Feeling valued and adding value: A participatory action research project on co-creating practices of social inclusion in kindergartens and communities.

The study investigates how Participatory Action Research (PAR) can be a tool for transformative practices in a local community, where kindergartens are singled out as meeting places in order to recognise social inclusion as a shared value. The research question is: What experiences do parents, kindergarten staff and local communities have in relation to participatory action research when they use social inclusion to support well-being?

Throughout the action research process, it appears that parents, kindergarten staff, community members and decision-makers found creative ways to work together on inclusion and well-being. They worked together to formulate inclusion and well-being as important values in society. The results show that local actors can play an important role in creating inclusive and social systems that take responsibility for the well-being of all.

A qualitative, participatory action research project was carried out in a Norwegian municipality as an integral part of the municipality's local public health work. The study involved a wide range of participants and decision-makers in three kindergartens and the surrounding community. Together, participants explored opportunities for social inclusion and well-being through reflection and action. A total of 69 interviews were conducted with parents and kindergarten staff. The researchers used reflexive, thematic analysis to find patterns and themes in the data.

Heimburg, D. V., Langås, S. V., & Ytterhus, B. (2021). “Feeling valued and adding value: A participatory action research project on co-creating practices of social inclusion in kindergartens and communities”. Frontiers in public health, 9:604796.