The document summarizes a presentation on participant observation research. It defines participant observation as a method where researchers immerse themselves in a social setting to understand it from the inside. The presentation covered four roles for researchers: complete observer, complete participant, observer as participant, and participant as observer. It also discussed how participant observation differs from traditional research by emphasizing local knowledge and involvement of community members throughout the research process.

1. NCKU Political Science _Methodology 2014 Fall
Presenting Members
Meng Li HUANG
Ya Ru YOU
Wai Kwan TSOI
14 January 2015 NCKU
參與式研究：⼀一起⾛走的路
Participant Observation:
A Long Walk Together
Photo: Asta Waikwan

2. Outline
1. Facts (PAR Definition, Types, Research Roles)
2. Feelings(Feedback from PAR event)
3. Findings(Feedback from PAR event)
4. Future(quote from Wang)

3. About Participant
Actions Research(PAR)

4. PAR Case Study
講題： 從國際交流探討不⼀一樣的國際觀
時間：2014/12/29(⼀一) 19:00⾄至21:00（⼊入場時間：18:30 ）
地點：國際會議廳第三講堂
主講⼈人：侯智薰、⾼高紹軒、林芷伃
報名網址: http://www.accupass.com/go/2015tasctainan

5. “conceived within the majority world in the
1970s and 1980s to systematize and amplify
local knowledge, transforming it into social
activist movements that contested the
power of elites and struggled for greater
socio-economic justice, often through
collaboration with external agents of change
who were frequently based in universities.”
Systematize/Amplify Local Knowledge
P.Reason, H.Bradbury
The SAGE Handbook of Action Research: Participative Inquiry and Practice,pp 109, Sage Publications 2008

6. “…own knowledge endogenous
process of consciousness raising
and knowledge generation”
“social power to determine what
is valid or useful knowledge”
(Rahman, 1985)
Critical Consciousness as Radical
Humanism
P.Reason, H.Bradbury
The SAGE Handbook of Action Research: Participative Inquiry and Practice,pp 109, Sage Publications 2008

7. More Remarks About PAR
“Observer gains firsthand knowledge
by being in or around the social setting
being investigated — Zikmund (2000)
“Not merely observing what is
happening but also feeling it.” —Gill
and Johnson (2002)
Requires a highly trained observer to
increase validity/reliability —McCuen
(1996)

8. Suggested Types of PAR
• Student government meeting
• City council meetings
• school meetings
• Judicial proceeding
Hung-jen Wang, 2014 FALL
Course Hangout, NCKU Political Science Methodology

9. Content of Feedback

10. PAR Feedback per role
• Social Composition觀眾組成
• Audience response觀眾反應
• Reason motivated people to the meetings觀眾前
往活動的原因
• Content analysis內容分析

11. 11

12. Audience response to the speakers
• 活動方式：演講
• 答問時間長度：2分鐘至10分鐘
• 提問方式 （是否事先登記、口頭查詢、紙張寄送）
→直接提問
• 觀眾是否早到排隊、提早離開、活動時候打斷講者
• 其他觀眾回應

13. Reason
People
came
to
the
meeting
• 動機：主題吸引
• 活動地點與觀眾的交通：成功大學／機車／火車
• 進入場地的方式：簽名
• 衣著服飾規定：無
• 參加活動條件：無
• 其他：（不）參加的原因是什麼：活動時間過長、對
主題不感興趣、時間無法配合

14. Content of the meeting
• 分析活動內容、時間、任何規定
• 參與觀眾的參與原因
• 觀眾反應：專心聆聽／提問／低頭滑手機／睡覺／提
早離場

15. Researcher roles in PAR

16. Researcher roles in
Participant Observation
1. Complete Observer 完全觀察者
2. Complete Participant 完全參與者
3. Observer as participant 參與的觀察者
4. Participant as Observer 觀察者的參與者

17. Complete Observer
完全觀察者
— Research purpose is still withheld but the
researcher does not take part in activities of the
group
— Unobtrusive
— Threat of desensitization to the study — lack of
observe experiences in the activities

18. Complete Participant
完全參與者
— The researcher attempts to become a member of
the group without revealing true purpose.
— Ethical problems — informed consent. Must be
aware of the purpose of searcher.
— Participants may not be fully truthful due to lack
to trust in the observer/ project ( Saunders et al,
2009) The Hawthorn effects

19. • €
Participant as Observer
觀察者的參與者
—The searcher complete activities alongside the
group, who are fully aware of the purpose of the
activity
— Create trust — natural results and depth to
insights
—Retrospective insights — observer bias

20. Participation
Obeservation
Find
the
real
Problem
in
your
research
question
Awareness
family
Internation
al
power
culture
goverment
education

21. heading
the
field
first?
or
a
question
first?
Participant
as
Observer…To
The
meaning
of
Participant
as
Observer
:
Create
trust
—
natural
results
and
depth
to
insights
.

22. How
to
ask
the
questions
for
the
research
purpose?
Participant
as
Observer…To
Set
the
goal
:
solving
“their”
problem.
Researcher
and
Study
Object:
Stakeholder.

23. 研究成果
• (1)WHY
TASC
DO
THIS:
曝光、宣傳，並沒有以宣傳理念為
主軸。【為⼀一⾮非營利組織，與美國在台關係會(AIT)有所
關聯。】
• (2)WHAT
DID
TASC
DO:
TASC的WHAT:前進南部:TASC的基地在北部，讓參與過的
學⽣生回到⾃自⼰己的學校宣傳(如世界公⺠民島)。
• (3)HOW
DID
TASC
DO:
分享國際觀=>TASC辦的營隊活動的動態部分分享(有趣)=>
台美學⽣生會議介紹，循序漸進導⼊入⺫⽬目標。

24. articipant
as
ObserverP
Truth BiasReality

25. Participant
observation
need
extended
period
of
time
•
Its
aim
is
to
gain
a
close
and
intimate
familiarity
with
a
given
group
of
individuals
(such
as
a
religious,
occupational,
sub
cultural
group,
or
a
particular
community)
and
their
practices
through
an
intensive
involvement
with
people
in
their
cultural
environment,
usually
over
an
extended
period
of
time.
Difficulty

26. Observer as participant
參與的觀察者
— The searcher would be a spectator 觀眾席中⼀一員
— Participants would be informed for the research’s
identity 參與者已經告知活動主辦⽅方其 研究者的⾝身份
— Improved ethics 道德感良好
— Lack of “emotional involvement“ (Saunders er al,
2009) 並沒有對這個活動產⽣生任何情感牽絆

27. Structure of Approach
1. Structural Approach
2. Non-Structural Approach

28. PAR Approaches
Insiders & Outsiders
3. PAR Approach
• Complete Observer
• Observer as Participant
• Participant as Observer
• Complete Participant
Non-PAR Approach

29. Photo: Marsel van Oosten
Traditional Learning
vs
PAR Learning

30. Traditional Learning
傳統研究

31. 1.為了求知⽽而產出知識，研究⺫⽬目的與
執⾏行可能與該知道的應⽤用可能相互擁
⽴立
2.較忽略地⽅方的有限需求、應由的程
序或觀點
3. 與研究參與者保持距離，在研究執
⾏行階段，研究參與者開始參與研究範
圍之內

32. PAR Learning
參與式研究

33. 1. 為⾏行動⽽而產出知識
2.強調由下⽽而上(bottomup)的研究
取向，並重視地⽅方⾃自我界定的有限
需求與地⽅方觀點
3. 參與⾏行動的地⽅方居⺠民本⾝身即為研
究參與者，並經常在研究規劃初期
即已參與到研究範圍之內

34. －⺩王毓正，2015國⽴立成功⼤大學法律系副教授
「在台灣的⼤大學，我們有很多產出，可是我們跟
社會卻是產⽣生隔閡」
Photo: Asta Waikwan

35. NCKU Political Science _Methodology 2014 Fall
Presenting Members
Meng Li HUANG
Ya Ru YOU
Wai Kwan TSOI
14 January 2015 NCKU
參與式研究：⼀一起⾛走的路
Participant Observation:
A Long Walk Together
Photo: Asta Waikwan