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Chapter 2 Engagement enacted : Essentials of initiating an action research project

Engagement is seen as an important characteristic of action research. The term is often used to refer to the participation and involvement of the research participants. Within this article we take another angle and explore the concept of engagement in relation to the main action researcher. Using an auto-ethnographic approach, we illustrate that the involvement and ‘closeness’ of the researcher, although necessary within action research, can also have a darker side as people have the tendency to get trapped in their own beliefs and prejudices. If not mindful enough of their own involvement and way of being within the context, the researcher can lose him or herself in the situation and is no longer able to encourage or facilitate the participation of others. We give suggestions for realising productive engagement as a (participatory) researcher using concepts such as mindfulness and mindsight. Introduction Building relationships and engaging with others is crucial within action research. The researcher is challenged to keep a balance between distance and proximity, to approach situations open-mindedly and to value and see clearly the beliefs and values of oneself and those of others. Such attentiveness is also needed to cope adequately with internal struggles and organisational and political pressures and differences. Essential and obvious as this seems within this kind of research, the difficulties researchers encounter in building relationships, encouraging engagement between stakeholders and being involved are rarely highlighted in the literature. Particularly little has been written about the (pre-)initial stages of action research (McArdle, 2002). As these first steps can influence the further research process (McArdle, 2002; Wicks & Reason, 2009), stories and experiences about these stages are needed (McArdle, 2002). This article focuses on the experiences of the first author during the preinitiating phase of an action research project in a care facility for elderly people. As Wicks and Reason (2009) refer to this phase as ‘opening up the communicative space’, difficulties encountered in encouraging open communication, participation and engagement will be highlighted. These experiences will illustrate the need for learning and practicing mindfulness to be able to facilitate the process adequately and have a pedagogical value particularly for those new to action research. Theoretical background The variety of traditions and approaches in action research are huge as is the degree of participation of those involved in it. In line with Heron & Reason’s (1997) participatory worldview, we believe that human beings are ‘part of the whole’ and consider individuals as ‘embodied experiencing subjects among other subjects’, giving meaning to their world through participating in it with others. Participation, therefore, is not just a cognitive phenomenon, but an embodied endeavour leading to experiential knowing as a foundation for learning and action. Furthermore, we value equality of human beings as well as the notion that activities should contribute to the development of those involved in them, including the action researcher him or herself (Guba & Lincoln, 2005; Heron, 1996; Mertens, 2009). The diversity of meanings, knowledge and abilities should be appreciated and people should have the opportunity to influence processes and transform their environments. This requires a rebalancing of power. Therefore, like many other researchers (e.g. Carr & Kemmis, 1986; Fals-Borda & Rahman, 1991; Heron &