Community-Based Participatory Research

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1971 - 197941980 - 19852

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End date: 1985Subject: search.filters.subject.SDG 4: Quality Education

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Now showing 1 - 10 of 11
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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.
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    Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships
    (0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, Wafa
    What does it mean to institutionalise the co-construction of knowledge between universities and communities at a global level? This paper begins from the premise that knowledge democracy requires moving beyond expert driven models towards collaborative processes that recognise the knowledge generating capacities of each human being and of every community. Community university research partnerships are presented as a key pathway for this shift, as they create structures through which research questions, methods, processes and outcomes can be shaped jointly. Drawing on a global survey and national case studies across Europe, Africa, Asia and the Americas, the authors examine the histories, discourses and institutional forms that support or constrain such partnerships. This paper further analyses models such as Science Shops, centers of community-based research and national policy frameworks, while identifying tensions and practical challenges in embedding such work within universities. It highlights the importance of facilitative structures, supportive leadership, transnational networks and sustained institutional commitment. In doing so, it argues that institutionalising community-based research is not only a technical exercise but a political and ideological process that reshapes how universities understand knowledge, partnership and their responsibilities to society.
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    Evaluation of adult education in Tanzania: A status report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Tanzania has placed significant focus on adult education, a commitment evident since the beginning of the Second Five Year Plan (1969–74). This report by Dr. Budd Hall emphasizes the need to evaluate the status of adult education in the country. The objectives of adult education programmes have been to teach basic reading, writing, and problem-solving skills to facilitate meaningful participation of young people in family life, community life and in the larger development of the nation. However, dropout numbers have remained high, and attendance rates continue to be low. The evaluation of these programmes has been divided into several components, including the assessment of baseline data, interim surveys, and technical surveys. This report explores the reasons why it is necessary to examine how effective these education programmes have been, what have been the shortcomings and how future efforts can be guided.
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    Linkage between participatory research, participatory evaluation and participatory training
    (1983-05-05)
    As participatory approaches gained ground in the early 1980s, questions emerged about how research, evaluation, and training might intersect in practice. This paper explores the close relationship between these three processes, showing how they often overlap and evolve within the same project rather than remaining separate domains. Through discussions of field experiences, it reflects on the complexity of roles that facilitators, educators, and community members assume, and the tensions that arise in balancing activism, research, and organizational structures. The study also considers the possibilities of applying participatory methods to diverse fields such as primary education, forestry, and women’s empowerment, while highlighting the constraints of time, resources, and institutional support. Instead of drawing final conclusions, it leaves the reader with open questions about how participatory practice can expand its reach while staying true to its empowering intent.
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    The Indian urban elites: An exploratory study
    (0000) De, Nitish R.; Tandon, Rajesh
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    Towards an epistemology of participatory research
    (Participatory Research in Asia (PRIA) , 0000) Chaudhary, Anil
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    Rural vocational education in Tanzania: An exploratory research
    (African Adult Education Association , 1979-07) Mshana, R.; Bita, T.
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    Practical issues in the democratisation of research in non-formal education in the commonwealth
    (International Council for Adult Education, 1979) Hall, Budd L
    Dr. Budd L. Hall prepared this paper for the Commonwealth Specialist Conference on Non-Formal Education for Development, held in New Delhi in January and February 1979, while serving as Director of Research at the International Council for Adult Education. It looks at research trends of that period across the Commonwealth, moving through broad overviews, literacy studies, media evaluations, action research, and participatory research, before turning to what he treats as the most significant among them: the shift toward democratising research itself. Several developments point to this shift, among them research relocating from metropolitan countries toward the Third World, local researchers taking over roles once held by expatriates, and poor and exploited communities gaining a direct role in shaping the research process rather than remaining its subjects. Case examples from Botswana, Kenya, Tanzania, Canada, England, and India ground these claims. Practical questions follow how findings get communicated in accessible language, what alternative methods such as drawings, theatre, and song open for non-literate participants, how much longer democratic research takes, what it costs, and how local findings connect to larger structural issues. The paper ties democratic research to the wider struggle for social justice, with Hall insisting ordinary people hold both the ability and the right to interpret their own problems.