Undergraduate Course: Community-Based Research 3: Understanding Practitioner Research (EDUA09004)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 9 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This course will deepen students understanding of community-based research and furnish students with the knowledge and skills to carry out a piece of practice-based research during their placement or in another community based setting.The course will consider the role of research in community practice, particularly as it relates to the co-construction of knowledge with communities.To this end, the course introduces students to the theory and practice of participatory action research (PAR).
1) Academic Description
Building on the learning outcomes of CBR 1&2
Participants on this course will gain relatively advanced knowledge and skills in the theory, methods and ethics of community-based research. This course builds on the learning outcomes of Community-based Research 1 and 2, but is open to outside students studying at level 9.
The course will consider the role of research in community practice, particularly as it relates to the co-construction of knowledge with communities.To this end, the course introduces students to the theory and practice of participatory action research (PAR). PAR is an approach combining a commitment to identify and address social injustices, with rigorous research about those injustices.
Through a mixture of taught inputs and dialogues with practitioners, a range of practitioner research will be considered. Students will learn why and how these research projects were undertaken and what the impact was on the practice setting.
2) Indicative Content
The Purposes of Practitioner Research
Participatory Action Research: Epistemology and Method
Participatory Data Analysis
The Ethics of Practitioner Research: Considering Power and Positionality
Design your own Practitioner Research Project
Dissemination and Reporting
3) Learning Experience
The course is a mixture of theoretical in-put in taught sessions and practical skills development both in class and in the field. This course is taught in parallel with the third-year professional practice placement and students will have the opportunity to experiment with and apply participatory research methods on placement. The course design is cyclical with a theoretical input followed by a training in-put around a particular phase of the research process. Students are then invited to try-out the technique on placement and then return with their results to a workshop session the following week. This pattern lends an applied experience that the students can relate clearly to the practice setting. Students knowledge, understanding and skills are evidenced throughout the process through the feed-back workshops. The students complete their learning through the presentation of a research proposal for a piece of small-scale research that they intend to carry-out during the placement.
N.B. Students may choose to pilot an approach they are considering using in their dissertation.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|Pre-requisites||This course involves practical work in community settings. Students taking this course should be in a position to undertake such work.
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Articulate the relevance of community-based participatory research for professional practice
- Co-produce appropriate research with communities to illuminate social issues and injustices
- Apply methods of participatory data collection and analysis
- Design ethical research, which takes account of power and positionality in the research process
- Effectively communicate research findings to communities, key stakeholders and decision makers
|Boyd, M.R. (2014) Community-Based Research: Understanding the Principles, Practices, |
Challenges, and Rationale in Leavy,P. (ed) The Oxford Handbook of Qualitative Research.
Cohen, L., Manion, L and Morrison, K (2013) Research Methods and Education. 5th Edition. London: Routledge-Falmer.
Denzin, N. and Giardina, M. (eds) (2009) Qualitative Inquiry and Social Justice: Towards a Politics of Hope. Walnut Creek: Left Coast Press.
Hesse-Biber, S. N. (2012). Handbook of feminist research: Theory and praxis (2nd ed.). SAGE Publications, Inc. https://www-doi-org.ezproxy.is.ed.ac.uk/10.4135/978148338
Robson, C. and McCartan, K. (2011) Real World Research (fourth edition). Chichester: Wiley.
Schubotz, D. (2019). Participatory Action Research. In P. Atkinson, S. Delamont, A. Cernat, J.W. Sakshaug, & R.A. Williams (Eds.), SAGE Research Methods Foundations. https://www-doi-org.ezproxy.is.ed.ac.uk/10.4135/9781526421036840298
|Graduate Attributes and Skills
||1) Apply Knowledge Skills and Understanding
Design and carry out a practitioner research project
Write a proposal
2) Generic Cognitive Skills
Understand the relationship between research and real-world practice problems
3) Autonomy, Accountability and Working With Others
Plan and develop their own research project
Ability to work with others using participatory methods and approaches.
|Keywords||Practitioner-Based Research,Participatory Action Research