Participatory Action Research – breathing life into Psychology

Participatory Action Research [PAR] is a research approach that democratises the process of knowledge production. Instead of researchers dictating the terms, participants actively identify problems, generate hypotheses, and interpret results. PAR follows a cyclical structure of planning, action, observation, and reflection – iteratively building knowledge responsively and reflexively. This research approach can be transformative for psychology teachers and students. PAR isn't a methodology – it's a philosophy, a call to dismantle hierarchies and embrace the power of co-creation.

PAR is based on critical pedagogy, an educational philosophy and approach rooted in the view that teaching and learning are inherently political as we are political beings. It challenges hierarchical education models, where teachers are viewed as sole knowledge holders and students as passive recipients. Instead, critical pedagogy emphasises dialogue, critical thinking, and the co-construction of knowledge to empower students to question and transform unequal social, cultural, and political systems.

Teaching psychology often involves navigating dense theoretical landscapes – important, yes, but occasionally very, very dry. PAR breathes life into the discipline by positioning teachers as co-facilitators of meaningful inquiry relevant to students' contexts. Instead of merely disseminating knowledge, educators become co-investigators crafting research with their students to address real-world psychological issues. While students often grapple with abstract concepts like self-efficacy or cognitive dissonance, PAR can enable teachers to ground these theories in concrete, collaborative projects.

Enriching and practical

Consider a PAR initiative exploring group dynamics in teamwork. The class can examine their shared classroom interactions, linking psychological theory to their lived experience (What is it like to go through it?). This integration of theory and practice is both enriching and practical. Psychology classrooms are often diverse, especially at the further and higher education levels. PAR allows teachers to mobilise this diversity, inviting students from various cultural, social, and economic backgrounds to contribute their perspectives.

By engaging in co-creation, students develop a sense of ownership over the research process. Participatory Action Research inherently demands critical engagement and reflection. Students must question assumptions, evaluate evidence, and think reflexively about their role in the research process. One of the most frequent student complaints in psychology is, "When will I ever use this in real life?" PAR answers this question because the research is grounded in the participants' lived realities, and students see the tangible impact of their work.

Creative research methods can effectively complement PAR in teaching and learning psychology by encouraging innovative, flexible, and engaging approaches that align with PAR's aims. This can make learning more accessible and relevant to students' learning experience. Creative research methods, such as arts-based inquiry, storytelling, or digital media projects, may allow participants – teachers and students alike – to express their thoughts, emotions, and experiences engagingly. Creative research methods approach can be particularly valuable when addressing complex and ever-changing topics such as mental health, identity, or social relationships.  

For example, we conducted a PAR-based activity in class exploring safety around campus, and students worked collaboratively to create visual representations of areas they perceived as safe or unsafe. Using large campus maps, they marked zones with different colours to indicate their personal experiences and concerns – green for safe, yellow for uncertain, and red for unsafe. Through this process, students shared stories and observations about poorly lit pathways, crowded intersections, or areas with insufficient security presence. This collaborative effort not only highlighted diverse perspectives on campus safety but also sparked discussions about the underlying factors contributing to these perceptions, such as accessibility, visibility, and the presence of supportive community spaces. The activity led to the co-creation of actionable recommendations for improving safety, which students presented to the university administration and Students' Union, highlighting the power of PAR in turning their experiences into actions.

Navigating the dynamic

The PAR approach, then, produces deeper learning and meaningful, context-specific outcomes that can inform practice and prepare students for life beyond university.

However, the cyclical process of planning, acting, observing, and reflecting requires a significant time commitment. This can feel like an impossible challenge for psychology teachers who already manage lectures, grading, and administrative duties. Despite its democratic aspirations, PAR cannot entirely escape the realities of power. Teachers, by their role, still hold authority over students. Navigating this dynamic to ensure genuine collaboration can take time and effort. Many educational institutions are geared toward traditional research paradigms. Teachers may need more support from those who view PAR as unstructured or lacking rigour. Alas, not all students are equally enthusiastic about participating in PAR. Some may need more confidence or feel intimidated by the collaborative nature of the approach. This uneven participation can skew the results and create tension within the group. 

As PAR often aims to address real-world issues, it can evoke strong emotions. Students investigating experiences of discrimination or misogyny may find the process emotionally taxing, and providing support and ensuring ethical safeguards can add to the teaching preparation. Finally, for students juggling coursework, part-time jobs, and personal commitments, the demands of PAR could feel overwhelming.

Embracing uncertainty is crucial, as PAR's iterative and democratic ethos is part of its need; reflecting on the process can turn challenges into rewarding learning experiences. PAR is an approach to practice – a commitment to collaboration, reflexivity, and social change. It offers psychology teachers and students a unique opportunity to co-create knowledge and explore real-world challenges. While it is not without its limitations and critiques, PAR can be transformative when learning and teaching psychology – enabling psychology for social change.

Dr Bruno de Oliveira FHEA, FRSA, CPsychol 

Lecturer in Psychology

Institute of Psychology, Business and Human Sciences

University of Chichester