The Action Research Podcast

Part 2 of this two part episode concludes the conversation between Adam, Joe and our guest Alfredo about the “what?” and “why?” of research in action research. Dr Alfredo Ortiz Aragón is an Action-Researcher and Associate Professor in the PhD Program at the Dreeben School of Education at the University of the Incarnate Word in San Antonio, Texas, and co-author of Action Research (Fifth Edition) with Ernie Stringer. In the last episode, Part 1, the conversation turned toward the ways theories bridge research and practice. In this episode, Part 2, Adam, Joe and Alfredo pick up the conversation by reflecting on the place of writing and reading in their own projects. We jump back in here with Adam who’s reflecting on the audience of action research. Adam recently finished his dissertation and is thinking about his work outside of the context of PhD research. [03:03] Alfredo looks at how theorizing in some of his projects helps him appreciate the influence of storytelling and story-based knowledge outside of publishing research. [06:09] Joe situates the work of research and the role of theorizing in the contexts of procedural and declarative knowledge and begins making the case for the value of action research in generating procedural knowledge. [08:23] Alfredo agrees and, through reflecting on his experience editing journals and sharing more projects he’s worked on, see this orientation toward procedural knowledge as an area of growth for action research: “Honoring people's expert knowledge, but turning it into a form that other people can see the expertise in it.” At this point, [13:33] Adam questions the role of the literature review in action research. [16:12] Alfredo makes the familiar case that literature reviews can be useful to action research projects, but argues that literature, and theories, should be at the service of the problems in “the real world,” and not the other way around. [20:04] Joe backs this up with his experiences doing action research with teachers in Peru. But… when do practitioners have time to do lit reviews? [23:50] Perhaps the controversial part of this episode, Joe and Alfredo explore division of labor, roles, and the suggestion that academics can provide a “knowledge service,” where “we come in, and help to document more of local practitioner knowledge, community knowledge literally as a service.”  Wrapping up, [30:14] Alfredo insists that action research does really challenge dominant notions of research: “Research is working with people on the ground, hearing their stories, creating avenues for that processing, finding ways to turn them into creative visual form, turning stories into evidence… spending time with people.”If you are interested in Alfredo’s work here are a few citations and links:  Stringer, E. T., & Aragón, A. O. (2021). Action research (Fifth edition). Sage publications.Community-engaged participatory action research (PAR): Rewriting the script for equitable healthcare https://www.partners4healthequity.com/resource-library/community-engaged-participatory-action-research-par-rewriting-script-equitable**If you have your own questions about Action Research or want to share any feedback, contact us at ActionResearchPod@gmail.com.**

 In this episode, Adam and Joe speak again with Adam’s close friend, professor, and mentor, Dr Alfredo Ortiz Aragón, an Action-Researcher and Associate Professor in the PhD Program at the Dreeben School of Education at the University of the Incarnate Word in San Antonio, Texas, and co-author of Action Research (Fifth Edition) with Ernie Stringer. This episode explores the “what?” and “why?” of research in action research. Adam, Joe and Alfredo all went into their PhDs already working as practitioners and the conversation steers first toward the specific impact of their PhDs on their practice. Adam [7:15] thinks about the process and impact of his literature review on his work and Alfredo [9:20] reflects on how his PhD process opened his eyes to new ways of thinking about practice. Listen to Alfredo elaborate on the PhD as a period of discovering “meaningful methodology” and “amazing theories” (e.g., soft systems theory) that would energize his work and speak directly to frustrations he was having with “linear ways of thinking” in the field. The conversation turns toward the ways theories bridge research and practice. Joe [15:45] picks up on research’s ability to help practitioners “draw the curtains back” and help us see things more clearly. But it’s not “a one-way street,” since the practitioner-researcher contributes back to developing theories. Alfredo [18:15] offers some tough love by challenging doctoral students who might use theories uncritically to validate their work rather than engage with them dynamically as tools in tension with other theories in their projects. He gives us an example of how the dynamic tension between soft system theory and complexity theory enriched his own work: “Those two theories don't like each other, but I needed both of them to be able to explain how the things that I was doing were helping or not.” Here, Joe [21:05] echoes Alfredo’s argument by drawing insights from an article he wrote “The Danger of a Single Theory” on his work with youth in a student voice project.To close Part 1 of this conversation, Adam [22:35] asks Alfredo if he is still working with theories from his dissertation. Alfredo uses his work in The Community Health and Wellbeing Project and The Breastfeeding Women Project to bring back into focus the role of stakeholders in action research: “Whether or not you're bringing in a formal theoretical framework or not, we are treating people's experiences as a source of knowledge and evidence, and trying to get them involved in doing so. That is only happening because I learned something about action research.”We have more to say, so join us in our next episode “Part 2 with Alfredo” where we dig into more of the “what and why” of research in action research.  If you are interested in Joe’s article or  Aldredo’s (with Ernie Stringer) book on Action Research, the citations are below:  Levitan, J. A. S. (2018). The danger of a single theory: Understanding students’ voices and social justice in the Peruvian Andes. Teachers College Record, 120(2). WorldCat.org.Stringer, E. T., & Aragón, A. O. (2021). Action research (Fifth edition). Sage publications **If you have your own questionsabout Action Research or want to share any feedback, contact us atActionResearchPod@gmail.com.** 

To our listeners! Here is a quick update on the podcast. The ArPod team have been busy with exciting projects running across globe. We can’t wait to share an update soon with upcoming exciting episodes. Stay tune!

If you haven’t listened to episodes one and two of the series, find the links below! We are excited to bring the third installment of this exciting mini-series that brings you “behind the scenes” of action research projects to demonstrate what action research looks like, in action. In this episode, Adam catches Joe up on what has been happening in Café Orígenes, and there are some exciting updates! Throughout the episode Adam and Joe dive deep into how issues of communication, democracy, and finances intersect and impact a project, with some tips for other action researchers out there from lessons learned. Tune-in to learn more!  Episode 2 https://the-action-research-pod.captivate.fm/episode/voices-from-the-field-cafe-origenes-part-2 Episode 1 https://the-action-research-pod.captivate.fm/episode/introducing-a-new-segment-voices-from-the-field-cafe-origenes 

In this episode, we welcome two guests, Patricia Canto andMiren Larrea, who recently published a paper together titled “Rethinking the Communication of Action Research: Can we Make it Dialogic?” Adam and Joe bring you an enriching conversation with the authors. Patricia Canto is a researcher at Orkestra-Basque Institute of Competitiveness. She holds a PhD in Social Sciences from University of Deusto. She investigates the role that communication plays in articulating academic knowledge in territorial development processes and international knowledge networks. Her research areas include the social impact of research, scholarly publishing and communication, and universities’ role in regional socioeconomic development. Miren Larrea is a senior researcher at Orkestra. She began her professional career as a research assistant at the University of Deusto, where she wrote her doctoral thesis on the local production systems of the Basque Country. After a decade dedicated to teaching and research, she worked for six years at a local development agency, where she combined her experience as a regional development professional with her work as a university researcher.The episode starts with a “Lightning Round”, asking questions like, What is AR? What is the most important component of Action Research? What is a major consideration when communicating AR? What distinguishes AR from other forms of research? (4:15). Later in the episode, our guests share the story behind the collaboration that led to the article (6:46), along with discussion about some important themes highlighted in the paper such as: how do you hold true to AR principles like dialogue in the communication of your research findings (10:23)? Why do linear formats in AR communication reduce its potential to transform society (11:39)? How do we make action research dialogic and inclusive with all the stakeholders involved (21:01)? Tune in to listen! Links https://dgroups.org/groups/perfadtReferencesCanto-Farachala, P., & Larrea, M. (2022). Rethinking the communication of action research: Can we make it dialogic? Action Research, 20(2), 199–218**If you have your own questions about Action Research or want to share any feedback, contact us at ActionResearchPod@gmail.com.**  

Welcome back to Part 2 of the episode; Ethical Relationship Building in Action Research with Joe. In this episode, we are continuing our conversation from last season on ethical relationship building based on an article that Joe published. If you haven’t heard that one, it is episode 10 of season 2. It’s great when friends of the podcast engage with our conversations, and in this episode, our good friend Alfredo Ortiz Aragon sent us some great insights about thinking through some of the implications of the ideas in the first episode and trying to find different ways to contextualize some points. Joe, Vanessa, & Adam start the conversation with responding to Ortiz’s comments (2:13). They then carefully articulate their thoughts on themes such as role of emotions in research (8:11), how emotions can manifest in the field (11:25), how relationship building through reflexivity is both internal and external process (22:57), and how we can build ethical relationships while navigating the complexities in the AR process (29:01). Tune in to listen to this wholesome episode with our trio Joe, Vanessa and Adam.  ReferencesLevitan, J.(2019). Ethical Relationship Building in Action Research: Getting Out ofWestern Norms to Foster Equitable Collaboration. The Canadian Journal of ActionResearch. 21 (1), 11-29.Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230.Levitan, J. (2018). The danger of a single theory: Understanding students’ voices and social justice in the Peruvian Andes. Teachers College Record, 120(2), 1-36.**If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.** 

In this special episode, the AR Pod team discusses an amazing new book by our very own Joe Levitan and friend of the Podcast, Marc Brasof. The book, Student Voice Research: Theory, Methods, and Innovations from the Field, discusses the “how” of useful and quality student voice research to make schools better places to learn. The book has a lot of overlaps with Action Research.  This firsthand conversation by the editors of the book delves into why not only the theoretical understanding of student voice research is important but also practical knowledge from the field. Joe, Adam and Marc, bring highlights about the process of this collaboration, how this book came into existence, and some comments about the field. The book is not just relevant for students but also practitioners in action research who would like to include youth in change processes and research. Many of these paradigms, methodologies, or ways of thinking about information and decision-making need more of procedural knowledge which this book offers. Alright, no more spoilers, listen to the episode to know more about the book from editors themselves!Also, a special shout out to Vanessa Gold, co-producer of this podcast, who co-authored one of the chapters in this book!Here’s the link to the book:https://www.amazon.com/Student-Voice-Research-Methods-Innovations/dp/0807767131**If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**

In this special, first episode of season 3, Joe interviews our very own, newly "minted," *Dr.* Adam Stieglitz! The co-hosts discuss his Action Research dissertation and his experiences as a PhD student. Tune in to learn about the ups, downs, and adventures of Dr. Stieglitz!ReferencesHerr, K., & Anderson, G. L. (2014). The action research dissertation: A guide for students and faculty. Sage publications.Coghlan, D., & Brydon-Miller, M. (Eds.). (2014). The SAGE encyclopedia of action research. SAGE.Cousins, J. B., & Chouinard, J. A. (2012). Participatory evaluation up close: An integration of research based knowledge. Information Age Publishing, Inc.Coghlan, D. (2019). Doing action research in your own organization. London: SAGE.Stringer, E. T., & Aragón, A. O. (2020). Action research. Sage publications.**If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**

Welcome to our last episode of season two where the host becomes the guest!For this season finale, we put Joe on the hot seat to discuss his amazing article published in 2019 on Ethical Relationship Building in Action Research. Vanessa, Shikha, and Cory, the production team of the podcast (and Joe’s supervisees), take this opportunity to ask Joe some hard-hitting questions. The discussion opens with the lightning round (2:14): What is ethical relationship building? Why is ethical relationship building in action research important? What’s the number one thing researchers can do to support ethical relationship building in their work? What’s theoretical orthodoxy? Why is interrogating theoretical orthodoxy important in Action Research?Later in the episode, we start to dig deeper into Joe’s responses to the lightning round questions. We ask: what are the major turns in the relationship building in the AR process? (5:22), how might Action Researchers build an ethical relationship with the diversity within a community? (15:10) how might an Action Researcher create a meaningful space for communicating difficult emotions? (20:29)? Tune in to listen more! Then, stay tuned for Season 3 of the Action Research Podcast coming out in September 2022! You will hear more about building ethical relationships in action research (Part 2 of this series), and hear more voices from the field! ReferencesLevitan, J. (2019). Ethical Relationship Building in Action Research: Getting Out of Western Norms to Foster Equitable Collaboration. The Canadian Journal of Action Research. 21 (1), 11-29.Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230.Levitan, J. (2018). The danger of a single theory: Understanding students’ voices and social justice in the Peruvian Andes. Teachers College Record, 120(2), 1-36.**If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.** 

This episode brings you stories of action research from one of the most renowned authors in the field, Ernest T Stringer. He is the author of Action Research (Sage, 2007), Action Research in Education (Pearson, 2008), Action Research in Health (with Bill Genat; Pearson, 2004), and Action Research in Human Services (with Rosalie Dwyer; Pearson, 2005). Starting his career as a primary teacher and school principal, Ernie was a lecturer in education at the Curtin University of Technology in Australia. From the mid-1980s, based at Curtin’s Centre for Aboriginal Studies, he worked collaboratively with Aboriginal staff and community people to develop a wide variety of innovative and highly successful education and community development programs and services. This episode consists of a rich discussion around the story of Ernie Stringer and how he got involved with action research (3:33), as well as two of his more recent projects: the Breakfast Club, and the center for Aboriginal studies at Curtin University (13:02). The group then moves on to and the road ahead for action research (38:28). Later in the lightning round segment, Joe and Adam raised our all-time favorite questions around the what, how, and why of the action research (43:30). Tune in to listen to the full episode!  ReferencesStringer, E. T., & Aragón, A. O. (2020). Action research. Sage publications. 5thed.Stringer, E. T. (2014). Action research (4th edition). SAGE.Stringer, E. T. (2007). Action research (3rd edition). Sage Publications.Stringer, E. T. (2008). Action research in education. Upper Saddle River, NJ: Pearson Prentice Hall.**If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**