Action research

The use of action research is described by Munford and Sanders (2003) where “it starts from the idea that research should do more than understand the world: it should help change it (p. 263). Action research is viewed within the critical theory paradigm, an approach which argues that “...we can criticise societies that exist in the present: a society which excludes groups from economic and political participation, or which systematically renders groups powerless” (Marshall, cited in Munford & Sanders, 2003, p. 263).

Therefore, the process of the research is seen to be influenced by the values and beliefs of those involved. As Herr and Anderson (2005) state, “...like all forms of inquiry action research is value laden. Action research takes place in

settings that reflect a society characterised by conflicting values and an unequal distribution of resources and power” (p. 5). Action research identifies a problem which requires both the researcher and participants to resolve and implement any findings. The participants learn through their actions about how the social order is determined within society, what causes oppression and exploitation and what can be done to improve their lives (Sarantakos, 2005). One must recognise that while action approaches can bring about change the type and level of change Is determined by the participants, the underlying problem or issue and those that are resistant to any change.

There are a number of approaches related to action research. Participatory Action Research (PAR) complements the Marxist theoretical and methodological approach to the research. PAR was developed in Latin America, Africa and Asia. Its development arose from the concerns of the inequalities that existed between those who dominated society and those who were marginalised and oppressed (Liamputtong & Ezzy, 2005). PAR follows on from critical pedagogy formed by Paulo Freire. Freire was seen as someone who did not accept that people were unable to make decisions about their surrounding world but were able to work on a problem until it was solved. Freire believed that people from all aspects of life were able to look at the world critically and do so in dialogue with others (Shaull, 1972). Freire (1972) also considered people to be inclined to a humanitarian approach to reality and saw this as “man‟s vocation” which he described as being affirmed while being constantly held back by those oppressors who hold the power. “It is thwarted by injustice, exploitation, oppression, and the violence of the oppressors; it is affirmed by the yearning of the oppressed for freedom and justice, and by their struggle to recover their lost humanity” (Freire, 1972, p. 28).

Freire‟s “Pedagogy of the Oppressed” discusses his philosophy of education and the relationship between teacher and student. This relationship can also be seen in a societal context, where, Freire saw that the struggle for those oppressed would lead them to fight back against those oppressors. This fight back would result in the oppressed regaining their humanity but only if they

did not, in turn, oppress the oppressors. The oppressors cannot free the oppressed from exploitation and it is up to the oppressed to liberate both themselves and their oppressors (Freire, 1972).

Freire (1972) argues transformation of structures can only be achieved through “reflection and action” and cannot be achieved through “verbalism or activism”. The transformation cannot be achieved with the separation of leaders and the oppressed as thinkers or doers and therefore requires collaboration and participation from all sides. While Freire (1972) states that reflection and action happen at the same time he also acknowledges that some action may not be appropriate at a particular time. However, rather than describe that as inaction, Freire sees that reflection or critical reflection is also action.

If one considers the relationship between researcher and participant as Freire sees it, the less the participant is able to develop knowledge the more the participants accept the role imposed on them and so adapts to their surroundings rather than critique what is going on (Freire, 1972). If one looks at the current impact of neo-liberal ideology, individuals are encouraged to be disconnected from others. People have difficulty in understanding how the socio, economic and political make up of society affects their lives (Weis & Fine, 2004). Action research rests within a qualitative framework with an epistemology that recognises that knowledge is based in social relations and which is gained through collaboration and through action (Fine et al., 2004).

Those researchers interested in action research appreciate the need to work with the participants and, as such, break the barriers that exist between the researcher and those being researched. Action research is seen as a collaborative approach where the participants have some form of control over the research where the research is done by or with the participants. Researchers also recognise the value of the knowledge that the participants have. Another reason for wanting to incorporate action research is that it is often used to support and promote the interests of disadvantaged groups, in

the case of this research - people who experience mental illness (Kirby et al., 2006; Sarantakos 2005).