Volume 10, Number 2, April 2009

Volume 10, Number 1, February 2009

Volume 9, Number 4, November 2008

Action research literature 2006--2008: Themes and trends

In this, the third in a series of two-yearly reviews (see also Dick, 2004, and Dick, 2006), I identify some of the action research literature that has appeared in books and edited collections over approximately the past two years. After an overview of the general action research literature I gather together other relevant literature under the following headings: action learning; community-based participatory research; youth work; educational action research; appreciative inquiry; and action science. I conclude the review with a very brief look at action research journals and special issues, other literature of interest, and an attempt to divine present and emergent trends.

Are we talking the walk of community-based research?

When we present ourselves as doing research that is participatory and action oriented, are we meeting either of those goals? An analysis of 232 concept applications sent to the Sociological Initiatives Foundation community-based research funding pool shows that most proposed research emphasized neither participation nor action. Grassroots community members, or organizations controlled by them, were rarely involved at the crucial decision stages of research, and instead limited to participation in collecting data. In addition, most research was proposed to produce papers, presentations or websites, rather than directly support action. The article provides a theoretical analysis of why participation and action are crucial and a set of reommendations for how to move toward research that is more participatory and integrally connected to action.

What kind of respect is this?: Shifting the mindset of teachers regarding cultural perspectives on HIV & AIDS

In this article I attempt to answer the question, ‘How can I influence teachers to be able to contribute to changing social/cultural norms and practices that hamper effective HIV & AIDS education and prevention?’ There is a growing realization that HIV & AIDS education and prevention initiatives need to move away from trying to change the sexual behaviour of individuals towards addressing societal and cultural factors which promote rapid transmission of the virus. However, societal and cultural change has to start with helping individuals to imagine alternative ways of thinking and being. Teachers occupy a powerful position when it comes to changing mindsets and challenging norms, but they themselves have been shaped and influenced by their culture and may not, therefore, ‘see’ the need to question prevailing norms, and/or may be so constrained by these social and cultural forces that they are unable to do so. Following a values-based action research approach, I describe how I adopted emancipatory pedagogies in an attempt to influence teachers to develop their own theories of practice with regard to HIV & AIDS prevention and education in their specific cultures. As validation of my claims to having contributed to the development of educational theories about HIV & AIDS prevention and education, I invite the reader to evaluate my narrative against specific criteria. I also present my educational value of respect as a living standard of judgement.