Participatory Action Research

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Author: search.filters.author.Hall, Budd LStart date: 2010

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    Action research in universities and higher education worldwide
    (SAGE Publications, 2015) Boden, Rebecca; Greenwood, Davydd J; Hall, Budd L; Levin, Morten; Marshall, Judi; Wright, Susan
    This chapter, by Rebecca Boden, Davydd Greenwood, Budd L. Hall, Morten Levin, Judi Marshall, and Susan Wright, appears in The SAGE Handbook of Action Research. It looks at how action research has found a place in universities, whether in managing them, in building action research centers, or in training new researchers. The examples include Mondragón University, Danish universities under new financial controls, search conferences, centers in the UK and Norway, and doctoral programs in Norway. The authors show that action research struggles in universities shaped by managerialism, while it has a stronger and older presence in the majority world. They end by pointing to new global networks and to the possibilities that remain for more engaged universities.
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    International participatory research network
    (SAGE Publications, 2014) Hall, Budd L
    The Sage Encyclopedia of Action Research is a two-volume work of entries on action research, compiled by a team of editors and specialists in different areas of the field. Greenwood specializes in general action research, while Coughlan and Dick specialize in organization development. Brydon-Miller, Flicker and Hall work in community-based action research, and Friedman in organizational behaviour. Sankaran specializes in action research as a meta-methodology, Gaya in agency and activism, and Zhao in educational action research. Guhathakurta, Jaitli and Tandon specialize in participatory action research. The editors sought entries from 200 researchers. The topics are extensive and include biographies of well-respected action researchers, concepts, epistemologies, ethics, goals, methods, methodologies, organizations and movements, philosophical underpinnings, settings, skills, spirituality, theories and tools.
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    "All means All": Social movement learning and the inclusion movement
    (2010) Hall, Budd L; Hall, Richard
    In this paper, Budd L. Hall and Richard Hall reflect on social movement learning through a personal experience. It begins with a phone call in February 2011, when Richard learned that his health coverage in Arizona would end as part of cuts affecting about 230,000 people. The authors recall Budd’s earlier view that learning happens in social movements in three ways: through organised activity, through informal learning by members, and through the learning of people outside the movement. They then turn to the inclusion movement and its principle that “all means all”. Friends in the movement quickly connected the brothers with advocates and lawyers, and both learned fast. Richard reflects on how one person’s experience can grow into collective action.
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    Despite knowledge democracy and community-based participatory action research: Voices from the global south and excluded north still missing
    (Sage Publications, 2015) Openjuru, George Ladaah; Jaitli, Namrata; Tandon, Rajesh; Hall, Budd L
    The primary purpose for this special issue of Action Research Journal (ARJ) focusing on knowledge democracy, community-based participatory action research (CBPAR) was to draw attention to and raise debate about knowledge exclusion of and alternative forms of knowing in the global South as well as to bring to the fore the perspective of authors from the global South. We understand the global South to include the excluded epistemologies from the global North such as Indigenous Researchers from the First Nations People from Canada. Reflecting on the 12 submissions that were made for this special issue reveals how even within supportive knowledge and research paradigms that are meant to promote marginalized scholarships, the global South and excluded North still remains excluded.
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    The next gen project: A global study on training, teaching and learning community-based research (CBR)
    (The Canadia Association for the Study of Adult Education (CASAE), 2016-07) Lepore, Walter; Tandon, Rajesh; Hall, Budd L
    While policies and practices regarding the creation of structures to facilitate community-university research partnerships are emerging and there is a rich literature on methodology of CBR, little research has been done at a global level on the training opportunities for building capacities in CBR within universities and community organisations. This led the UNESCO Chair in CBR and Social Responsibility in Higher Education to undertake the Next Gen project to analyze the current state-of-the art in pedagogies and strategies for building CBR capacities. This paper synthesizes the main findings of the project and proposes a series of pedagogical principles for the training of CBR.
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    From action research to knowledge democracy Cartagena 1977-2017
    (Colombian Journal of Sociology (RCS), 2018) Hall, Budd L; Tandon, Rajesh
    What can we learn from the histories of participatory research? In this article, Dr. Budd Hall and Dr. Rajesh Tandon reflect on the historical and political trajectories that shaped participatory action research in its current form. In conversation with pioneers such as Orlando Fals Borda, they situate participatory research within wider struggles for adult education, liberation and democratic knowledge production. Drawing from personal reflections and histories of adult education institutions, Hall and Tandon write about their own journeys into participatory research and the relationships that sustained these practices across continents. The article highlights the need for a non-fragmented methodology of action research, rooted in political praxis and committed to societal transformation. Through the work of Borda, particularly the landmark 1977 Cartagena conference that brought together over 4000 delegates to deliberate on people’s participation, the authors highlight the importance of challenging unequal relations of power and control. In revisiting these histories, the article affirms participatory action research as an ongoing project of epistemic justice and social transformation
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    Beyond partnerships: Embracing complexity to understand and improve research collaboration for global development
    (2021) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; Tandon, Rajesh
    While there is a burgeoning literature on the benefits of research collaboration for development, it tends to promote the idea of the ‘partnership’ as a bounded site in which interventions to improve collaborative practice can be made. This article draws on complexity theory and systems thinking to argue that such an assumption is problematic, divorcing collaboration from wider systems of research and practice. Instead, a systemic framework for understanding and evaluating collaboration is proposed. This framework is used to reflect on a set of principles for fair and equitable research collaboration that emerged from a programme of strategic research and capacity strengthening conducted by the Rethinking Research Collaborative (RRC) for the United Kingdom (UK)’s primary research funder: UK Research and Innovation (UKRI). The article concludes that a systemic conceptualisation of collaboration is more responsive than a ‘partnership’ approach, both to the principles of fairness and equity and also to uncertain futures.
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    Paulo Freire and participatory action research
    (2018) Hall, Budd L
    How has Paulo Freire’s pedagogy shaped the theory and practice of Participatory Action Research? This article offers a reflective engagement with the life and work of Paulo Freire, tracing the connections between his political pedagogy and the emergence of Participatory Action Research. Beginning with Freire’s biography in Northeast Brazil and his formative experiences of poverty, faith and political struggle, the paper situates his educational philosophy within wider movements for social transformation. It draws parallels between Freire’s dialogical, critical and action oriented pedagogy and the work of scholars such as Orlando Fals Borda, who involved peasant communities directly in research processes, as well as Budd Hall’s early engagements in Tanzania during the period of Julius Nyerere. The article argues that Freire’s insistence on linking reflection with action and recognising all people as knowers profoundly influenced the epistemological foundations of Participatory Action Research. Ultimately, it presents Participatory Action Research as a disciplined process of personal and social transformation inspired by Freire’s enduring commitment to humanisation, dialogue and collective action.
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    A Northeastern Brazilian: Memories of Paulo Freire
    (2018) Hall, Budd L
    How do personal memories illuminate the enduring legacy of one of the twentieth century's most influential pedagogical thinkers? This paper presents Dr. Budd Hall's reflection on his experience with Paulo Freire and the influence of Freire’s pedagogical ideas on adult education and social transformation. Hall’s engagement with Freire’s work began in 1970 while working at the University of Dar es Salaam, when Tanzania was developing a nationwide adult literacy campaign under President Nyerere. The paper highlights his commitment to social transformation through education, emphasizing the influence of Marxist and humanistic psychology. He created a discourse, a set of words and concepts that fit our world so well. ‘Banking education,' 'conscientization,' ‘problem-based education,' ‘thematic investigation,' and ‘codifications’ shaped educational thought and practice. The paper also traces a longer relationship with Freire through the International Council for Adult Education and various international gatherings over the following decades. The memoir concludes with an original poem, “Surf on Paulino,” written on the first anniversary of Freire’s death, celebrating his intellectual legacy, his warmth, and his place in the tradition of Brazilian mysticism.
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    Social movement learning: A contemporary re-examination
    (2011) Hall, Budd L; Clover, Darlene E.; Crowther, Jim; Scandrett, Eurig
    Where does the new begin and where does the old end in social movement learning? In this essay, Budd L. Hall, along with Darlene E. Clover, Jim Crowther and Eurig Scandrett, revisit the long-standing distinction between ‘old’ social movements, historically associated with labour struggles and socialist ideologies, and ‘new’ social movements centred on identity politics and recognition. While these categories have been analytically useful, the authors argue that they are increasingly insufficient for understanding the complex social subjects and struggles emerging in the contemporary moment. The demands, assertions and pedagogical practices of movements do not fall neatly into dichotomies; rather, they overlap, intersect and generate new forms of collective learning. Drawing on diverse examples from movements in Brazil, the UK, Venezuela, Argentina, India, Ghana and beyond, the essay highlights both ‘learning in’ movements through participation and struggle, and ‘learning from’ movements as processes of wider public education. In doing so, Dr. Hall emphasises the need for newer pedagogies and newer forms of theorising to understand social movements comprehensively in ways that can guide meaningful social action.