This article reflects on the current status of participatory research in anthropology. I draw on my work at the Instituto Superior Intercultural Ayuuk (Ayuuk Intercultural University) in Oaxaca, Mexico to sketch some of potentials and pitfalls for participatory research during the preliminary, data‐collection, and postfield phases. My argument is that while anthropologists as individuals tend to find ways to connect meaningfully with collaborators in the field, the discipline does little to train, foster, or evaluate participatory research as a core element. Assigning participatory research to the status of a personal choice rather than a disciplinary hallmark saps anthropology's potential for meaningful engagement with a host of publics, not the least of which are the communities, groups, and networks of individuals with whom we conduct research. [decolonization, intercultural education, Latin America, participatory research, training and methods]

中文翻译：

---

学科潜力与个人选择：瓦哈卡人跨文化教育参与性研究的思考

本文反映了人类学参与研究的现状。我将利用我在墨西哥瓦哈卡州高级跨文化学院Ayuuk研究所（Ayuuk跨文化大学）的工作，勾勒出在初步，数据收集和后期研究阶段进行参与式研究的一些潜力和陷阱。我的论点是，人类学家作为个体倾向于寻找方法与该领域的合作者进行有意义的联系，该学科几乎没有将培训，培养或评估参与性研究作为核心要素。将参与式研究分配给个人选择的状态，而不是学科的标志，这削弱了人类学与众多公众进行有意义互动的潜力，其中最重要的是与我们进行研究的社区，团体和个人网络。[非殖民化，跨文化教育，拉丁美洲，参与性研究，培训和方法]