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 Gracias Companero: An appreciation of Orlando Fals Borda(SAGE Publications, 2008) Hall, Budd LI first met Orlando Fals Borda in April of 1977. He was standing in the lobby of an older colonial style hotel in the city of Cartagena, Columbia. He was sur-rounded by a group of very earnest younger and older Latin Americans who were holding very heated discussions about the nature of knowledge, the role of intellectuals in revolutionary change and the age-old question in times of need: 'What is to be done?". The occasion was a meeting of 56 scholar-activists from all over the world, whom Orlando Fals Borda had brought together to this Caribbean city of coastal Colombia to embark on a daring new idea: to break the positivist hold on science by means of recognizing channels of valid knowledge production by and with the common people, with the purpose of social recon-struction and participation. Some of those scholars had been working to these ends since the late 1960s outside of academic confines. Orlando traced his lineage in Participatory Action Research and related approaches from that meeting. At the time, I was a newly appointed research officer working with the International Council for Adult Education, fresh from five years working in Tanzania where a number of us began the work which we coined 'participatory research'. A number of us were working on the building of an international par-ticipatory research network and we needed Orlando's ideas and support to move our work forward.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 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 Involving communities in planning and assessing the impacts of development programmes: Report on a pacific NGO workshop on participatory approaches to development, Nadi, Fiji, 23–25 June(2023-06-23) Quinn, Marion; Clark, KevinThis report documents a Pacific NGO workshop on participatory approaches to development held in Fiji in 2003, aimed at strengthening the capacities of civil society organisations to use participatory impact assessment, stakeholder analysis, indicator setting, and community based monitoring in their own contexts. Its central concern is how development can move beyond expert driven models toward processes where primary stakeholders influence decisions, resources, and outcomes. The report covers practical sessions on identifying stakeholders, understanding gender relations, designing meaningful indicators, collecting and analysing data, and using participatory tools such as mapping, ranking, focus groups, seasonal calendars, and time use studies. Through examples from Pacific countries, it shows how communities can define priorities, generate knowledge, and evaluate change on their own terms. This report offers an important lesson that monitoring and evaluation are not merely technical exercises but democratic processes linked to power, voice, and accountability. It demonstrates that when communities participate from the beginning of a project cycle, development interventions become more relevant, more sustainable, and more responsive to local realities.Item Social development monitoring: A process to ensure accountability(Prashasnika A Journal of Administrative Processes, 2006-12) Dwivedi, AnjuWhat 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.Item Preparing the next generation of researchers(UNESCO Chair, 2020-06-23) Bhatt, NanditaThis 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.Item Regionalizing the UNESCO knowledge for change consortium: K4C at the ESC!(UNESCO Chair, 2023-10-05) Mercy, NkathaItem Certificate in international perspectives in participatory research instructional guidelines(PRIA & UVic, 2013) Participatory Research in Asia (PRIA); University of Victoria
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