ABSTRACT
Conducting participatory, democratic and transformative research is not easy, particularly when operating within the bureaucratic and policy constraints of institutions such as universities. For example, expectations around timelines, who owns the data and what the data is used for have to be negotiated up-front, yet traditional policies around research require the academic researcher to present a finished proposal without having consulted with the participants. Similarly, forming trusting working relationships is vital in PALAR, but this too is hampered by institutional policies that forbid interaction until ethical approval is attained. Another real challenge is for academic researchers to make the mental shift from “expert” in charge of the process, to being a participant who reflects on their own learning and shares decision-making as a member of the action learning group. Finally, community members’ perceptions about their own competences and contributions sometimes limit their participation, and it can take some time for them to gain the confidence to participate fully. Based on analysis of qualitative data generated by novice and experienced community-based researchers and community partners via their reflective diaries, this chapter discusses the challenges that can emerge when embarking on participatory forms of research and specifically when conducting projects. It also offers some ideas on how to overcome these challenges, drawing on actual experiences of researchers involved in PALAR projects.
