Participatory Action Research

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Start date: 2000Subject: search.filters.subject.Global

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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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    Doing participatory research: A feminist approach
    (Center for International Education, University of Massachusetts., 2000) Maguire, Patricia
    In this text the author traces her beginnings as a student researcher trying to understand the biases of traditional research by engaging in participatory research with a group of battered women in Gallup, New Mexico. Using Paulo Freire's concept of dialogue, Pat talks with former battered women in their kitchens, transcribes the interviews and presents the women in their own words. Together they move through a cycle of reflection and action, reaching for a solution to the problem-how to move forward after living with violent men. This highly creative work will involve the reader in theory and practice.
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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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    Community engagement: A critical guide for practitioners
    (2017-05) Shaw, Mae; Crowther, Jim
    The 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.
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    Participatory action research chronology: Social history of PAR methodologies
    (2004)
    As conventional research was increasingly criticized for being distant from people’s lived realities, participatory action research (PAR) emerged as an approach that linked knowledge creation with social change. This study traces the history and evolution of participatory action research (PAR), situating it within broader social, political, and intellectual movements of the twentieth century. It highlights the influence of early pioneers like Moreno and Kurt Lewin, while also recognizing the contributions of Paulo Freire, Orlando Fals-Borda, Marja-Liisa Swantz, and others who shaped the participatory ethos. The research outlines how PAR emerged as both a methodological innovation and a political commitment, particularly in the struggles of marginalized and Indigenous communities across regions such as Canada, Tanzania, and Latin America. Central to the discussion is how PAR challenged the dominance of positivist traditions by emphasizing collaboration, critical consciousness, and the co-creation of knowledge with communities. The paper also shows how networks of scholars, activists, and local leaders extended PAR across continents, adapting it to diverse contexts from land use and health to education and cultural survival. By weaving together these experiences, the study demonstrates how participatory action research became a bridge between academic inquiry and social transformation, continually evolving through the struggles and aspirations of those it sought to serve.
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    Social development monitoring: A process to ensure accountability
    (Prashasnika A Journal of Administrative Processes, 2006-12) Dwivedi, Anju
    What does it mean to monitor development processes, and who holds the power to do so? In this paper, Anju Dwivedi situates social development monitoring within the broader shift toward people centred development that emerged in the 1990s, where participation became central to planning and implementation. Instead of viewing monitoring as a technical exercise carried out by experts, the paper argues for a process rooted in community participation, where citizens continuously observe, question, and engage with development interventions. Social development monitoring is presented as a means of strengthening accountability and governance by creating spaces for those historically excluded to articulate concerns, influence decisions, and exercise control over resources. The process moves beyond an instrumental function of tracking outcomes, and instead operates as a political act that redistributes power and challenges hierarchical decision making structures. By involving communities in identifying issues, generating information, and taking collective action, monitoring becomes a site of learning and citizenship in practice. The paper ultimately positions social development monitoring as a process that not only ensures accountability but also enables communities to shape development pathways in ways that reflect their own priorities, knowledge, and autonomy.
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    Preparing the next generation of researchers
    (UNESCO Chair, 2020-06-23) Bhatt, Nandita
    This report covers a June 2020 webinar hosted by the K4C Raipur hub, known as Sangwari, part of the Knowledge for Change Global Consortium that Rajesh Tandon and Budd Hall established in 2017. The session drew on presentations from hub coordinators, PRSU Vice-Chancellor Keshari Lal Verma, and student researchers, set against the backdrop of COVID-19 and its disproportionate impact on vulnerable communities. The hub turns to its focus on training the next generation of community-based researchers, holding that integrating community-university engagement into core academic work, rather than treating it as a side activity, is what strengthens a university's social responsibility. The report reviews student-led projects tied to SDG 5, SDG 8, and SDG 17, including a study on antenatal healthcare access among rural women in Chhattisgarh, work on sexual harassment awareness among young female athletes, and a planned study on the pandemic's impact on informal women workers. It closes with remarks from Hall pointing to the hub's use of arts-based methods and local language as a model other K4C hubs can draw from.
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    Gobeshona global conference: Participatory research for climate adaptation
    (Participatory Research in Asia (PRIA), 2021-01-29) Participatory Research in Asia (PRIA)
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