The Routledge International Handbook of Critical Participatory Inquiry in Transnational Research Contexts illustrates how research guided by the emancipatory epistemology of critical participatory inquiry (CPI) can support social change in transnational contexts, which are inherently laden with unequal power dynamics and colonial structures. It builds on prior volumes in participatory action research, community-based participatory research, and decolonizing methodologies.
This edited volume offers cases from across the Global South and Global North and from diverse disciplines including human rights, migration, education, health, youth studies, and development to demonstrate how CPI can fulfill its democratizing and decolonizing potential. Written primarily by new and emerging scholars, practitioners, and community leaders, these cases go on to illustrate how a critical participatory approach to transnational research can enhance the strength of research processes and findings, create more equitable and just experiences for those who participate as co-researchers, and facilitate social change.
Providing a valuable framework for transnational CPI and a wealth of examples, it will be an invaluable read for undergraduate and graduate students of Development Studies, Healthcare disciplines, Education, and qualitative research. It will also be of interest to researchers, professionals, community leaders, and even funders and policymakers who want to work toward greater equity and social justice in transnational research contexts.
Edited by:
Meagan Call-Cummings,
Melissa Hauber-Özer,
Giovanni P. Dazzo
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 254mm,
Width: 178mm,
ISBN: 9781032075600
ISBN 10: 1032075600
Pages: 302
Publication Date: 13 March 2025
Audience:
College/higher education
,
Primary
Format: Paperback
Publisher's Status: Forthcoming
Introduction Meagan Call-Cummings, Melissa Hauber-Özer, Giovanni P. Dazzo Methodological Roots of Transnational Critical Participatory Inquiry 1. Feminist Participatory Action Research (FPAR) for transnational feminism in Asia and the Pacific Trimita Chakma, Naomi Joy Godden, Kavita Naidu, Alma Sinumlag, Naw Hel Lay Paw 2. Critical ""Worlding"" through Digital CPI: Interrogating Dominant Imaginaries of the 2002 Godhra Riots Melissa DeLury 3. Multimodal Online Participatory Methods for Co-creating Knowledge of Children’s Migratory and Educational Trajectories Maxie Gluckman 4. Endarkened Feminism as/in Critical Participatory Inquiry: Lessons from First-Generation Women of the African Diaspora Sharrell Hassell-Goodman, Ayondela McDole, Shauna Rigaud, Yulanda L. McCarty-Harris, Jazmine Clifton, Rukan Said, and Rochelle Davidson Mhonde 5. Participatory Public Education Research: Limits, Possibilities, and Re-Imagination of Critical Participatory Inquiry (CPI) Aakriti Kapoor, Amie Presley, Stefanie De Jesus, Tanitiã Munroe 6. Participatory Arts-Based Research Among Refugee Children in Malaysia Charity Lee 7. Negotiating students’ identities and promoting agency through Critical Discourse Analysis Konstantinos Sipitanos 8. Critical Youth Participatory Action Research as a praxis in exploring Education for Forcibly Displaced Young People in South Sudan, Jordan, and the U.K. Jessica Oddy 9. Exploring Commitments to Participatory Inquiry in Transnational Research Karen Ross and Melissa Hauber-Özer Power and Positionality in Transnational Critical Participatory Inquiry 10. Intertwining the Personal, Relational, and Theoretical in Participatory Collaborative Analysis Bethany Monea, Mikaela Pozo, and Joselyn Andrade 11. Doing YPAR Within Korean Cultural Contexts: Contending with Power Dynamics in Sunbae-Hoobae Relationship Woohee Kim and Jeung Eum Woo 12. Examining Research Positionality – Understanding Self as a First Step to Transnational Research Colleen McMillan, Alexander Kwarteng, Kristi Kenyon 13. Positionality, Power, and Presence as Methodological Praxis in Transnational Educational Collaboration Nuntiya Doungphummes and Mark Vicars 14. Young Urban Women Reclaiming Identities: Experiences from a Multi-Country Research Project Nirupama Sarathy, Rita Mishra, and Indira Rani 15. Transnational Participatory Research: Reflections and insights from a longitudinal project in India Payal Shah, Meagan Call-Cummings, Melissa DeLury Ethics and Validity in the Context of Transnational Critical Participatory Inquiry 16. Transnational Migration and Research Ethics: Anonymization, Confidentiality, and Consent with Undocumented and Refugee Youth Karamjeet K. Dhillon, Kaitlin E. Popielarz, and Jasmine B. Ulmer 17. Kuwentuhan Across Generations: Intergenerational Participatory Methods in Exploring Filipino Immigrant and Filipino American Transnational Experiences Valerie Francisco-Menchavez and Edwin Carlos 18. Transnational CPI with Syrian Refugees in Turkey Melissa Hauber Özer 19. De/centering De/coloniality: A Dialectic Critique on the Ethics of Participation Giovanni P. Dazzo 20. Ethical Considerations in a People Centered Approach to Peacemaking: The Case of Georgian-South Ossetian Peace Efforts Susan Allen, Meagan Call-Cummings, Melissa DeLury 21. Being Disloyal to Privilege: The Ethics of Participatory Grantmaking and Inquiry with/alongside Trans and Gender-diverse Social Movements Kerry Ashforth, Giovanni P. Dazzo
Meagan Call-Cummings (PhD, Indiana University Bloomington) is an Associate Professor of Education at the Johns Hopkins University School of Education. Dr Call-Cummings focuses on critical, participatory, and feminist approaches to qualitative inquiry. Her writing attends to questions of ethics and validity and how those intersect in the practice of participatory research. Melissa Hauber-Özer is an Assistant Professor of Qualitative Inquiry at the University of Missouri, where she teaches courses on qualitative research methods, critical participatory inquiry, and language acquisition research. Dr Hauber-Özer’s research employs critical participatory, ethnographic, and narrative methodologies to examine issues of educational access and equity for linguistically and culturally diverse learners. Giovanni P. Dazzo is an Assistant Professor of Qualitative Research and Evaluation Methodologies at the University of Georgia. His research agenda includes exploring restorative forms of inquiry, testing pedagogical practices to teach critical methodologies, and participatory policymaking. He is interested in community-based partnerships that ensure evidence is utilized in ways that learn from and benefit communities subjected to structural violence, racism, and abuse.
