Bridging the Gap: Participatory Action Research for Climate Change Adaptation in Rural India
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| Title: | Bridging the Gap: Participatory Action Research for Climate Change Adaptation in Rural India |
|---|---|
| Language: | English |
| Authors: | Devisha Sasidevan, Sunil Santha, Tristan McCowan, Sowmya Balasubramaniam |
| Source: | International Journal of Sustainability in Higher Education. 2025 26(6):1492-1511. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Rural Areas, Climate, Community Programs, Participatory Research, Action Research, Community Involvement, Plants (Botany), School Community Programs, Program Effectiveness, Higher Education, Conservation (Environment), Minority Groups, Natural Resources, Social Problems, Social Justice |
| Geographic Terms: | India |
| DOI: | 10.1108/IJSHE-10-2024-0710 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: This article aims to examine a community initiative in Tamil Nadu, India, which uses heirloom seeds to promote climate resilience. The authors, involved in the initiative as action researchers, aim to illustrate how their experiences can be integrated into the curriculum and practice of "Adaptive Innovation", a model rooted in action research and reflective practice. The article highlights the importance of participatory action research (PAR) in bridging the gap between theory and practice, challenging traditional hierarchies between universities and communities. The authors argue that PAR allows for a more inclusive and equitable approach to knowledge production and climate action, giving a voice to marginalised communities and fostering social and environmental regeneration. Design/methodology/approach: This article explores a community-based initiative developed in Tamil Nadu, India that promotes climate resilience through the use of heirloom seeds. The initiative was developed in collaboration with graduate students and the faculty of the Centre for Livelihoods and Social Innovation at Tata Institute of Social Sciences in Mumbai, India in the Hooga Seed Keepers' Collective (social enterprise run by alumni) as part of an international network of universities. The initiative uses PAR principles to revert traditional hierarchies between universities and communities, positioning community members as researchers and agents of transformation processes. The article further explores how the action research team encountered diverse knowledge systems and livelihood practices, highlighting essential learning instances across university-community divides, divides of power and privilege within communities, generational divides and the human and non-human worlds. Ultimately, the paper reflects on how these experiences are translated into the curriculum, pedagogy, research and practice of Adaptive Innovation, a model rooted in action research and reflective practice. Findings: The findings of this article are that PAR can bridge the traditional divides between universities and marginalised communities, leading to more equitable and effective climate action. They found that using a posthumanist lens in their PAR methodology helped to reveal the interconnectedness of human and non-human actors, like heirloom seeds, in building climate resilience. They also argue that the sharing of knowledge between academics and community members through PAR can lead to the co-creation of practical climate adaptation strategies, such as seed saving and promoting traditional ecological knowledge. Research limitations/implications: Their work suggests that embracing PAR can lead to more inclusive and equitable climate action. They have seen firsthand how this approach helps bridge the divide between universities and marginalised communities by positioning communities as active knowledge producers. By working directly with community members, they can ensure that climate action programmes are grounded in their lived experiences and expertise, leading to more relevant and sustainable interventions. Integrating PAR into higher education curricula is crucial for equipping students with the skills and experience to address complex social and environmental issues. Practical implications: Their research with the Hooga Seed Keepers' Collective reveals that embracing and promoting indigenous and local knowledge, such as seed saving and sharing, can lead to more resilient and sustainable agricultural practices in the face of climate change. Supporting and empowering marginalised communities, particularly women and landless labourers who are disproportionately affected by climate change, is crucial for equitable climate action. This can be achieved by promoting fair wages, ensuring access to resources like water and creating opportunities for them to participate in decision-making processes. By acknowledging and respecting the agency of both human and non-human actors, like heirloom seeds, they can foster a more balanced and reciprocal relationship with the natural world, contributing to a more sustainable future. Social implications: They believe that tackling social inequalities, particularly those related to caste and gender, is crucial for achieving meaningful and lasting climate action. Their research has revealed that marginalised groups, such as women and landless labourers, are disproportionately affected by climate change due to existing power imbalances and discriminatory practices. Addressing these social injustices should be central to any climate action programme, ensuring that the voices and needs of the most vulnerable are heard and addressed. By working to dismantle these systemic barriers, they can create a more just and equitable society that is better equipped to face the challenges of a changing climate. Originality/value: This article showcases how integrating a posthumanist perspective into PAR can challenge traditional hierarchies in knowledge production and create more equitable and effective climate action with marginalised communities. Drawing on their experiences with the Hooga Seed Keepers' Collective in Tamil Nadu, India, they illustrate how PAR, combined with posthumanist methodologies, can reveal the interconnectedness of human and non-human actors, such as heirloom seeds, in building climate resilience. By examining this collaborative project, the article provides one of the way forward for universities to bridge the theory-practice divide, emphasising the importance of indigenous and local knowledge in addressing the complex challenges of climate change. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493116 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1493116 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Bridging the Gap: Participatory Action Research for Climate Change Adaptation in Rural India – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Devisha+Sasidevan%22">Devisha Sasidevan</searchLink><br /><searchLink fieldCode="AR" term="%22Sunil+Santha%22">Sunil Santha</searchLink><br /><searchLink fieldCode="AR" term="%22Tristan+McCowan%22">Tristan McCowan</searchLink><br /><searchLink fieldCode="AR" term="%22Sowmya+Balasubramaniam%22">Sowmya Balasubramaniam</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2025 26(6):1492-1511. – Name: Avail Label: Availability Group: Avail Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+Research%22">Participatory Research</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Plants+%28Botany%29%22">Plants (Botany)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Programs%22">School Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Conservation+%28Environment%29%22">Conservation (Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Resources%22">Natural Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1108/IJSHE-10-2024-0710 – Name: ISSN Label: ISSN Group: ISSN Data: 1467-6370<br />1758-6739 – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This article aims to examine a community initiative in Tamil Nadu, India, which uses heirloom seeds to promote climate resilience. The authors, involved in the initiative as action researchers, aim to illustrate how their experiences can be integrated into the curriculum and practice of "Adaptive Innovation", a model rooted in action research and reflective practice. The article highlights the importance of participatory action research (PAR) in bridging the gap between theory and practice, challenging traditional hierarchies between universities and communities. The authors argue that PAR allows for a more inclusive and equitable approach to knowledge production and climate action, giving a voice to marginalised communities and fostering social and environmental regeneration. Design/methodology/approach: This article explores a community-based initiative developed in Tamil Nadu, India that promotes climate resilience through the use of heirloom seeds. The initiative was developed in collaboration with graduate students and the faculty of the Centre for Livelihoods and Social Innovation at Tata Institute of Social Sciences in Mumbai, India in the Hooga Seed Keepers' Collective (social enterprise run by alumni) as part of an international network of universities. The initiative uses PAR principles to revert traditional hierarchies between universities and communities, positioning community members as researchers and agents of transformation processes. The article further explores how the action research team encountered diverse knowledge systems and livelihood practices, highlighting essential learning instances across university-community divides, divides of power and privilege within communities, generational divides and the human and non-human worlds. Ultimately, the paper reflects on how these experiences are translated into the curriculum, pedagogy, research and practice of Adaptive Innovation, a model rooted in action research and reflective practice. Findings: The findings of this article are that PAR can bridge the traditional divides between universities and marginalised communities, leading to more equitable and effective climate action. They found that using a posthumanist lens in their PAR methodology helped to reveal the interconnectedness of human and non-human actors, like heirloom seeds, in building climate resilience. They also argue that the sharing of knowledge between academics and community members through PAR can lead to the co-creation of practical climate adaptation strategies, such as seed saving and promoting traditional ecological knowledge. Research limitations/implications: Their work suggests that embracing PAR can lead to more inclusive and equitable climate action. They have seen firsthand how this approach helps bridge the divide between universities and marginalised communities by positioning communities as active knowledge producers. By working directly with community members, they can ensure that climate action programmes are grounded in their lived experiences and expertise, leading to more relevant and sustainable interventions. Integrating PAR into higher education curricula is crucial for equipping students with the skills and experience to address complex social and environmental issues. Practical implications: Their research with the Hooga Seed Keepers' Collective reveals that embracing and promoting indigenous and local knowledge, such as seed saving and sharing, can lead to more resilient and sustainable agricultural practices in the face of climate change. Supporting and empowering marginalised communities, particularly women and landless labourers who are disproportionately affected by climate change, is crucial for equitable climate action. This can be achieved by promoting fair wages, ensuring access to resources like water and creating opportunities for them to participate in decision-making processes. By acknowledging and respecting the agency of both human and non-human actors, like heirloom seeds, they can foster a more balanced and reciprocal relationship with the natural world, contributing to a more sustainable future. Social implications: They believe that tackling social inequalities, particularly those related to caste and gender, is crucial for achieving meaningful and lasting climate action. Their research has revealed that marginalised groups, such as women and landless labourers, are disproportionately affected by climate change due to existing power imbalances and discriminatory practices. Addressing these social injustices should be central to any climate action programme, ensuring that the voices and needs of the most vulnerable are heard and addressed. By working to dismantle these systemic barriers, they can create a more just and equitable society that is better equipped to face the challenges of a changing climate. Originality/value: This article showcases how integrating a posthumanist perspective into PAR can challenge traditional hierarchies in knowledge production and create more equitable and effective climate action with marginalised communities. Drawing on their experiences with the Hooga Seed Keepers' Collective in Tamil Nadu, India, they illustrate how PAR, combined with posthumanist methodologies, can reveal the interconnectedness of human and non-human actors, such as heirloom seeds, in building climate resilience. By examining this collaborative project, the article provides one of the way forward for universities to bridge the theory-practice divide, emphasising the importance of indigenous and local knowledge in addressing the complex challenges of climate change. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1493116 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/IJSHE-10-2024-0710 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1492 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Rural Areas Type: general – SubjectFull: Climate Type: general – SubjectFull: Community Programs Type: general – SubjectFull: Participatory Research Type: general – SubjectFull: Action Research Type: general – SubjectFull: Community Involvement Type: general – SubjectFull: Plants (Botany) Type: general – SubjectFull: School Community Programs Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Conservation (Environment) Type: general – SubjectFull: Minority Groups Type: general – SubjectFull: Natural Resources Type: general – SubjectFull: Social Problems Type: general – SubjectFull: Social Justice Type: general – SubjectFull: India Type: general Titles: – TitleFull: Bridging the Gap: Participatory Action Research for Climate Change Adaptation in Rural India Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Devisha Sasidevan – PersonEntity: Name: NameFull: Sunil Santha – PersonEntity: Name: NameFull: Tristan McCowan – PersonEntity: Name: NameFull: Sowmya Balasubramaniam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1467-6370 – Type: issn-electronic Value: 1758-6739 Numbering: – Type: volume Value: 26 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Sustainability in Higher Education Type: main |
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