Community-Based Participatory Research

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Author: search.filters.author.Tandon, RajeshEnd date: 2019

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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.
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    Bridging the gap between the researcher and the community: PRIA’s engagements in promoting community based research and social responsibility in higher educational institutions
    (Participatory Research in Asia (PRIA), 2014) Tandon, Rajesh; Singh, Wafa; Srinivasan, Sumitra
    PRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.
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    Knowledge for change: Mentorship training program
    (UNESCO Chair, 2019) Hall, Budd L; Tandon, Rajesh
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    Training the next generation of community based researchers: A guide for trainers
    (Participatory Research in Asia (PRIA) & University of Victoria, 2016) Tandon, Rajesh; Hall, Budd L; Lepore, Walter; Singh, Wafa
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    Community engagement as a way forward for sustainable rural societies
    (UNESCO Chair, 2017-09-22) Singh, Wafa; Tandon, Rajesh
    With over 70% of the Indian population residing in villages, it can be said that it is the 'villages, where the heart of India resides. Despite such a large rural population, the unsustainable socio-economic conditions plaguing our rural societies, even after 70 years of independence, is nothing short of a distress situation. This calls for immediate actions for improving rural conditions, and for this to happen, higher education, historically recognized as 'public institutions', needs to step in. With the sea of knowledge and resources at its disposal, it can ably pursue the agenda of sustainable development of rural societies. One of the potent tools for making this happen is community engagement. The core purpose of such engagement is to serve mutual interests of universities and communities alike. In practice, this can be executed in several ways such as engaged scholarship practices like service-learning, community based participatory research etc., with the initiatives focused on specific Sustainable Development Goals (SDGs) in the rural context. This paper makes the case for such engagement for ensuring the creation of sustainable and self-reliant rural societies.
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    Disciplines, professions and the sustainable development goals (SDGs): Challenges in higher education in india
    (Global University Network for Innovation (GUNi), 2019) Tandon, Rajesh; Pandey, Pooja
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    Community based participatory research & sustainable development goals
    (2017) Hall, Budd L; Tandon, Rajesh
    In this report, Dr. Budd Hall and Dr. Rajesh Tandon explore the role of Community-Based Participatory Research (CBPR) in achieving the Sustainable Development Goals (SDGs). The authors contend that addressing the social, economic, and environmental challenges within the SDG framework demands knowledge production approaches that go beyond what conventional academic research offers. Higher education institutions, with their considerable intellectual, physical, and digital resources, are seen as well-placed to generate locally relevant and actionable knowledge through socially responsible research. CBPR is discussed as a collaborative and participatory approach that brings together universities, communities, civil society, and policy actors in equitable partnerships, with an emphasis on co-learning, capacity building, and social change. The report also considers how higher education institutions can integrate CBPR into their research work through locally grounded and community-driven methods. It closes with recommendations for universities, policymakers, funding agencies, and civil society organizations on building stronger institutional support for CBPR in the pursuit of the SDGs.
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    Global foundations of community based research
    (0000) Tandon, Rajesh; Hall, Budd L
    This paper by Dr. Budd Hall and Dr. Rajesh Tandon looks back at the origin of participatory research, tracing its evolution from the late 1970s when a small network of like-minded researchers and activists across Toronto, New Delhi, Dar es Salaam, the Netherlands, and Caracas began to challenge the foundations of conventional social science research. It highlights how this early movement grew into a globally recognized approach to knowledge creation and social change. The paper examines the emergence of international and regional networks, the establishment of Participatory Research in Asia (PRIA), and the development of participatory methodologies aimed at social transformation. It also reflects on the challenges participatory research faced in gaining acceptance within academia, where researchers and practitioners often struggled to bridge differences in perspective and practice. Significant developments, including the 1997 Cartagena Congress, the launch of GACER, and the 2012 UNESCO Co-Chairs appointment, marked important steps toward broader recognition. The paper argues that years of participatory research work have slowly changed how knowledge is understood, who gets to produce it, in what settings, and in whose interest. For Hall and Tandon, this shift connects directly to current conversations about knowledge democracy and what higher education institutions owe to the communities around them.