Skip to main content

Part of the book series: Explorations of Educational Purpose ((EXEP,volume 26))

  • 978 Accesses

Abstract

In this chapter, we will discuss some of the difficulties, limitations and cautions of doing PAtR. All research approaches have strengths and limitations. Some limitations can be taken into account, and when this is done, it can strengthen the research. Other dangers and limitations are complex, extremely fast moving and unpredictable, which is related to the humanness of working with human participants! Given the emphasis on power, process and relationships, PAtR requires careful planning and constant negotiation. At the intersection of CT (critical theory, Chap. 3) and practice, PAtR tends to make any inherent tensions or contradictions in relationships and practices quite explicit and apparent. This means that before, during and after the research, caution always needs to be observed. Although the researcher and participants are engaged in the same process, it is often experienced differently. In their book Danger in the Field, Lee-Treweek and Linkogle (2000) discuss how feminist research contributed to a broad discussion about ‘the need for consideration of the risk to all participants and those affected by research’ (p. 15). This includes preventing the research from placing participants (or allowing participants to push others) in uncomfortable or dangerous situations, particularly when ‘the field’ (itself a masculinist concept – for example, see Rose 1996; Sparke 1996) is overlaid with personal meanings and power relations.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bishop, R. (2005). Freeing ourselves from neocolonial domination in research: A Kaupapa Māori approach to creating knowledge. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 109–138). Thousand Oaks: Sage.

    Google Scholar 

  • Bishop, R., & Glynn, T. (2003). Culture counts: Changing power relations in education. London: Zed Books.

    Google Scholar 

  • Blackmore, J., & Sachs, J. (2007). Performing and reforming leaders: Gender, educational restructuring and educational change. New York: State University of New York.

    Google Scholar 

  • Campbell, R., Sefl, T., Wasco, S., & Aherns, C. (2004). Doing community research without a community: Creating safe space for rape survivors. American Journal of Community Psychology, 33, 253–261.

    Article  Google Scholar 

  • Czarniawska, B. (2004). Writing a social science monograph. In C. Searle, G. Gobo, J. Gubrium, & D. Silverman (Eds.), Qualitative research practice (pp. 561–575). Thousand Oaks: Sage.

    Google Scholar 

  • Denzin, N., & Lincoln, Y. (2000). Handbook of qualitative research. Thousand Oaks: Sage.

    Google Scholar 

  • Ellsworth, E. (1992). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 90–119). New York: Routledge.

    Google Scholar 

  • Fine, M., & Torre, M. (2008). Theorizing audience, products and provocation. In P. Reason & H. Bradbury (Eds.), The Sage handbook of action research: Participative inquiry and practice (2nd ed., pp. 407–419). Thousand Oaks: Sage.

    Google Scholar 

  • Fine, M., Tuck, E., & Zeller-Beckman, S. (2007). Afterword: Do you believe in Geneva? Methods and ethics at the global local nexus. In C. McCarthy, A. Durham, L. Engel, A. Filmer, M. Giardina, & M. Malagreca (Eds.), Globalizing cultural studies: Ethnographic interventions in theory, method and policy (pp. 493–526). New York: Peter Lang.

    Google Scholar 

  • Freire, P. (1972). Cultural action for freedom. Harmondsworth: Penguin.

    Google Scholar 

  • Freire, P. (1985). The politics of education: Culture, politics and liberation. New York: Bergin & Garvey Publishers.

    Google Scholar 

  • Giroux, H. (1994). Disturbing pleasures: Learning popular culture. London: Routledge.

    Google Scholar 

  • Giroux, H. (2004, August 7). Neoliberalism and the demise of democracy: Resurrecting hope in dark times. Dissident Voice. http://www.dissidentvoice.org/Aug04/Giroux0807.htm. Accessed 7 Aug 2.

  • Groundwater-Smith, S., & Sachs, J. (2002). The activist professional and the reinstatement of trust. Cambridge Journal of Education, 32(3), 341–358.

    Article  Google Scholar 

  • Jones, M., & Stanley, G. (2011). Mission impossible: Collaborative action research as game, ritual and real. International Review of Qualitative Research.

    Google Scholar 

  • Jordan, S. (2009). From a methodology of the margins to neoliberal appropriation and beyond: The lineages of PAR. In D. Kapoor & S. Jordan (Eds.), Education, participatory action research, and social change: International perspectives (pp. 15–27). New York: Palgrave MacMillan.

    Google Scholar 

  • Kemmis, S. (1991). Improving education through action research. In O. Zuber-Skerritt (Ed.), Action research for change and development (pp. 57–75). Aldershot: Gower Publishing Company.

    Google Scholar 

  • Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks: Sage.

    Google Scholar 

  • Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London/New York: The Falmer Press.

    Google Scholar 

  • Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17, 63–84.

    Article  Google Scholar 

  • Lee-Treweek, G., & Linkogle, S. (2000). Putting danger in the frame. In G. Lee-Treweek & S. Linkogle (Eds.), Danger in the field: Risk and ethics in social research (pp. 8–25). London: Routledge.

    Google Scholar 

  • Martin, G. (2000). Don’t LEAP into this: Student resistance in labour market programmes. Educational Action Research Journal, 8(3), 533–548.

    Article  Google Scholar 

  • Martin, G. (2005). You can’t be neutral on a moving bus: Critical pedagogy as community praxis. Journal for Critical Education Policy Studies, 3(2). http://www.jceps.com/index.php?pageID=article&articleID=47. Accessed 31 Aug 2012.

  • McLaren, P. (1995). Collisions with otherness: “Traveling” theory, postcolonial criticism, and the politics of ethnographic practice. In P. McLaren & J. Giarelli (Eds.), Critical theory and educational research (pp. 271–300). Albany/New York: State University of New York Press.

    Google Scholar 

  • McNiff, J., & Whitehead, J. (2000). Action research in organisations. London/New York: Routledge.

    Google Scholar 

  • Mills, S. (1997). Discourse. London: Routledge.

    Google Scholar 

  • Moore, J. (2004). Living in the basement of the ivory tower: A graduate student’s perspective of participatory action research in universities. Educational Action Research, 12(1), 145–162.

    Article  Google Scholar 

  • Painter, N. (1995). Soul murder and slavery: Toward a fully-loaded cost accounting. In L. K. Kerber, A. Kessler Harris, & K. Kish Sklar (Eds.), U.S. history as women’s history: New feminist essays. Chapel Hill: University of North Carolina Press.

    Google Scholar 

  • Peters, M. (2007). Knowledge economy, development and the future of higher education. Rotterdam: Sense Publishers.

    Google Scholar 

  • Rose, G. (1996). As if mirrors had bled: Masculine dwelling, masculinist theory and feminist masquerade. In N. Duncan (Ed.), Bodyspace: Destabilizing geographies of gender and sexuality (pp. 56–74). London: Routledge.

    Google Scholar 

  • Sachs, J. (2000). The activist professional. Journal of Educational Change, 1, 75–95.

    Article  Google Scholar 

  • Shackeroff, J., & Campbell, L. (2007). Traditional ecological knowledge in conservation research: Problems and prospects for their constructive engagement. Conservation and Society, 5(3), 342–360.

    Google Scholar 

  • Smith, L. T. (2005). On tricky ground: Researching the native in the age of uncertainty. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 85–107). Thousand Oaks: Sage.

    Google Scholar 

  • Sparke, M. (1996). Displacing the field in fieldwork: Masculinity, metaphor and space. In N. Duncan (Ed.), Bodyspace: Destabilizing geographies of gender and sexuality (pp. 212–233). London: Routledge.

    Google Scholar 

  • Steinberg, S., & Kincheloe, J. (1998). Students as researchers: Creating classrooms that matter. London: RoutledgeFalmer.

    Google Scholar 

  • Stringer, E. (1996). Action research: A handbook for beginners. Thousand Oaks: Sage.

    Google Scholar 

  • Tripp, D. (1996). Action inquiry. Action & Research Open Web. http://www2.fhs.usyd.edu.au/arow/o/m01/rtripp.htm. Accessed 2 Mar 2010.

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

lisahunter, Emerald, E., Martin, G. (2013). Difficulties, Limitations and Cautions. In: Participatory Activist Research in the Globalised World. Explorations of Educational Purpose, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4426-4_8

Download citation

Publish with us

Policies and ethics