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Action Research, Vol. 5, No. 3, 275-292 (2007)
DOI: 10.1177/1476750307081018

Teaching participatory research through reflexivity and relationship

Reflections on an international collaborative curriculum project between the Society for Participatory Research in Asia (PRIA) and the University of Victoria (UVic)

Catherine Etmanski

University of Victoria, Canada, etmanski{at}uvic.ca

Mandakini Pant

PRIA Continuing Education, New Delhi, India, mpant{at}pria.org

In early 2005, the Society for Participatory Research in Asia (PRIA) and the University of Victoria's (UVic) Faculty of Education began collaborating on a project to teach participatory research (PR) via distance education. Written by the two course instructors from PRIA and UVic, this article documents the successes and challenges of this international collaborative project. We argue that figuring out how to live and communicate the values of PR in teaching is equal to meeting the content goals, and integral to the struggle of PR itself. Just as our partnership bridges university and community-based institutions in the Majority and Minority Worlds, so too are these differences reflected in the history of PR and in the learner composition of our classrooms. As such, we believe that the theory, practice, and struggle of PR are advanced through the example of our personal and ongoing commitment to reflexivity and relationship.

Key Words: Development Partnerships • North—South Partnerships • Participatory research • Reflexivity • Relationships in participatory research • Teaching participatory research


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