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After the 1960s, breeding activities carried out on many crops, including wheat, and the use of chemical fertilizers and pesticides, saw increased criticism of the negative consequences in terms of nutrition, social, and environmental impacts. There is a current re-emphasis upon changing the methods of flour and bread production technologies, and wheat landrace varieties have made a resurgence. Wheat landrace varieties have become widespread and create the demand for their consumption as an alternative to industrial wheat. Producers have come together to form collectives of different structures and seek ways to expand production of wheat landraces. As a result, alternative food consumption communities have become established in which consumers can access wheat landrace products. The factors related to the development of wheat, flour, bulgur, bread, etc. should be put forward to consumers and producers. The fieldwork of this research is based on five community supported food groups formed by consumers in the İzmir province of Turkey, and associations/groups that produce wheat varieties in Çanakkale, Balıkesir and Kars provinces. The aim of the research is to identify common problems that reduce the separation between wheat production and consumption and how to increase the use of wheat landraces and their products by using participatory action research. [ABSTRACT FROM AUTHOR]

The decolonization project challenges the hegemony of Western knowledge and colonial ways of thinking. This article explores this challenge specifically in relation to research methodology. It notes how decolonization focuses on exposing the inappropriate use of positivistic/modernist/universalist approaches by Western researchers, and how it proposes alternative approaches that better protect the interests of indigenous and ‘Other’ minority groups. These alternative approaches are generally based on constructivist principles, and typically involve the use of qualitative methods such as participatory action research within a transformational paradigm. The degree to which these represent a new and/or distinct challenge to Western research methodology is discussed noting, in particular, the challenge posed by research involving Indigenous communities. [ABSTRACT FROM AUTHOR]

This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it, apply it, share it and disseminate it). [ABSTRACT FROM AUTHOR]

Photo-elicitation and photovoice are tools for gathering people's points of view and would seem especially appropriate for use with individuals whose participation in research could be compromised by the dis/ability issues encountered with a more traditional research approach. This article presents the findings of a scoping review of recent initiatives (2006 and 2020) conducted with autistic and neurodiverse people for the purpose of determining the extent to which these methods can facilitate their participation in research and support their social inclusion. We used the PRISMA method and 33 articles were selected. The relevance and feasibility of these methods has been verified. Certain aspects must be considered in the research design and throughout the process to maximize accessibility. In short, the use of photo-elicitation and photovoice are not in themselves a guarantee of emancipatory research. Photoelicitation or photovoice are methods that use visual aids (photo, video, graphic or multimedia works) to allow participants to illustrate through images their perception of a theme or a problem, its causes and its solutions. The use of innovative methods such as photoelicitation is particularly important for the inclusion of autistic and neurodiverse people in research. We conducted a review of research published between 2006 and 2020 that used these methods with autistic and neurodiverse participants. While these methods are relevant and feasible, other aspects must be considered to maximize inclusion and accessibility. The use of photo-elicitation and photovoice is not a guarantee of emancipatory research. [ABSTRACT FROM AUTHOR]

Settlers of colour occupy a liminal space in the settler colony of Australia, and this liminality was exacerbated during the COVID‐19 pandemic. Through the literature on digital activism, technological immersion, and placemaking, this paper explores Radical Placemaking as a route for culturally and linguistically diverse (CALD) people based in Brisbane to stake their right to the city through alternative digitised modalities. Three projects using situated digital stories were created: (i) the Chatty Bench Project; (ii) the TransHuman Saunter Project; and (iii) Chatty Bench Festival Community Media Visual Projections. We analysed the experiences of study participants creating the digital stories and eventual user experiences of the stories for their ability to provoke self‐reflection, immersiveness, and belonging through evocation and representation of lived experiences. The paper suggests that radical placemaking offers CALD communities subversive tactics of occupying space through emerging technologies without engaging in erasure of existing histories of place. [ABSTRACT FROM AUTHOR]

Background: To improve the quality of palliative care, six evidence‐based tools were implemented in 10 care services specialised in care for people with intellectual disabilities. Contextual differences were taken into account by using a participatory action research approach. Method: The RE‐AIM framework (Reach, Effectiveness, Adoption, Implementation and Maintenance) structured the evaluation. Data sources were online questionnaires completed by 299 professionals at baseline (response 45.2%) and 250 professionals after 2.5 years (35.1%), 11 semi‐structured group interviews with 43 professionals, field notes and implementation plans. Results: A total of 767 professionals and 43 teams were reached. The effectiveness of the intervention was demonstrated in an improved knowledge of palliative care policy and increased competences among professionals. 79% of the professionals adopted tools in the toolbox. The participatory action research method was perceived as valuable in driving change. Conclusions: Improving palliative care needs a context‐specific, flexible approach, with involvement of all stakeholders. [ABSTRACT FROM AUTHOR]

This article offers new insights into the important role that transdisciplinary, participatory action research approaches offer young people as a safe space to 'act' on climate change and environmental degradation. Drawing upon methodological meta‐reflections on three separate, but interlinked, projects (two UK‐based, one in Vietnam), we highlight an evolving approach that fuses knowledge, local context and emotional connection to engage action. We argue that these innovative approaches facilitate the empowerment of young people to co‐create and lead solutions, adaptations and mitigations that can make a significant impact on the climate and biodiversity crises whilst influencing policymakers and inspiring collaborative change‐making. [ABSTRACT FROM AUTHOR]

Students studying abroad are faced with challenges that impact their cultural, social, and economic identities, and this varies greatly depending on their home country and study destination. The transition and inter-cultural learning experiences of international tertiary students from African countries are currently under-examined. Afrocentric theory was employed to interpret the data derived from this qualitative study, which drew upon participatory action research and Photovoice methods to explore how African students navigate transitions to studying in Canada and the strategies they use for creating supportive social resources. As authors, co-researchers, and participants, we identified unique insights on how students build and maintain senses of connections, familiarity, and comfort when away from home, and how they conceptualize, create, and sustain community. These accounts provide insight for mentors, faculty, and policymakers in North American institutions on how they can offer opportunities for holistic learning, cultural integration, and access to valuable mentorship to help students navigate the complex journey of transition. [ABSTRACT FROM AUTHOR]

While a wealth of conceptual literature attempts to describe the relationship between leadership and social work, there is a dearth of empirical research on teaching leadership skills to emerging social workers. This qualitative study focuses on the impact of using a community-based participatory project—photovoice—as a method to teach specialized community practice in graduate social work education. The study participants consist of masters of social work students at a Hispanic Serving Institution based in the southwestern region of the United States of America. The data sources of the study are reflection papers that students wrote after completing a photovoice project as part of the course requirement. We sought to understand what students learned from implementing and evaluating a photovoice project. Through inductive thematic analysis, findings show that students gained experiences with professional leadership and management skills. The team constructed two themes that capture the essence of what students learned: (i) navigating leadership qualities and (ii) deconstructing preconceptions of leadership. [ABSTRACT FROM AUTHOR]

Background: The management of persons with multimorbidity challenges healthcare systems tailored to individual diseases. A person-centred care approach is advocated, in particular for persons with multimorbidity. The aim of this study was to describe the co-creation and piloting of a proactive, person-centred chronic care approach for persons with multimorbidity in general practice, including facilitators and challenges for successful implementation. Methods: A participatory action research (PAR) approach was applied in 13 general practices employing four subsequent co-creation cycles between 2019 and 2021. The target population included adults with ≥3 chronic conditions. Participating actors were general practitioners (GPs), practice nurses (PNs), patients (target group), the affiliated care cooperation, representatives of a health insurer and researchers. Each cycle consisted of a try-out period in practice and a reflective evaluation through focus groups with healthcare providers, interviews with patients and analyses of routine care data. In each cycle, facilitators, challenges and follow-up actions for the next cycle were identified. Work satisfaction among GPs and PNs was measured pre and at the end of the final co-creation cycle. Results: Identified essential steps in the person-centred chronic care approach include (1) appropriate patient selection for (2) an extended person-centred consultation, and (3) personalised goalsetting and follow-up. Key facilitators included improved therapeutic relationships, enhanced work satisfaction for care providers, and patient appreciation of extended time with their GP. Deliberate task division and collaboration between GPs and PNs based on patient, local setting, and care personnel is required. Challenges and facilitators for implementation encompassed a prioritisation tool to support GPs appropriately who to invite first for extended consultations, appropriate remuneration and time to conduct extended consultations, training in delivering person-centred chronic care available for all general practice care providers and an electronic medical record system accommodating comprehensive information registration. Conclusions: A person-centred chronic care approach targeting patients with multimorbidity in general practice was developed and piloted in co-creation with stakeholders. More consultation time facilitated better understanding of persons' situations, their functioning, priorities and dilemma's, and positively impacted work satisfaction of care providers. Challenges need to be tackled before widespread implementation. Future evaluation on the quadruple aims is recommended. [ABSTRACT FROM AUTHOR]

Across disciplines, qualitative researchers have documented epistemological and practical tensions in the ethical review of community-based and participatory research, with many arguing that ethics committees' decisions perpetuate the exclusion of marginalised communities from research engagement. In the existing literature, the research team and the ethics committee are often characterised as staunch opponents. Conversely, in our recent qualitative research addressing communication about sexuality with young people with cerebral palsy who use communication methods other than speech (augmentative and alternative communication), we found that constructive collaboration between researchers and committee members yielded novel insights. Co-authored by a multi-disciplinary research team and the former chair of a Human Research Ethics Committee, this reflexive case study identified three key tensions which arose in the ethical review of research involving this purportedly marginalised population, which reflected the wider importance of trust. We propose a series of practical recommendations to support productive collaboration in the pursuit of safe, inclusive and community-driven research. Plain language summary: Introduction: In Australia, researchers follow rules and policies to make sure their research is safe, fair, and correct. Before a research project starts, a group of experts called an ethics committee checks the researchers' plan, to make sure it is safe. Sometimes, ethics committees are worried that people with a disability could be hurt or upset by a research project. To protect people with a disability, ethics committees may say: • that the research activities need to change, or • that children with disability or people with intellectual disability can't participate in the research, or • that other people (e.g., a parent or guardian) should always give their permission for the person with a disability to participate. Sometimes these changes are sensible and safe. But sometimes they make research unfair or hard to access for people with a disability. This is frustrating when a research plan has been designed by people with a disability, or by people who know them well. What We Did: We did research with young people who have cerebral palsy who use methods other than speech to communicate (like gestures, communication books, or communication devices). Our research was about private topics like relationships and sex. When we applied to do our research, the ethics committee had lots of concerns. They asked us to change a lot of things. They even asked us to change some of the things that people with disability told us they wanted or needed. It was a long and frustrating process. We talked with the leader of the ethics committee and decided to write this article together. We wanted to help other researchers, ethics committees, and people with disabilities to work better together. What We Found: It is important that people with a disability be included in research that is fair and safe. Ethics committees have a big responsibility to keep people safe, but the experts who work on an ethics committee may not know a lot about disability. Stories and videos of people with disabilities participating in research can help the ethics committee to understand what is possible. Ethics committees can also talk to people with a disability, to learn more about their research needs and experiences. All research participants with a disability are unique. Every person will have different risks and different needs. Some people will have more than one accessibility need. For example, a young person with physical disability like cerebral palsy may also have difficulty reading and may not use speech to communicate. When ethics paperwork asks about each need separately, it can be hard to explain how a person with a lot of access needs will be supported. When research participants have complex needs, ethics committees can feel confused and worried. If this happens, they should have a conversation with the researchers about it, instead of saying "no" to the research. Sometimes researchers want to use special or creative research methods to involve people with disabilities. These need to be explained clearly, so the ethics committee can trust that they are safe. Researchers and ethics committees can also use research rules and resources that are created for, and by, people with a disability. These are written by large organisations like the International Association for the Scientific Study of Intellectual and Developmental Disabilities (https://iassidd.org/). By following these steps, we think that research can be safer and more inclusive for everyone. Contact: If you want more information about this article, you can email Megan Walsh at mcwalsh@deakin.edu.au. [ABSTRACT FROM AUTHOR]

Objective Design Results Conclusions This article highlights key lessons learned while conducting a nurse‐led community‐based HIV prevention trial with youth experiencing homelessness (YEH), focusing on sexually transmitted infections testing and treatment, intervention sessions, community partnerships, and participant recruitment and retention.The insights and experiences shared aim to inform future research and the design of interventions targeting populations at high risk, particularly when facing unanticipated challenges. By addressing these areas, the article contributes to the decision‐making for the design and delivery of effective strategies to improve the health outcomes among marginalized populations.The findings underscore the importance of flexibility and active participant engagement, cultivating strong relationships with community partners, utilizing technology and social media, and fostering a diverse research team that represents the heterogeneity of youth experiencing homelessness across race/ethnicity, gender identity, sexual orientation, and lived experiences.These recommendations aim to enhance participant access, engagement, and retention, while promoting rigorous research and meaningful study outcomes for YEH. [ABSTRACT FROM AUTHOR]

Background: This case study details the experience of the Proyecto Precancer in applying the Integrative Systems Praxis for Implementation Research (INSPIRE) methodology to guide the co-development, planning, implementation, adoption, and sustainment of new technologies and screening practices in a cervical cancer screening and management (CCSM) program in the Peruvian Amazon. We briefly describe the theoretical grounding of the INSPIRE framework, the phases of the INSPIRE process, the activities within each phase, and the RE-AIM outcomes used to evaluate program outcomes. Methods: Proyecto Precancer iteratively engaged over 90 stakeholders in the Micro Red Iquitos Sur (MRIS) health network in the Amazonian region of Loreto, Perú, through the INSPIRE phases. INSPIRE is an integrative research methodology grounded in systems thinking, participatory action research, and implementation science frameworks such as the Consolidated Framework for Implementation Research. An interrupted time-series design with a mixed-methods RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) evaluation framework was used to examine the adoption of human papillomavirus (HPV) testing (including self-sampling), with direct treatment after visual inspection with portable thermal ablation, at the primary level. Results: This approach, blending participatory action research, implementation science, and systems-thinking, led to rapid adoption and successful implementation of the new cervical cancer screening and management program within 6 months, using an HPV-based screen-and-treat strategy across 17 health facilities in one of the largest public health networks of the Peruvian Amazon. Monitoring and evaluation data revealed that, within 6 months, the MRIS had surpassed their monthly screening goals, tripling their original screening rate, with approximately 70% of HPV-positive women reaching a completion of care endpoint, compared with around 30% prior to the new CCSM strategy. Conclusions: Proyecto Precancer facilitated the adoption and sustainment of HPV testing with subsequent treatment of HPV-positive women (after visual inspection) using portable thermal ablation at the primary level. This was accompanied by the de-implementation of existing visual inspection-based screening strategies and colposcopy for routine precancer triage at the hospital level. This case study highlights how implementation science approaches were used to guide the sustained adoption of a new screen-and-treat strategy in the Peruvian Amazon, while facilitating de-implementation of older screening practices. [ABSTRACT FROM AUTHOR]

In this commentary, we reflect on a study investigating how young people living with HIV navigated the COVID-19 pandemic and offer concrete methodological approaches to studying health inequity. We describe how participatory and narrative-based methods helped us develop five specific study protocols that reflected our commitments to equity in research: revising questions to account for local conditions of risk; intervening in histories of extractive research practices leveraged against communities at the margins; phrasing demographic questions to account for the complexity of identity; incorporating consent iteratively across the study; and offering incentives that were consistent with participants' expertise of their own lived experiences. We use these reflections to further ongoing conversations about integrating equity into rhetorically inflected health research. [ABSTRACT FROM AUTHOR]

In Solomon Islands, women's groups play an important role in promoting socially inclusive development and women's empowerment. In this paper, we summarise the experiences of a 5‐year participatory action research partnership to enhance rural livelihood activities based on aquatic foods. The women's savings groups that participated in this research identified solar‐powered freezers as an innovation suitable to their skills and environment. The 12 freezers we used in our partnership to pilot this innovation had tangible benefits. More than 700 unique users accessed the freezers, 3900 kg of fish was stored and over USD6,000 was saved in total; however, accumulation of savings varied greatly between groups. The women's groups demonstrated that operating solar‐powered freezers can be financially viable, and the innovation integrated well with their livelihood activities. This conclusion provides an alternative to dominant development narratives, which tend to focus on building large‐scale infrastructure, and often exclude women. Existing marketing skills and cooperation were strengths on which the women built. Poor‐quality technology was the biggest impediment to success. Solving this basic problem should be a priority for any future cold‐storage initiative. [ABSTRACT FROM AUTHOR]

A common thread noted in many academic management system implementations was the stagnation and deterioration of their usage after the initial hype. This action research study was aimed at addressing this decline in a higher education institute after undertaking a reflective analysis of the waning usage patterns and taking appropriate initiatives to enhance their usage. The authors have attempted this as participants driving the change. As change agents, the academic management system implementation was advanced to move closer to a stage where the committed use occurred and intended benefits were realised. Several initiatives were introduced to propel this change. The scope of this article was confined to gauging the impact of the trigger factors; memos, and training on the academic management system usage. Their effects were measured by applying learning analytics to various sources of usage and performance data. This further led to analysing the relationship between usage and performance of the stakeholders; students, and faculty. [ABSTRACT FROM AUTHOR]

This study focuses on pre-service teachers' views of the conditions that foster their participatory action research practices in secondary schools and on how these conditions can inform the development of a teacher education program for a participatory approach. By using the Theory of Practice Architectures as an analytical lens, eight cases of participatory action research projects were studied at two interrelated sites of pre-service teachers' learning: the teacher education institute and the internship school. Findings shed light on the conditions for fostering participatory action research practices in a teacher education context in terms of three kinds of arrangements, i.e. cultural-discursive, material-economic, and social-political. Based on the findings, a set of 17 principles for supporting participatory research practices is presented that can be used to assess the viability of preservice teachers' participatory action research within a teacher education program, and that also supports a well-aligned institute-school collaboration. [ABSTRACT FROM AUTHOR]

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Practice is essential to the acquisition and development of musical skills, requiring musicians' time, investment, application, motivation, metacognitive strategies, and ability to self-regulate. Research in children's music practice indicates the type, quality, and duration of practice, along with adult support, contributes to fluency in musical development; and when progress occurs, children invest in further practice. However, nuances in children's lived experiences of musical practice that influence these critical factors are largely unknown. To understand the complex issues in children's practice, this study employed a unique pairing of Interpretative Phenomenological Analysis and Participatory Action Research to investigate 14 seven-year-old beginner cellists' practice during early learning and explored how their thoughts and experiences evolved over the first 18 months of lessons. Providing rare insight into children's perceptions of musical development and the vital role of parents and teachers in nurturing engagement, three superordinate themes emerged: (a) four approaches to practice, characterized by practice structure, learner behavior, and family support, (b) a three-phase practice process, and (c) perfection ideation. Positive experiences, including creative activities, within these thematic contexts fostered children's enjoyment in early musical development, supported productive learning interactions, and sustained engagement. Together, the findings have meaningful pedagogical implications for instrumental music teaching practice. [ABSTRACT FROM AUTHOR]

Structural inequities influence young parents' access to health care, housing, transportation, social support, education, and income. The current study adds to the extant literature by providing data directly obtained in collaboration with young parents to understand how structural violence affects the health and well-being of their families, ultimately resulting in community-driven policy recommendations developed in collaboration with the state health department. We engaged a diverse sample of young people—considered as community researchers in the project—including Black, Latinx, and/or LGBTQ+ pregnant and parenting young parents in a participatory action research (PAR) project in the spring of 2022 to explore their health and material needs while living in Springfield, Massachusetts. Together with young parents, we used participatory arts-based methods to conduct community and identity building, define research questions and photo prompts, conduct data collection (photos), engage in group thematic analysis, and take action at the state policy level. We also conducted individual semi-structured life-history interviews with the young parents. Participatory community-led findings indicate an urgent need for systemic change to increase access to safe and affordable housing; living-wage jobs; safe, high-quality, and affordable child care; and to bolster social support and disabilities services for young parents and their families. This participatory study funded by a state health department demonstrates that participatory community-driven data can have the power to mobilize community members and policy makers for social change if prioritized at the state and local levels. Additional practice-based implications include prioritizing participatory mentorship programs intended to aid young parents in navigating the complex systems that are vital to their survival. [ABSTRACT FROM AUTHOR]

The rapid growth of social media popularity and consequently social media marketing is creating a challenge in terms of the appropriate teaching strategy. Advances in technology are racing ahead of clear terminology. The definitions of Public Relations (PR) and Advertising are being widened to encompass more digital activities and this turf war is causing confusion within the industry, the academic world, and the classroom. This article addresses the need for more research on teaching social media marketing from a strategic perspective based on Integrated Marketing Communications (IMC) objectives. It explores the use of the Paid/Owned/Earned Media (POEM) framework as a form of engaged pedagogy and part of the Active Blended Learning framework. Adopting a Participatory Action Research (PAR) approach, 40 student applications of the POEM framework were analyzed, and the results indicate that it enables students to identify activities within an integrated campaign and their impact on the customer journey. These results were supported by a qualitative analysis of the views of three experienced educators in this field. It is proposed that the application of classifications, such as Paid, Owned, and Earned media, are more useful when teaching social media marketing within IMC than the classifications of Advertising and PR. [ABSTRACT FROM AUTHOR]

Background: Adverse childhood experiences (ACEs), in combination with adverse community environments, can result in traumatic stress reactions, increasing a person's risk for chronic physical and mental health conditions. Family resilience refers to the ability of families to withstand and rebound from adversity; it involves coping with disruptions as well as positive growth in the face of sudden or challenging life events, trauma, or adversities. This study aimed to identify factors contributing to family and community resilience from the perspective of families who self-identified as having a history of adversity and being resilient during the COVID-19 pandemic. Methods: This study used Photovoice, a visual participatory research method which asks participants to take photographs to illustrate their responses to a research question. Participants consisted of a maximum variation sample of families who demonstrated family level resilience in the context of the pair of ACEs during the COVID-19 pandemic. Family members were asked to collect approximately five images or videos that illustrated the facilitators and barriers to well-being for their family in their community. Semi-structured in-depth interviews were conducted using the SHOWeD framework to allow participants to share and elucidate the meaning of their photos. Using thematic analysis, two researchers then independently completed line-by-line coding of interview transcripts before collaborating to develop consensus regarding key themes and interpretations. Results: Nine families were enrolled in the study. We identified five main themes that enhanced family resilience: (1) social support networks; (2) factors fostering children's development; (3) access and connection to nature; (4) having a space of one's own; and (5) access to social services and community resources. Conclusions: In the context of additional stresses related to the COVID-19 pandemic, resilient behaviours and strategies for families were identified. The creation or development of networks of intra- and inter-community bonds; the promotion of accessible parenting, housing, and other social services; and the conservation and expansion of natural environments may support resilience and health. [ABSTRACT FROM AUTHOR]

Background Healthcare workers (HCWs) are commonly not prepared to properly communicate with D/deaf and hard of hearing (HoH) patients. The resulting communication challenges reinforce the existing barriers to accessing and benefiting from quality of care in these populations. In response, this study aimed to develop and evaluate a capacity-building intervention for HCWs to raise their awareness of D/deaf and HoH individuals’ experiences in healthcare and improve their capacity to communicate with these populations. Methods This study featured a participatory action research design using qualitative and quantitative methods. The intervention was developed and tested through 4 iterative phases. Reactions (i.e., satisfaction and perception of the intervention content, quality, appropriateness and usefulness) were assessed quantitatively and qualitatively after the intervention, whereas perceived knowledge and self-efficacy in communicating with D/deaf and HoH patients and organizational payoffs (use frequency of basic rules and tools improving communication) were quantitatively assessed before, after and 6-month post-intervention. Results Main qualitative and quantitative findings showed that the final version of the intervention reached high levels of satisfaction among participants. Next, perceived knowledge and self-efficacy scores obtained after receiving the intervention and 6 months later were significantly higher than those yielded in the initial assessment, although both scores significantly decreased at 6 months (compared to the scores obtained just after the intervention). Finally, findings showed no significant changes in organizational payoffs after receiving the intervention. Echoing these results, main qualitative findings documented that after receiving the intervention, participants felt more confident yet not more equipped to communicate with D/deaf and HoH patients. Conclusions Findings suggest that the capacity-building intervention is a promising means to sustainably increase HCWs’ perceived knowledge and self-efficacy on how communicating with D/deaf and HoH patients, although complementary approaches and follow-up intervention reminders may be necessary to enable practice changes in the working environment. [ABSTRACT FROM AUTHOR]

Background: In the context of mental health research, co-production involves people with lived expertise, those with professional or academic expertise, and people with both of these perspectives collaborating to design and actualize research initiatives. In the literature, two dominant perspectives on co-production emerge. The first is in support of co-production, pointing to the transformative value of co-production for those involved, the quality of services developed through this process, as well as to broader system-level impacts (e.g. influencing changes in health system decision making, care practices, government policies, etc.). The second stance expresses scepticism about the capacity of co-production to engender genuine collaboration given the deeply ingrained power imbalances in the systems in which we operate. While some scholars have explored the intersections of these two perspectives, this body of literature remains limited. Main text: This paper contributes to the literature base by exploring the nuances of co-production in health research. Using our mental health participatory action research project as a case example, we explore the nuances of co-production through four key values that we embraced: Navigating power relations together Multi-directional learning Slow and steady wins the race Connecting through vulnerability Conclusions: By sharing these values and associated principles and practices, we invite readers to consider the complexities of co-production and explore how our experiences may inform their practice of co-production. Despite the inherent complexity of co-production, we contend that pursuing authentic and equitable collaborations is integral to shaping a more just and inclusive future in mental health research and the mental health system at large. Plain Language Summary: Background: In the context of mental health research, co-production is a process where people with lived experiences, those with academic or professional experience, and people with both of these perspectives collaborate to design and actualize research initiatives. In the literature, there are two main opinions about co-production. The first opinion is that co-production is beneficial for those involved, improves the quality of services, and can also have impacts at higher system levels (e.g. influencing changes in health system decision making, care practices, government policies, etc.). The second opinion is doubtful that co-production has the ability to foster authentic collaboration because of the differences in power between academic and health systems. Even though some scholars have looked at both opinions, there is not a lot of research on this. Main Text: This paper contributes to the literature base exploring the nuances of co-production in health research. Using our mental health participatory action research project as a case example, we explore the nuances of co-production through four key values that we embraced: Navigating power relations together Multi-directional learning Slow and steady wins the race Connecting through vulnerability Conclusions: By sharing these values and associated principles and practices, we invite readers to consider the complexities of co-production and explore how our process may inform their engagement with co-production. We argue that pursuing authentic collaborations is key to shaping a more just and inclusive future in mental health research and the mental health system at large. [ABSTRACT FROM AUTHOR]

Family participation in education is a strategy to overcome educational deficiencies, which became important as a result of the educational difficulties caused by the COVID 19 pandemic. Despite attempts to alleviate the educational adversities of the health emergency, through ICT, school delays, poor performance and quality decline were increased, failures that evidenced the social and technological gaps that afflict the neediest segments of the population. This article aimed to analyze the experience of the formation of family circles of educational support in the town of Sol Brisas 2 of the city of Babahoyo, Los Rios province. A participatory research process was developed that integrated the families of schoolchildren through a curriculum adapted to the reality of the rural context of the community. The group where the research was applied was 50 students with their corresponding families. The guidelines of the Research-Action Method were applied, organizing family groups for the solution of their own problems. Logs of pedagogical action, focus groups and direct observation were used to collect data. It was observed that students achieved better levels of motivation and overcoming learning difficulties, feeling supported by their family group and acquiring, each of them, pedagogical skills in the same process. Teachers, on the other hand, noted significant improvements in performance and behavior. [ABSTRACT FROM AUTHOR]

Modern wheat varieties developed since the 1960s have increased yields but have also brought with them serious ecological, social and health problems. Local wheat varieties must be produced, developed, conserved and disseminated by farmers. In this research the pioneering farmer/consumer communities in Çanakkale, Balıkesir and Kars provinces and some community supported agriculture groups in Izmir province active in dissemination of local wheat varieties and breads and other products are examined. Participatory action research methodology was used among producer groups and food communities. The research question was developed through common problems and solutions by involving producers and consumers during the field research in line with participatory action research. The local wheat production of producer groups and the processes of supplying their products to the market were carefully analyzed and this information was shared with food groups. In the food groups, ways to increase the consumption of local wheat products were sought with the information shared. As a result, it is seen that pioneer groups that ensure direct marketing of products from farmers to consumers, organize farmers, work holistically and increase women's participation are more successful in the geographical dissemination of local wheat varieties and ensuring seed sovereignty. In consumer groups, it was observed that understanding the production process and identifying problems related to consumption through focus group studies initially increased the consumption of local wheat products. However, the high cost of bread made from local wheat varieties constitutes one of the biggest obstacles. Collaboration between consumers and food groups with local producers can increase the spread of the production and consumption of local wheat. Local governments can also play an important role in promoting local wheat and its products. One of these supports could be participatory plant breeding. [ABSTRACT FROM AUTHOR]

This article considers the obstacles and opportunities in collaborative action research. It focuses on two examples: a virtual participatory action research with five migrant Latina young women and a participatory action-oriented project in a middle school in Baltimore, Maryland. We argue that intentions alone are not enough to challenge the dynamics of knowledge production. Children and adult researchers continue to interact in the context of hierarchical power structures. Instead of adults "making space" for independent child subjects to participate, we suggest that pedagogies of acompañamiento and ternura, which emphasize nurturing and accompanying participants, are necessary to foster spaces of collaboration. We broaden conversations about critical research methodologies to emphasize actual processes of relationship building in the context of uneven interdependencies and care. We suggest the important role that radical educational pedagogies from Latin America played in shaping our own research approaches. [ABSTRACT FROM AUTHOR]

In the winter and spring of 2021, I—a White, female, graduate student—taught a six‐month course surrounding the theme: Disrupting Systemic Racism at our University Through Action Research. I was challenged to lead a meaningful course in a two‐dimensional virtual space, amidst rising death tolls of the COVID‐19 pandemic and the rhythmic beat of calls for racial justice pulsing through our Zoom class periods. This experience opened my eyes as an educator, budding community psychologist, and an antiracist White accomplice. In this critical autoethnographic case study, I recount my experience adapting the community organizing principle of fractals into a pedagogical framework that guided my instructional practices in a community psychology course. In doing so, I echo the call for community psychologists to connect our work more tightly to Black, Indigenous, and people of Color social justice organizers and movements to fortify the field's relevance in the struggle for racial justice. Highlights: The field of community psychology must move forward in its fight for racial justice.Centering activists' wisdom is needed to move the field forward.Undergraduate education should be seen as a frontline for establishing a new culture for the field.Fractals are useful for advancing change work in partnership with undergraduates.A critical autoethnographic case study extending fractals to college pedagogy answers this call. [ABSTRACT FROM AUTHOR]

Social work is troubled by long-standing tensions that emanate from its origin as both a practice-based profession and an academic discipline. Social work's core social justice values often run counter to traditional positivist research and academic education. In academia, these tensions appear as educators are called to better prepare students for high quality research as well as to implement anti-oppressive (AOP) content into their curriculum. This article presents the Triad Model, which responds to these dual calls for engaged AOP academia and pedagogy by engaging students in anti-oppressive research and community practice. We begin by identifying three main challenges for teaching AOP social work research. Building on the principles of engaged pedagogy, participatory research, and community-academy partnerships, we then present a Triad Model that merges research, education, and action. This model fosters a holistic approach that entwines the three strands, while honoring diverse forms of knowledge and perspectives to promote social change. We discuss implications and provide guidelines for educators who wish to adopt the Triad Mode in ways that are responsive to their local context and pedagogical goals. [ABSTRACT FROM AUTHOR]

Existing conceptualizations and measures of good sex are varied and inconclusive. Additionally, few studies have defined good sex from the margins, thus definitions are primarily informed from privileged perspectives. People with marginalized racial, gender, and sexual identities can offer culturally informed definitions of good sex that may expand current definitions. This study fills that gap by identifying factors that constitute good sex among Black people with diverse sexual and gender identities. Data were collected from 448 Black individuals who participated in an online Qualtrics survey with demographic, open-ended, and scaled questions. Results indicate a range of descriptors that align with existing sexual wellness literature and include the top 20 words to describe good sex as well as the top 10 words for demographics of interest. Differences in most frequent descriptors based on gender and sexual identities are reported. These results provide a foundation for sexual health practitioners, educators, and therapists to improve societal knowledge about what constitutes good sex among Black people. [ABSTRACT FROM AUTHOR]

Introduction: Hospital‐acquired pressure injuries (HAPIs) are a global high‐stakes patient safety issue. Key stakeholder perspectives regarding their role and experiences with pressure injuries is critical as part of the solution to minimizing HAPI occurrence and attain sustainability. Design: A qualitative, descriptive approach provided multiple perspectives of key stakeholders to support the complexity of HAPI care. The qualitative data are a part of a mixed method convergent research study examining pressure injury prevention and management practices. Methods: Nursing system theory, mixed method convergent design, and participatory action research methodologies were chosen to address both the gap analysis development and results, achieve collaborative comprehensiveness, and enable key stakeholder involvement throughout this HAPI prevention and management initiative. Participants were recruited and enrolled from a large Level I trauma hospital and the key stakeholders. Demographic information were collected prior to the individual interview. Focused interviews were conducted virtually using zoom technology. Qualitative data were analyzed using NVivo software and thematic analysis was confirmed across the co‐investigators for congruence and applicability to the research questions. Results: Qualitative interviews with 26 key stakeholders provided data to support and integrate a link with gap analysis results on the complex health issue of HAPIs. Specific barrier and recommendation themes identified interventions that could be prioritized. The 52 barrier and 52 recommendation themes/sub‐theme(s) respectively were organized by Donabedian (structure, process, and outcome) with structure elements the majority. The top three structure barrier themes involved equipment and standards for use, staff prevention education, and specialized health professionals. The top three structure recommendation themes involved specialized health professionals, equipment and standards for use, and an educational plan for those at risk or with HAPIs. Conclusion: The article provides findings from the qualitative portion of a mixed method study related to HAPIs. The qualitative findings associated with the gap analysis quantitative results, achieved the goal of the participatory action research key stakeholders' input into HAPI care and can be replicated internationally. Clinical Relevance: The benefit of key stakeholder's involvement in solving a clinical problem is sustainability. A quantitative approach and integrating qualitative stakeholders' perspectives provide an in‐depth solution that will advance nursing capacity toward health care delivery and HAPI nursing science and policy development on a global level. [ABSTRACT FROM AUTHOR]

Objective: Including people most impacted by a challenge in designing and implementing solutions to that challenge has reemerged in social science research. In prison settings, academics' outside knowledge of "what works" combined with incarcerated people's inside knowledge of lived experience could lead to more comprehensive rehabilitative programs. This combined approach may make less sense as an intervention in prison, however, due to sensitive and complicated interpersonal dynamics. We determine if incarcerated women perceive prison programs as more efficacious when other incarcerated women are collaboratively involved in the design and implementation of those programs, as compared to other program delivery methods. Methods: We employ a participatory action research framework in administering a randomized vignette to 200 incarcerated women. We randomize who designs and teaches a prison program in a hypothetical scenario, with incarcerated women alongside university researchers the key combined condition of interest. We then ask a series of questions regarding incarcerated women's perception of the program's efficacy. Results: Women who received the combined condition were four times more likely to view the program as legitimate when compared to programs taught by correctional staff. The combined condition was not significantly different on legitimacy when compared to either researchers alone or incarcerated women alone. We did not observe other expected relationships between the combined condition and perceived program efficacy. Conclusions and Implications for Practice: Researcher and incarcerated person-led programming should be implemented carefully in institutional settings to leverage the value of lived experience while avoiding creating further harm for confined people. Impact and Implications: Including incarcerated women alongside university researchers in the design and delivery of prison programming can enhance the legitimacy of that programming. Yet, there are risks to anticipate when including justice-involved people in their rehabilitative efforts in institutional settings. Combined researcher and incarcerated person approaches in jail and prison settings should be implemented with care to account for the coercion and distrust present in confined environments. [ABSTRACT FROM AUTHOR]

Adolescence is a key time to prevent or reduce poor mental health outcomes. Supportive school environments play an important role in this, and the concept of health-promoting schools have been supported globally. Participatory action research (PAR) combines theory, practice, action, and reflection by developing practical solutions to address concerns and issues within communities. Running four PAR groups across three secondary schools, we explored the feasibility of using the approach as a mechanism for bringing about culture change and improving mental health. We undertook interviews and focus groups with students (n = 24), school staff (n = 11), facilitators (n = 3), and parents/carers (n = 2). Findings are organised under five key headings: 1) Establishing PAR groups, and the PAR cycle; 2) PAR group impact; 3) Facilitators of PAR success; 4) Barriers to PAR success; 5) Future recommendations. This study demonstrated the feasibility of PAR as a tool to improve school culture. Students participating in PAR were engaged, passionate, and motivated to influence and transform school culture to improve mental health. Future research should aim to trial the PAR approach on a larger scale, to determine whether the barriers and facilitators of PAR success identified here are relevant and transferable to schools in other contexts, and to measure the impact of such initiatives on mental health outcomes. [ABSTRACT FROM AUTHOR]

Empowerment evaluation (EE) is an especially useful tool that enables people to be involved in both individual and group transformation processes, in particular in contexts characterized by social inequality. By using a participatory approach, this methodological article analyses an Empowerment Evaluation experience within the European RoMoMatteR project. This project, which focuses on the notion of reproductive justice, has involved a group of Roma girls from Alicante (Spain), in a context characterized by discrimination based on ethnicity, gender and age, as well as by structural determinants such as social exclusion. The main research objective has been to analyse the relevance of the methodology designed to assess how project participants have developed a sense of autonomy and the acquisition of socio‐cultural resources as assets for their future life choices. Therefore, the study design has followed the model proposed by Fetterman for Empowerment Evaluation: establishing a mission to be assessed, participatory diagnosis of the current status and finally planning for the future to start the desired change. Fetterman's model was adapted by designing and organizing participatory workshops with the girls involved in the project. The results confirm the relevance of the methodological proposal of the workshops to engage aspects of empowerment. The findings also allow to detect the empowerment of the Roma girls especially in two areas of the project: reaching the proposed objectives and the methodology used to register significant information. In the first case, the results show that Roma girls' establish a critical perspective on the idea of reproductive justice, and related to this, the activation of proactive behaviours linked to the acquisition of socio‐cultural resources in the development of visions of their personal futures. In the second case, the Roma girls have also shown empowerment in decision‐making on technical aspects, methodological design and taking action aimed at the collective construction of useful information in the project. [ABSTRACT FROM AUTHOR]

The violence of precarious labour migration is often represented in popular and policy accounts through episodic frames that emphasise particular—often sensationalised and extreme—aspects and moments of more complex and mundane experiences. These depictions commonly appear under the labels of 'modern‐day slavery' and 'labour trafficking'. This paper advances a participatory methodology aimed at elucidating more complex temporalities experienced by precarious migrant labourers, drawing on a project with male migrant workers in Singapore. The methodology developed for this project centres on written diaries/narratives authored by the participants over periods ranging from one to three months. These detailed narratives document struggles—physically, relationally, financially and emotionally—in the context of post‐labour destitution. These struggles appear as both 'everyday' difficulties and longer‐term problems, with both temporalities rendered visible as a form of slow violence. This methodology fuses key principles of qualitative longitudinal research (QLR) methods with participatory action research (PAR) to develop a methodological orientation to temporally extenuative experiences of violence that are visible through processes that draw on participants as key producers of knowledge and advocates for change. As a way of engaging migrants' mundane post‐labour struggles, this methodology allows for tracing of the longer‐term and cumulative impacts of precarious migrant labour through participants' own frames of reference. [ABSTRACT FROM AUTHOR]

This article explores the economic politics of anti‐displacement struggle, bringing into conversation critical urban studies and diverse and community economies research. It draws on my research and collaboration with a community planning group which emerged from residents' and businesses' struggle against displacement on the Carpenters Estate in Newham, London in 2012/13. My analysis makes visible the ways in which anti‐displacement struggle both animates and limits the production of new economic subjectivities, language, and possibilities for collective action. Ideas and tools from diverse and community economies research—lightly held and adapted for specific struggles and contexts—can help to support and strengthen these messy and fragile economic politics. The article advances diverse and community economies research on antagonism and the diversity of capitalism and contributes to re‐orienting critical urban research towards the production of economic alternatives. [ABSTRACT FROM AUTHOR]

The Thai government created proactive policies designed to mitigate the negative effects of the COVID-19 pandemic while it developed durable interventions after the crisis ended. One such intervention, the U2T program ('University to Tambon") used universities to partner with communities to create lasting changes in areas such as sustainable community development. Using Participatory Action Research (PAR) and Asset-Based Community Development (ABCD), one case study is presented that addresses income insecurity among community elders. Qualitative data was collected through participant observation, interviews of participants (N = 36) and focus group members (N = 30) and augmented by needs assessments and asset mapping. The income generating activities for the elderly germinated from using PAR and ABCD. Themes that emerge from the data involve buttressing bridging capital in the Tambons and developing linking capital to expand and create new networks outside the community. The results suggest that universities can facilitate community development via PAR and ABCD. [ABSTRACT FROM AUTHOR]

Involving students in shaping their own education allows for more suitable, acceptable and effective education. We focus on how student voice is embodied in the context of teaching and learning as well as relevant factors for implementation and the impact of student voice activities on students' personal development and school connectedness. This systematic literature review provides an overview of qualitative studies which focus on involving 12–20 year-old students in co-creation and decision-making in the context of teaching and learning. The 15 included studies indicate that students were involved in various phases and were assigned multiple roles and responsibilities. There was a tendency to include students as advisors in planning, as co-researchers in acting/observing and as reviewers in reflecting. Relevant factors for implementation were knowledge, skills, beliefs about capabilities, optimism, emotions, social/professional role and identity, and social influences. Those students who participated increased their skills, confidence and ownership. Ongoing challenges remain with granting students various opportunities for taking diverse roles in each research phase. Future research is needed in more diverse school contexts and which assesses the long-term impact on students' development and their health, well-being and social position. [ABSTRACT FROM AUTHOR]

Compostable materials constitute roughly half of waste generated globally, but only 5% of waste is actually processed through composting, suggesting that expanding compost programs may be an effective way to process waste. Compostable waste, if properly collected and processed, has value‐added end use options including: residential and park landscaping, remediation of brownfield sites, and as growing media in urban agriculture (UA). Since 2001, our lab has partnered with The Food Project, a non‐profit focused on youth leadership development through urban farming. From 2006 to 2022 we collected compost materials that were delivered to the farm from a variety of local sources and analyzed a suite of biogeochemical properties including lead (Pb) concentrations, organic carbon, and grain size distribution. Pb concentrations of Boston's municipal compost always exceeded the current City of San Francisco soil and compost purchase standard (80 μg/g). In 2012 Boston's composting program was halted when it exceeded the 400 μg/g Environmental Protection Agency's Pb in soil benchmark. Urban Pb is geomobile and must be managed to minimize resuspension and transport of fines whose Pb concentration is often elevated compared to bulk compost. Consequently, urban farmers have to source lower Pb compost from suburban suppliers at significantly greater cost. Over a 15 year period and through several city vendor contracts, Pb concentrations in municipal compost remain at levels that warrant continued surveillance and risk assessment. Plain Language Summary: Locally sourced compost is the life blood of urban agriculture (UA). It is used to fill raised beds, added as a soil amendment to increase carbon contents, and helps manage soil moisture. In the greater Boston area, consistent access to compost low in fugitive lead (Pb) and rich in nutrients is limited. Starting in 2006, our lab began collecting compost delivered to The Food Project, a non‐profit urban farm in Dorchester, MA. The Pb concentrations consistently exceeded California's compost benchmark of 80 μg/g and in 2012, Boston's composting program was halted because it exceeded the Environmental Protection Agency Pb in soil benchmark of 400 μg/g. We demonstrate that geochemical fingerprinting management of feedstocks can yield consistent, quality compost. This supports the growing urban farming movement. Rather than treating organic urban waste streams as a problem to manage solely around cost control, design collection and processing approaches must minimize all fugitive contaminants so that these carbon sources can support UA, increase food sovereignty, and promote environmental justice. Key Points: Municipal composting represents an opportunity to transform waste and create media that critically support Urban Agriculture (UA)Resuspended legacy Pb from urban soils contaminates urban compost through commonly sourced feedstocks, resulting in elevated Pb levelsPb in compost can reach levels of public health concern requiring geochemically informed, health protective benchmarks for compost Pb [ABSTRACT FROM AUTHOR]

In our educational institution, despite significant progress in educational achievements, there is a prevalent issue of mathematics lessons focusing on rote memorization and superficial understanding, leading to learner dissatisfaction. This study presents a research project conducted by a group of five individuals, including myself as a teacher researcher and four other teachers. The project aimed to address this issue by employing a participatory action research approach. Through innovative planning, teaching, and evaluation methods, the research group successfully demonstrated how making mathematics more relevant and meaningful can increase student engagement and agency. The collaborative nature of the group fostered self-awareness among the teacher researchers regarding social justice issues within their mathematics classrooms. The research project highlighted the potential of mathematics as a powerful tool for developing students' understanding of social justice issues and establishing meaningful connections between these issues and mathematical concepts. Importantly, the project emphasized the significance of student agency, showcasing how collaborative and problem-solving approaches to teaching, coupled with student autonomy in selecting issues to explore and mathematical procedures to apply, can contribute to the development of student agency. [ABSTRACT FROM AUTHOR]

The Community Service Program (PkM) aims to introduce both the students of Madrasah Aliyah Nurul Qur'an Bendungrejo and the students to technology through the approach of producing content for YouTube podcasts. The PkM also aims to encourage the younger generation to be content producers in the digital era, not just consumers. This PkM is significant because, within the madrasah environment, previous activities have been focused on religious aspects, including limited extracurriculars such as the art of al banjari, khitobah, and qiroah. Hence, this PkM represents an innovative step. Using the Participatory Action Research (PAR) approach, the PkM involves students in identifying problems, seeking solutions, learning, and producing content for YouTube podcasts. The results have shown an improvement in their ability to conceptualize, interact, communicate, and produce content for YouTube podcasts. The PkM successfully enhanced the students' creativity and broadened their insights into opportunities in the digital domain. Sustained efforts are needed to equip the younger generation with relevant competencies to face technological advancements and social changes. This PkM has made a positive contribution by complementing madrasah activities and promoting the increased utilization of technology among both the santri and students.