Abstract
All participatory action research (PAR) projects are unique, with a wide range of methodological challenges for participants and researchers. This paper highlights the manner in which methodological challenges and considerations were addressed in a recent school-based PAR project with young Aboriginal women in Saskatoon, Saskatchewan, Canada. Specifically, we outline: (a) potential challenges of defining the community in school-based PAR, (b) issues associated with negotiating informed consent, (c) processes of developing and maintaining relationships, and (d) challenges associated with ensuring participant collaboration throughout the research process. The intent is not to offer simple answers to such challenges, but to highlight the manner in which such processes were addressed. This research may provide practical insight for future researchers and community members who have similar goals of engaging young Aboriginal women in PAR to address important health issues.
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