Participatory Action Research
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Item Action research in universities and higher education worldwide(SAGE Publications, 2015) Boden, Rebecca; Greenwood, Davydd J; Hall, Budd L; Levin, Morten; Marshall, Judi; Wright, SusanThe 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.Item International participatory research network(SAGE Publications, 2014) Hall, Budd LThe 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.Item "All means All": Social movement learning and the inclusion movement(2010) Hall, Budd L; Hall, RichardIn 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.Item 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 LThe 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.Item 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 LWhile 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.Item Background document for the University of Victoria Task Force on civic engagement(University of Victoria, 2017-09-15) Dragne, CorneliaThe purpose of the report is to identify and review the best strategies used by other universities to coordinate their civic/community engagement practices, as they are reflected in the literature dedicated to the topic. The focus of the report is on North American universities. The report seeks to: 1)present a brief background on university-community engagement 2)identify universities that promote civic/community engagement, case studies of coordinating models in place 3)identify evaluation methodologies 4)identify principles and structures that could serve as a model for UVic, lessons learned and recommendations in the literature.Item De fracaso y frustración en el trabajo de campo: cómo asumir la ética de la representación en la investigación participativa [Of failure and frustration in field work —how to assume the ethics of representation in participatory research](Universidad Colegio Mayor de Cundinamarca, 2013) Oslender, UlrichLa investigación participativa ha vuelto a la agenda por estos días. Sin duda en la academia convencional ha cobrado mayor aceptación que por allá en la década de 1970, cuando Orlando Fals Borda y otros desarrollaron lo que se dio a conocer como Investigación-Acción Participativa (IAP). Los consejos de investigación muestran cada vez mayor interés en financiar propuestas de investigación en colaboración, al parecer deseosos de escuchar y aprender de las experiencias de grupos subalternos. Lo sorprendente quizás es que muchas de estas investigaciones se reinventan hoy sin referencia siquiera al trabajo pionero de Fals Borda y otros. Otra carencia en los debates metodológicos se refiere a la falta de enfrentar abiertamente problemas de fracaso, decepción o frustración que el académico-activista pueda haber experimentado en el trabajo de campo. En este artículo, quisiera reflexionar sobre una experiencia de investigación en colaboración en la que participé y considerar de manera crítica aquellas situaciones que generaron alguna decepción personal, mostrando así las limitaciones en el campo de la investigación participativa. Hasta ahora me he abstenido de escribir sobre esto, pues plantea problemas éticos significativos en la posible identificación de sujetos de investigación, que hacen parte de esta historia. Sin embargo, creo que es solo mediante el examen crítico y abordando los fracasos y las frustraciones de las agendas de investigación en colaboración que pueden evitarse tales disgustos en el futuro. Cómo escribir sobre estos fracasos es una cuestión que no se responde fácilmente.Item Community engagement: A critical guide for practitioners(2017-05) Shaw, Mae; Crowther, JimThe motivation for this critical guide to community engagement comes primarily from our experience over many years as teachers on undergraduate and postgraduate programmes of community education. These programmes have historically been validated both by the university and the appropriate professional body, so they are firmly located at the interface between academic and vocational standards; between theory and practice. We have found that these different, sometimes contradictory, demands create a productive dynamic which has been at the core of our teaching, our writing and our relationships with the broader field of practice. We consider that an engagement with significant theoretical frameworks, an awareness of important historical traditions and an empathetic identification with the social reality of marginalized groups are all necessary in order to practise critical community engagement.Item Economics among the road scholars(2017-12-22) Dreze, JeanJholawala Economics’ is a derogatory term that the urban elites use to dismiss the arguments of social activists without having to contend with them. However, some of the jholawalas are indeed first-rate economists and their arguments cannot be dismissed easily. Jean Drèze is a prime example. His book ‘Sense and Solidarity: Jholawala Economics for Everyone’ puts together the wisdom that he and his co-authors (especially Reetika Khera) have gathered while doing research motivated by the problems they found at the grassroots level. This article is a condensed version of the thought-provoking introduction to the book. The article is a vigorous defense of the possibility of combining research with action. The argument is not that mainstream economists just interpret the world while the activists try to change it. It is about the learning value of collective action and the role of economists in society. In a country where we tend “to climb the ladder from the top” – Drèze’s characterisation of the Bullet Train project – the contribution of activists-scholars to economic research has special value.Item Training on participatory research methodologies. September 18-22, 2017(2017-09-22) Participatory Research in Asia (PRIA)