa for a Boston College

Guide to the APA style manual, http://www.apastyle.org/ for APA’s “Quick Links”, and a

variety of www-based sites to bookmark for your convenience).

DEADLINES ARE STRICTLY ENFORCED. If you need to make a change in the scheduled

deadlines, please seek permission well in advance. If you submit a late assignment without previous

permission you forfeit comments on your work and will receive a lowered grade.

NB: STUDENTS MAY NOT SUBMIT PAPERS THAT HAVE BEEN COMPLETED FOR

OTHER CLASSES OR THAT ARE BEING DESIGNED FOR OTHER CURRENT COURSES IN

WHICH THEY ARE ENROLLED. IF YOU WANT TO COMBINE WORK IN THIS CLASS

WITH ANOTHER PROJECT, E.G., YOUR THESIS, ETC. YOU MUST RECEIVE EXPLICIT

PERMISSION FROM THE INSTRUCTOR PRIOR TO SO DOING.

SUMMARY OF ASSIGNMENT DEADLINES and WEIGHTS

1. September 22, October 6 & Per Sign Up Sheet: Three Brief Reflection Papers

(Class participation and these exercises/assignments: 20% of grade)

2. October 8: ASSIGNMENT 1, PART 1 (see #4 below)

3. October 15: Topic/plan for Assignment 2 (10% of your final grade)

4. November 26: ASSIGNMENT 1, PART 2 (plus PART 1 with comments) (30% of

final grade)

5. December 16: ASSIGNMENT 2: 15-20 page paper in Campion 308, 5 pm (40% of

final grade)

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COURSE OUTLINE

SEPTEMBER 3: The importance of person-community-context: Gender, ‘race’ and power

READINGS FOR SEPTEMBER 3

*hooks, b. (2009) Representations of whiteness in the Black imagination. In Belonging: A culture of

place. New York: Routledge. Pp. 89-105

*McIntosh, Peggy. (1992). White Privilege and Male Privilege: A Personal Account of Coming to

See Correspondences through Work in Women's Studies. In M. L. Andersen & P. H. Collins

(Eds.) Race, Class, and Gender: An Anthology (pp. 70-81). Belmont, CA:

Wadsworth/Thomson Learning.

SEPTEMBER 3: Introduction to the course and its participants

Expectations for the semester

Reflexive encounter with the syllabus – suggestions, adjustments

Mechanics of the course, including requirements

Developing ground rules for discussion

Building a teaching-learning community

SEPTEMBER 10: Narrating and positioning subjectivity in contexts constrained by

racism, sexism, and class oppression: Locating myself “in the field”

READINGS FOR SEPTEMBER 10:

*Reinharz, Shulamit (1997). Who am I? The need for a variety of selves in the field. In R. Hertz

(Ed.) Reflexivity and Voice (pp. 3-20). Thousand Oaks, CA: Sage Publications.

*Billies, M., Johnson, J., Murungi, K., and Pugh, R. (2009) Naming Our Reality: Low-income

LGBT People Documenting Violence, Discrimination and Assertions of Justice, Feminism &

Psychology, 19: 375-380.

*Alexander, Michelle (2010/2012, revised edition). The New Jim Crow: Mass Incarceration in the

Age of Colorblindness. Introduction, pp. 1-19; Chapter 5: The New Jim Crow, pp. 178-220).

AND

CHOOSE ONE from these FOUR:

*Collins, Patricia (1996). What’s in a name? Womanism, Black Feminism and Beyond. The Black

Scholar, 26(1), 9-17. OR

*Quigley, William P. (2006) Revolutionary Lawyering: Addressing the Root Causes of Poverty and

Wealth. Journal of Law & Policy 20, 101-167. OR

*Smith, Andrea Native Studies and Critical Pedagogy beyond the Academic-Industrial Complex.

(pp. 37-54). In Julia Sudbury and Margo Okazawa-Rey (eds.). Activist Scholarship:

Antiracism, feminism and social change. Boulder: Paradigm Publishers. OR

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*Coghlan, D. (2005). Ignatian spirituality as transformational social sciences. Action Research 3(1),

89-107.

SEPTEMBER 17: PAR and Action Researchers: Situating Ourselves in/and PAR

READINGS FOR September 17

*Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research

1(1), 7-24.

*Brabury Huang, Hilary (2010) What is good action research? Why resurgent interest? Action

Research 8(1), 93-109

*Cornwall A, & Jewkes R. (1995). What is Participatory Research? Social Science and Medicine 41,

12, 1667-1676.

*Illich, Ivan (April 20, 1968). Talk delivered at the Conference on Inter-American Student Projects.

Chicago, IL

*Collins, Patricia Hill (summer, 1998). It's All in the Family: Intersections of Gender, Race, and

Natin. Hypatia, 13 (3), 62-82. In Border Crossings: Multicultural and Postcolonial Feminist

Challenges to Philosophy (Part 2)

SEPTEMBER 24: Data Collection in PAR: Ethnography and Focus Groups

READINGS for September 24:

*Foley, D. & Valenzuela, A. (2005). Critical ethnography: The politics of collaboration. In N. K.

Denzin & Y.S. Lincoln. Handbook of Qualitative Research (3rd

Edition) (pp. 217-234).

Thousand Oaks, CA: Sage Publications

*Kamberelis, G. & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy,

politics, and inquiry. In N. K. Denzin & Y.S. Lincoln. Handbook of Qualitative Research

(3rd

Edition) (pp. 887-907). Thousand Oaks, CA: Sage Publications

*Katz, C. (1996). The expeditions of conjurers: Ethnography, power, and pretense. In D. L. Wolf

(Ed.). Feminist Dilemmas in Fieldwork (pp. 170-183). Boulder, CO: Westview.

*Dyrness, Andrea (2008). Research for Change versus Research as Change: Lessons from a

Mujerista Participatory Research Team. Anthropology & Education Quarterly, 39(1), 23–44

OCTOBER 1: Eliciting Narratives and Analyzing Text through

Grounded Theory and Narrative Analysis

READINGS for OCTOBER 1:

*Charmaz, K. (2004). Grounded theory. In S. N. Hesse-Biber & P. Leavy (Eds.) Approaches to

Qualitative research: A reader on theory and practice (pp. 496-521). New York: Oxford

University Press.

*Mishler, E. (1995). Models of Narrative Analysis: A Typology. Journal of Narrative and Life

History, 5, 2, 87-123.

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AND

CHOOSE TWO from these FOUR:

*Jones, S. J. (2001). Embodying working-class subjectivity and narrating self: "We were the hired

help". In D. L. Tolman & M. Brydon-Miller (Eds.) From subjects to subjectivities: A

handbook of interpretive and participatory methods (pp. 145-162). New York: New York

University Press. (narrative and grounded theory analyses of in-depth interviews)

*Hughey, Matthew W. (2011). Backstage discourse and the reproduction of white masculinities. The

Sociological Quarterly 52, 132–153 (institutional ethnography, triangulated data via

ethnographic fieldwork; semi-structured in-depth interviews; content analysis of newsletter

issues and any textual information such as e-mails and office memos)

* Ross, Paula T., Lypson, Monica L., & Kumaga, Arno K. (2012). Using Illness Narratives to

Explore African American Perspectives of Racial Discrimination in Health Care. Journal of

Black Studies 2012 43: 520-544 (phenomenological analysis approach of in-depth

interviews)

*Wale, K. and Foster, D. (2007) Investing in discourses of poverty and development: How white

wealthy South Africans mobilise meaning to maintain privilege. South African Review of

Sociology 38(1): 45–69.

OCTOBER 3 (6-8pm), OCTOBER 4 (9am-5pm), OCTOBER 5 (9am-4pm):

People’s Institute for Survival and Beyond: Undoing Racism ™ Workshop, at the

Smith House Community Room, 757 Shawmut Ave, Boston, MA 02119, 12th floor.

Closest MBTA Stop is Ruggles St on the Orange Line; Northeastern on the Green E

Line. There are also multiple bus lines.

OCTOBER 8: Undoing Racism and Institutional Change:

A case study from progressive philanthropy

READINGS for October 8

*Aronson, R.E., Yonas, M. A., Jones, N., Coad, N. & Eng, E. (2010) Undoing Racism Training as a

Foundation for Team Building in CBPR. In Minkler, M & Wallerstein, N (eds). Community-

Based Participatory Research for Health: From Process to Outcomes (2nd

ed). Hoboken, NJ:

Jossey-Bass, p. 485ff (Appendix I)

*Excerpts from Courage to Change, Haymarket People’s Fund, 2013

*Fine, M. (2006). Bearing Witness: Methods for Researching Oppression and Resistance – A

Textbook for Critical Research. Social Justice Research, 19(1), 83-108.

*Jones, Catherine (2007, October 11). The Work Is Not the Workshop: Talking and Doing,

Visibility and Accountability in the White Anti-Racist Community

http://katrinareader.org//node/404

*Tuck, Eve. (2009). Suspending Damage: A Letter to Communities. Harvard Educational Review.

79 (3), 409-427.

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OCTOBER 15: Teacher Education, PAR and School-Community-based Change

GUEST: Alice McIntyre, Professor, Hellenic College and Boston College

READINGS for OCTOBER 15:

* Cross, Beverly (2005). New racism, reformed teacher education, and the same 'ole oppression.

Educational Studies, 38(3), 263-274.

*Fine, Michelle and Torre, Maria Elena (2004) Recognizing the Knowledge of Young People: An

Interview with Michelle Fine and Maria Elena Torre on Youth Action Research

*McIntyre, A. (2006). Activist research and student agency in universities and urban communities.

Urban Education, 41(6).

*Wilson, Nancy, Dasho, Stefan, Martin, Anna C., Wallerstein, Nina, Wang, Caroline C. & Minkler,

Meredith (2007). Engaging Young Adolescents in Social Action through Photovoice: The

Youth Empowerment Strategies (YES!) Project. Journal of Early Adolescence 27(2), 241-

261

OCTOBER 22: Participatory Action Research. Social Controls and Social Action

GUEST: Patricia Krueger-Henney, College of Education and Human Development, UMA/Boston

and CUNY Graduate Center, Public Science Project

READINGS for OCTOBER 22:

*Krueger, Patricia (2010). It's NOT just a method! The epistemic and political work of young

people's lifeworlds at the school–prison nexus. Race, Ethnicity and Education, 13 (3), 383-

408

*Krueger, Patricia. (2011). Activating Memories of Endurance: Participatory Action Research of

School Practices and Institutional Codes of Research Ethics. International Review of

Qualitative Research, 3(4), 411-432.

*Morsillo. J., & Prilleltensky, I. (2007). Social Action with Youth: Interventions, Evaluation, and

Psychopolitical Validity. Journal of Community Psychology, 35, 725-740.

*Wang, C. (2006) Youth Participation in Photovoice as a Strategy for Community Change. Journal

of Community Practice 14(1/2), 146-161.

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OCTOBER 29: PAR as one Response to Gross Violations of Human Rights, Unnatural

Disasters and Disparities

READINGS for OCTOBER 29

*Berman, Kim & Allara, Pamela (2007). Transformational Practices in Community Learning: A

South African Case Study. International Journal of Learning 14(8), 113-123.

*Riessman, Catherine Kohler. (2008). Narrative Methods for the Human Sciences. Thousand Oaks,

CA: SAGE. Chapter 6: Visual Analysis, pp. 141-182

*Scheib, H. & Lykes, M. B. (2013). African American and Latina Community Health Workers

engage PhotoPAR as a resource in a Post-disaster Context: Katrina at 5 years. Journal of

Health Psychology, 18(8), 1069-1084

*Wang, C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs

assessment. Health Education & Behavior, 24, 3, 369-387.

NOVEMBER 5: Gross Violations of Human Rights and Post-Conflict Truth-telling:

Creative Resources in Conflict and Post-conflict Guatemala and PAR

READINGS for NOVEMBER 5:

*Lykes, M.B. & Crosby, A. (2013, in press) Creativity as intervention strategy in feminist and

psychosocial accompaniment processes with Mayan women in Guatemala. Intervention:

International Journal of Mental Health, Psychosocial Work and Counselling in Areas of

Armed Conflict

*Lykes, M. B. (2010) Silence(ing), Voice(s), and Gross Violations of Human Rights:

Constituting and Performing Subjectivities through PhotoPAR. Visual Studies 25 (3).

*Merry, Sally (2009). Introduction; Gender Violence as a Human Rights Violation. In Gender

Violence: A Cultural Perspective. Pp. 1-23; 77-99.

*Razack, S. H. (2007) Stealing the Pain of Others: Reflections on Canadian Humanitarian

Responses. The Review of Education, Pedagogy, and Cultural Studies, 29:375–394.

*Taylor, D. (2003). Staging Traumatic Memory: Yuyachkani. The Archive and the Repertoire:

Performing Cultural Memory in the Americas. Durham, NC: Duke U Press, pp. 190-211.

NOVEMBER 12: Re-presenting and Interpreting PAR Data in and through the Arts

POSSIBLE GUEST from Beyond Measure, an arts initiative

in collaboration with the Boston Health Commission

READINGS for NOVEMBER 12:

*Brunsden, Viv and Goatcher, Jeff (2007). Reconfiguring photovoice for psychological research.

The Irish Journal of Psychology 28(1-2), 43-52

*Butler-Kisber, L., & Poldma, T. (2010). The power of visual approaches in qualitative inquiry: The use of collage making and concept mapping in experiential research. Journal of Research Practice, 6(2), Article M18. Retrieved August 23, 2012 from http://jrp.icaap.org/index.php/jrp/article/view/197/196

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* Seeley, Chris (2011). Uncharted territory: Imagining a stronger relationship between the arts and

action research Action Research, 9(1) 83–99

*Nisker, Jeff (2008). Health policy research and the possibilities of theater. In J. Gary Knowles &

Ardra L. Cole (Eds.), Handbook of the Arts in Qualitative Research. (pp. 613-623).

Thousand Oaks and London: Sage Publications.

*Prins, Esther (2010). Participatory photography: A tool for empowerment or surveillance? Action

Research 8, 426-443.

NOVEMBER 19: Validation and Truth:

An exploration of what counts as validation in PAR.

READINGS FOR NOVEMBER 19

*Personal Narratives Group 1989. Truths. In Interpreting Women’s Lives.

Bloomington: Indiana Univ. Press, pp. 261-264.

*Prilleltensky, I. (2003). Understanding and overcoming oppression: Towards psychopolitical

validity. American Journal of Community Psychology, 31, 195-202.

*Riessman, C.K. 2002. Doing justice: Positioning the interpreter in narrative work.

In W. Patterson (ed.), Strategic Narrative: New Perspectives on the Power of

Personal and Cultural Stories. Lanham MD: Lexington Books, pp. 193-214.

*Riessman, Catherine Kohler. (2008). Narrative Methods for the Human Sciences. SAGE. Chapter

7: Truths and Cautions, pp. 183-223

NOVEMBER 26: Ethical Challenges in PAR and Activist Research

READINGS for NOVEMBER 26:

*Brydon-Miller, Mary & Greenwood, Davydd (2006). A re-examination of the relationship between

action research and human subjects review processes. Action Research 4, 117-128.

*Fine, Michelle & Torre, María Elena (2006). Intimate details: Participatory action research in

prison Action Research, 4(3): 253–269

*Minkler, M. (2004). Ethical challenges for the “outside” researcher in community-based

participatory research. Health Education & Behavior, 31, 6, 684-697.

*Malone, Ruth E., Yerger, Valerie B., McGruder, Carol, & Froelicher, Erika (2006).“It’s Like

Tuskegee in Reverse”: A Case Study of Ethical Tensions in Institutional Review Board

Review of Community-Based Participatory Research. Am Journal of PublicHealth. 96:1914–

1919.

*Wang, Caroline C. & Redwood-Jones, Yanique A. (2001). Photovoice Ethics: Perspectives From

Flint Photovoice Health Education & Behavior, Vol. 28 (5): 560-572.

13

DECEMBER 3, 10: Activist scholarship: A new direction or more of the same?

READING for DECEMBER 3:

*Lykes, M.B. & Hershberg, R.M. (2012) Participatory Action Research and Feminisms: Social

Inequalities and Transformative Praxis. In S. Hesse-Biber (Ed.) Handbook of Feminist

Research: Theory and Praxis II (pp. 331-367). Thousand Oaks, CA: Sage Publications.

*Jordan, Steven (2009). From a methodology of the margins to neoliberal appropriation and beyond:

The lineages of PAR. In Dip Kapoor & Steven Jordan (Ed.) Educatin, Participatory Action

Research, and Social Change. New York: Palgrave Macmillan, pp. 16-27

READINGS and/or HANDOUTS for PRESENTATIONS

READING for DECEMBER 10:

*Pulido, L. (2008). FAQs: Frequently (Un)asked Questions about being a Scholar Activist. In

Hale, Charles R. (ed) Engaging Contradictions: Theory, Politics, and Methods of Activist

Scholarship. Chapter 13 (pp.339-365)

*Kincheloe, Joe L. (2009). Critical complexity and participatory action research: Decolonizing

“democratic” knowledge production. In Dip Kapoor & Steven Jordan (Ed.) Educatin,

Participatory Action Research, and Social Change. New York: Palgrave Macmillan, pp. 107-

121

READINGS and/or HANDOUTS for PRESENTATIONS

Rev MBL 8/28/2013