Productive tensions—engaging geography students in participatory action research with communities

Abstract

This study discusses the benefits and challenges of an undergraduate module on participatory geographies, involving students in co-producing research with community partners. The module challenges the knowledge production model predominant in Geography curricula. We argue that it develops students' skills and understanding through engaging them intellectually, socially and emotionally outside the university. As a student, two community partners and a professor, we offer our perspectives on the opportunities and conflicts that arose. We do not gloss over tensions in achieving the module's diverse aims, but suggest that these are productive for teaching, learning, research and the needs of community organizations.

Keywords:

• Participatory geographies
• participatory action research
• public engagement
• knowledge co-production
• community organizations
• fieldwork

Acknowledgements

We would like to thank all of the students and community partners who contributed to this module and its evaluation in 2009–2010 and 2010–2011, and to the three anonymous referees. Rachel is very grateful to Sara Kindon, Sarah Elwood and Andrew Russell for providing advice and examples when she first set up the module.

Notes

1. A number of authors identify ethical clearance as a potential issue with such student research projects. However, we had no difficulty gaining clearance for our projects or the open-ended nature of PAR. Where projects changed significantly after the proposal stage, we applied for updated clearance.