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Critical Utopian Action Research

Area: Community participation

The term Critical Utopian Action Research (CAR) was inspired by critical theory originating in the Scandinavian action research milieu (Nielsen & Nielsen, 2006; Gunnarson et al., 2016). CUAR advocates a critique of social structures, as these are often the barriers to human development (Coghlan & Brydon-Miller, 2014; Hansen et al., 2016). In this tradition, the role of the researcher is to raise awareness of societal problems. CUAR was inspired by (1) critical theory, (2) the work of Kurt Lewin, (3) socio- technical action research and (4) future research. (Coghlan & Brydon-Miller, 2014). CUAR researchers function as facilitators of free spaces (Bladt & Nielsen, 2013), that is to say, they create forums and arenas to foster deliberations, dialogues and joint activities. These spaces serve as laboratories where social learning and imagination are developed in order to enable “new forms of social learning between citizens and scientists" (Egmose, 2015, p.1).

The CUAR framework was developed by Kurt Aagaard Nielsen and Birger Steen Nielsen (Nielsen & Nielsen, 2006). The tradition of CUAR emerged for the practical application of critical knowledge through analysing modernity in the social sciences, and in cultural and philosophical studies. This theoretical, methodological, and practical framework was inspired by some relevant critical theorists, such as Theodor W. Adorno and Max Horkheimer.  They formed a view that science cannot be considered valid unless it is the result of democratic processes. On that same note,  an undemocratic investigation of the world can only lead to an undemocratic reality (Coghlan & Brydon-Miller, 2014). In addition, purely positivist approaches, devoid of critical reflection, neglect fundamental democratic values (McIntosh, 2010). According to CUAR advocates, society cannot be governed in a technocratic way with a purely authoritarian development logic (Coghlan & Brydon-Miller, 2014).

CUAR encourages the creation of democratic knowledge with a high level of reflexivity (Elling, 2008). A basic argument used by Lewin was that researchers do not only work for scientific reasons -in the circuit of academically mediated reflexivity, away from other members of society -, but they also work for and together with research participants (McIntosh, 2010; Coghlan & Brydon-Miller, 2014). Lewin’s methodology is relevant for housing studies, as it is institutionalized in the socio-technical tradition of action research and where participants co-operate with researchers in real life  projects.

Another important inspiration for the CUAR tradition is future research, a notion introduced by the German philosopher Robert Jungk, who applied tools and created forums for democratic change  for a better future (Jungk & Müllert, 1987; Reason & Bradbury, 2008). According to Jungk, the future is determined by a small elite, while the majority of citizens remain powerless. Therefore, he wanted people not to close their eyes to the future, but to become co-creators of it (Coghlan & Brydon-Miller, 2014).

The convergence of critical utopian thinking and everyday knowledge are the key ingredients of CUAR. This research framework provides a unique and useful orientation of imaginative processes towards sustainable social change. CUAR fosters transdisciplinary thinking across a wide range of existing knowledge. By creating new platforms (for example educational platforms, campaigns, or experimental pilot projects) it can give people the opportunity to act upon their values and knowledge.

References

Bladt, M., & Nielsen, K. A. (2013). Free space in the processes of action research. Action Research, 11(4), 369–385. https:// doi. org/ 10. 1177/ 1476750313502556

Coghlan, D., & Brydon-Miller, M. (Eds.) (2014). The SAGE encyclopedia of action research. (Vols. 1-2). SAGE Publications Ltd.

Egmose, J . (2015). Action research for sustainability: Social imagination between citizens and scientists. Routledge. 

Elling, B (2008). Rationality and the Environment: Decision-making in Environmental Politics and Assessment. London: Earthscan.

Gunnarsson, E., Hansen, H. P., Nielsen, B. S., & Sriskandarajah, N. (Eds.) (2016). Action Research for Democracy: New Ideas and Perspectives from Scandinavia. Routledge. Routledge Advances in Research Methods Vol. 17

Hansen, HP; Nielsen, BS; Sriskandarajah, N; Gunnarsson, E. (2016). Commons, Sustainability, Democratization Action Research and the Basic Renewal of Society, Routledge.

Jungk, R., & Müllert, N. R. (1987). Future workshops: How to create desirable futures (N. Edwards, Trans.). London, England: Institute for Social interventions.

McIntosh, P. (2010). Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Routledge.

Nielsen, K. A. (2005). Sustainability and democracy in food production: Bridging consumption, working life and environmental management. Action Research, 3(2), 157–173.

Nielsen, K. A., & Nielsen, B. S. (2006). Methodologies in action research. In K. A. Nielsen & L. Svensson

(Eds.), Action research and interactive research: Beyond practice and theory (pp. 63–88). Maastricht, Netherlands: Shaker.

Reason, P., & Bradbury, H. (2008). The SAGE handbook of action research: Participative inquiry and practice. Los Angeles, Calif: SAGE.

Created on 05-07-2022 | Update on 05-07-2022

Related definitions

Transdisciplinarity

Author: A.Davis (ESR1)

Area: Community participation

Transdisciplinarity is a research methodology crossing several disciplinary boundaries, creating a holistic approach to solve complex problems. A transdisciplinary approach fosters bottom-up collaboration, provides an environment for mutual learning, and enhances the knowledge of all participants (Klein et al., 2001, Summary and Synthesis). Transdisciplinarity is a relatively young term, first used just over fifty years ago at the Organisation for Economic Co-operation and Development (OECD) congress by Jean Piaget, who described it in a broader sense as “a higher stage succeeding interdisciplinary relationships…without any firm boundaries between disciplines” (Piaget, 1972, p.135). Transdisciplinarity goes beyond interdisciplinarity through a fusion of academic and non- academic knowledge, theory and practice, discipline and profession (Doucet & Janssens, 2011). Stokols (2006) asserts transdisciplinarity is inextricability linked to action research; a term coined by Lewin (1946) as comparative research leading to social action. Lewin sought to empower and enhance the self-esteem of participants, which included residents of minority communities, through horizontal and democratic exchange between the researcher and participants. Familiar devices rooted in action research, such as surveys, questionnaires, and interviews are common in transdisciplinary research (Klein et al., 2001). A transdisciplinarity approach has been used to address complex global concerns in recent decades, beginning with climate change and extending into many areas including socio-political problems (Bernstein, 2015). Lawrence et al. (2010) stress that in addressing community related issues such as housing, it is crucial a transdisciplinary approach is adopted not only to integrate various expert opinions but to ensure the inclusion of affected communities such as the residents themselves. Housing is a complex social issue, therefore requiring such an approach to foster participation of non-academics to provide socially relevant solutions. Salama (2011) advocates for the use of transdisciplinarity in the creation of affordable and sustainable housing, which is often restricted by stakeholders working in silos, the oversimplification of housing-related issues, and a disconnect from local communities.

Created on 05-07-2022 | Update on 06-07-2022

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