Participatory action research fits well with conflict resolution and peacebuilding; it is used by scholar-practitioners as part of field-based practice efforts that contribute to transforming conflict and add to scholarly knowledge. However, as Cynthia Chataway’s analysis of a participatory action research project undertaken with the Mohawk community of Kahnawake indicated, there are considerable constraints on mutual inquiry when it occurs in settings marked by historical oppression, distrust of outsiders and internal division; these constraints require the model to respond to the community context. Drawing on this insight, this paper explores a recent collaborative, community-based research that was part of a larger youth-centered peacebuilding and security initiative in Haiti. The initiative involved partners from Canada supporting a non-governmental organization and youth in four communities to engage in action research, under the umbrella of community-based research, as part of the 26-month project. The article draws out insights on ways in which the community-based research approach adapted to the conflict context, and reflects on the ways in which this form of engaged scholarship adds to knowledge in conflict resolution and peacebuilding.

参与性行动研究非常适合解决冲突和建设和平；它被学者从业人员用作基于领域的实践活动的一部分，这些活动有助于改变冲突并增加学术知识。然而，正如辛西娅·查塔维（Cynthia Chataway）对与卡纳瓦克（Kahnawake）莫霍克族（Mohawk）进行的一项参与性行动研究项目的分析所表明的那样，在以历史压迫，对外界的不信任和内部分裂为标志的环境中，相互询问存在很大的限制；这些限制要求模型响应社区环境。本文利用这一见解，探索了一项最近的基于社区的合作研究，该研究是海地一项以青年为中心的更大的建设和平与安全倡议的一部分。该倡议涉及来自加拿大的合作伙伴，该伙伴支持一个非政府组织和四个社区的年轻人，在基于社区的研究框架下参与行动研究，这是26个月项目的一部分。本文就基于社区的研究方法适应冲突环境的方式提出了见解，并反思了这种参与式奖学金形式如何为解决冲突和建设和平增加知识。