Community-Based Participatory Research

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Author: search.filters.author.Hall, Budd LSubject: search.filters.subject.Community Knowledge

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    Book Review: Learning through community: Exploring participatory practices
    (2008) Hall, Budd L
    During the past years, no Canadian adult education research group has been more productive than the group based at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. New Approaches to Lifelong Learning (NALL), The Changing Nature of Work and Lifelong Learning (WALL), and the Centre for the Study of Education and Work at OISE, led by David Livingstone with able support from D'Arcy Martin and a score of thoughtful scholar-activists, have given us many papers, books, surveys, Web pages, symposia, and conferences with a particular focus on adult education and work and the ever-evolving understanding of informal adult learning.
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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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    Learning to listen: Foundations of teaching and facilitating of participatory and community based research
    (University of Toronto Press, 2014) Hall, Budd L
    This chapter by Budd L. Hall was published in Learning and Teaching Community-Based Research: Linking Pedagogy to Practice, edited by Catherine Etmanski and Teresa Dawson. Hall looks back on how he learned and later taught participatory and community-based research (CBR). It draws on his early work in Tanzania in the 1970s, where the evaluation of a health education campaign exposed the limits of conventional survey methods. The chapter outlines five learning objectives: knowing who we are, learning to listen, the centrality of values and commitment, openness to multiple ways of creating and representing knowledge, and the meaning of action. It uses exercises like the Power Flower and poetry to help students listen better. The chapter concludes that CBR is a set of principles rather than a fixed method and that its results should belong to the community.
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    Mobilizing community and academic knowledge for transformative change: The story of the UNESCO Chair in community based research and social responsibility in higher education
    (The Canadian Commission for UNESCO’s IdeaLab, 2017) Hall, Budd L; Tandon, Rajesh
    What role can higher education play in advancing knowledge democracy and fulfilling its social responsibility? This paper co-authored by Dr. Budd L. Hall and Dr. Rajesh Tandon reflects the establishment, evolution, and contributions of the UNESCO chair in community-based research and social responsibility in higher education. Established in July 2012 as a unique co-chair partnership bridging the University of Victoria (Canada) and Participatory Research in Asia (PRIA, India). This paper outlines the effectiveness of a distinctive global North-South co-chair method in connecting academic institutions with grassroots practitioners to promote knowledge and democracy. The paper explores how universities should collaborate with communities in the co-creation of knowledge to promote social responsibility, inclusion, and sustainable development. Through its three core domains, knowledge mobilization, policy advocacy, and capacity building, the chair has generated substantial, systemic impact. Through global reports, policy dialogues, and training programs, the Chair has influenced higher education policy, fostered international networks, and contributed to embedding engagement and participatory research into the everyday functions of universities. This paper demonstrates how universities can contribute to social change by working closely with communities, promoting sustainable development, and strengthening their social responsibility.