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ABSTRACT
This paper aims to explore how the principles of participatory action research (PAR) articulate with questions of climate justice. Drawing on three qualitative case studies in Brazil, Fiji and Kenya, the paper explores university institutional capabilities, asking how the principles of mobilising PAR to support transformative outcomes can further climate justice. The paper argues that for participatory action research to become a pathway to build universities’ capabilities, key considerations are needed. PAR needs to: (a) move beyond change in individual behaviour to respond to climate change and affect institutional norms, procedures and practices; (b) recognise and partner with marginalised groups whose voice and experiences are at the periphery of climate debate, enabling reciprocal flows of impact and knowledge between universities and wider societies; and (c) foster “relationships of equivalence” with actors within as well as outside university to influence university governance and wider climate-related policy-making processes.
Acknowledgements
This paper is a collaborative piece of work that draws not only on the named authors but the full Transforming Universities for a Changing Climate study team: we would like to acknowledge the contributions of all project colleagues and associated researchers across the 12 participating universities in contributing to the development of this analytical framework. Thank you to the two anonymous reviewers for their insightful and productive questions and comments, and to Professor Tristan McCowan for his critical engagement and proof of the final manuscript.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Notes
3 https://www.forumsec.org/2018/09/05/boe-declaration-on-regional-security (accessed October 2021)
4 https://www.usp.ac.fj/why-usp/our-mission-and-values/ (accessed October 2021)
5 https://www.usp.ac.fj/why-usp/our-mission-and-values/ (accessed October 2021)
Additional information
Funding
Notes on contributors
Charlotte Nussey
Charlotte Nussey is a postdoctoral Research Fellow at UCL Institute of Education, University College London. Her research interests include intersecting inequalities, particularly around gender, and the relationship between education and justice.
Alexandre Apsan Frediani
Alexandre Apsan Frediani is a Principal Researcher at the Human Settlements Group of the International Institute for Environment and Development. His research interests include issues around human development in cities of the global South and the application of the capability approach through participatory research methodologies.
Rosiana Lagi
Rosiana Lagi is a Senior Lecturer in Education and Deputy Head of School (Learning, Teaching and Quality), School of Pacific Arts, Communication and Education at the University of the South Pacific, Suva, Fiji. Her research interests are in Language and Literacy, Indigenous Knowledge Systems, Quality Education and Indigenous Knowledge of Climate Change Mitigation, Adaptation and Resilience.
Janaína Mazutti
Janaína Mazutti is a PhD student in Civil and Environmental Engineering at University of Passo Fundo, South of Brazil. Her research interests include the UN Sustainable Development Goals, climate change adaptation in cities and sustainability in higher education.
Jackline Nyerere
Jackline Nyerere is a Senior Lecturer of Educational Leadership and Policy at Kenyatta University, Kenya. Her research interests include internationalisation of education, open and flexible learning, and education for sustainable development.