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 University of Victoria task force on community-based research: Towards a structure for community-based research University of Victoria: Phase II(2005) Keller, Peter; Hall, Budd LThis document was prepared by the University of Victoria Task Force on Community-Based Research, co-led by Peter Keller and Budd L. Hall. It explains the background to Phase II of the work on creating a structure to support community-based research (CBR) at the university, starting with a 2005 forum that drew more than 80 academics. The document uses a three-part definition of CBR as collaborative, as democratising knowledge, and as aimed at social action and social justice. It then sets out the next steps in the consultation, including talking with community partners, reviewing models from elsewhere, recommending a steering committee, identifying networks and funding sources, and exploring UVic’s hosting of the 2007 Community-University Expo.Item Voices of change: participatory research in the United States and Canada(BERGIN & GARVEY, 1993) Park, Peter; Brydon-Miller, Mary; Hall, Budd L; Jackson, TedThis book is a collection of articles which focus on the North American experience in participatory research. The authors have all been directly engaged in participatory research. Some of us have also been involved in theoretical elaboration and quite a few of us have been involved with creating or maintaining networks, centers, or other structures which support the work of many other organizations and individuals. I would submit that the fact that each of us has been engaged in practical, theoretical, and institutional aspects of the participatory research discourse gives our work its flavor.Item From margins to center? The development and purpose of participatory research(The American Sociologist, 1992) Hall, Budd LThis article documents the development of the libratory stream of participa-tory research as experienced through the activities and connections of one of the key figures in the early development and dissemination of these ideas. It traces the developments in Tanzania in the early 1970s, through the establish-ment of the original Participatory Research Network to the elaboration of theoretical and political debates. It highlights the formulation and elaboration of participatory research as a contribution to social change in a variety of settings. It includes discussions of the feminist advance, the question of voice and the relationship of power to knowledge in transformative practice. It contains an extensive and historically valuable bibliography.Item Transformative learning through environmental action: An overview of an IDRC sponsored project(1995) Hall, Budd LDr. Budd L. Hall presents an overview of a research project on transformative learning in environmental action, carried out with colleagues at the Ontario Institute for Studies in Education, York University, and partner organizations in Brazil. The project grew out of work around the 1992 Earth Summit in Rio de Janeiro and the Treaty on Environmental Education for Sustainable Societies and focused on what people learn through environmental campaigns linked to food production, distribution, and consumption. Drawing on case studies from India, Sudan, Germany, Canada, Brazil, Venezuela, and El Salvador, along with an international survey and a collective workshop, Hall and his co-researchers look at what needs to change in current systems, including life conditions, power relations, and ways of thinking, and set out ten principles of transformative learning, among them recovering a sense of place, reconnecting with nature, and recognizing historical struggles. The paper also describes practical methods used across the case studies, such as community meetings, learning from elders, and seed festivals, along with possible indicators of success. Hall notes that although computer networking was planned as a central tool, it ultimately played only a minor role in the project.Item From action research to knowledge democracy Cartagena 1977-2017(Colombian Journal of Sociology (RCS), 2018) Hall, Budd L; Tandon, RajeshWhat can we learn from the histories of participatory research? In this article, Dr. Budd Hall and Dr. Rajesh Tandon reflect on the historical and political trajectories that shaped participatory action research in its current form. In conversation with pioneers such as Orlando Fals Borda, they situate participatory research within wider struggles for adult education, liberation and democratic knowledge production. Drawing from personal reflections and histories of adult education institutions, Hall and Tandon write about their own journeys into participatory research and the relationships that sustained these practices across continents. The article highlights the need for a non-fragmented methodology of action research, rooted in political praxis and committed to societal transformation. Through the work of Borda, particularly the landmark 1977 Cartagena conference that brought together over 4000 delegates to deliberate on people’s participation, the authors highlight the importance of challenging unequal relations of power and control. In revisiting these histories, the article affirms participatory action research as an ongoing project of epistemic justice and social transformationItem Beyond partnerships: Embracing complexity to understand and improve research collaboration for global development(2021) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; Tandon, RajeshWhile there is a burgeoning literature on the benefits of research collaboration for development, it tends to promote the idea of the ‘partnership’ as a bounded site in which interventions to improve collaborative practice can be made. This article draws on complexity theory and systems thinking to argue that such an assumption is problematic, divorcing collaboration from wider systems of research and practice. Instead, a systemic framework for understanding and evaluating collaboration is proposed. This framework is used to reflect on a set of principles for fair and equitable research collaboration that emerged from a programme of strategic research and capacity strengthening conducted by the Rethinking Research Collaborative (RRC) for the United Kingdom (UK)’s primary research funder: UK Research and Innovation (UKRI). The article concludes that a systemic conceptualisation of collaboration is more responsive than a ‘partnership’ approach, both to the principles of fairness and equity and also to uncertain futures.Item A Canadian approach to higher education, community-engagement and the public good: The future of continuing education(2009) Hall, Budd LWhat is the relationship between society and universities in the 21st century? In this article, Budd L Hall reflects on the future direction of Canadian higher education and its responsibility to the public good. Situating his argument within long-standing debates in continuing education, he examines how universities are increasingly shaped by market pressures, corporatisation, and funding constraints. Instead of framing social justice and economic concerns as oppositional, Hall calls for a more integrated approach that recognises the interdependence of markets, communities, and democratic life. Drawing on decades of work in community-based research and engagement, he argues that universities must move towards institutionalising meaningful partnerships with communities. Community-based research, he suggests, should be embedded within teaching and research practices as a pathway to social action. In conclusion, this article invites readers to reconsider how higher education institutions can remain socially relevant by strengthening their civic role and deepening their accountability to the communities they serve.Item A river of life: Learning and environmental social movements(Interface: A journal for and about social movement, 2009) Hall, Budd LWhat and how can we learn from social movements? According to Dr. Budd Hall, social movements are intense locations for knowledge to come together and for learning to happen. They are seen as one of the best routes to social transformation because they bring together action, learning and social change. In this 2009 paper, Dr. Hall reflects on the epistemic value of social movements in the creation of knowledge. He begins by exploring what a social movement is and outlines its characteristic features as discussed by different schools of thought. The paper is a collaborative effort involving teams from three organisations and presents qualitative analyses based on case studies of environmental social movements from countries like Venezuela, Brazil, Sudan, India, Canada and many more. From these cases, the paper formulates key principles of environmental social movement learning, including seeing humans as part of nature rather than separate from it, deconstructing power relations in our relationship with nature and with each other as a first step toward transforming them, and several other interconnected insights. Through both theoretical reflection and grounded case studies, Hall argues that social movements, while leading to social transformation, also facilitate deep personal transformation by creating powerful spaces for learning.Item In from the cold? Reflections on participatory research from 1970 - 2005(Convergence, 2005) Hall, Budd LParticipatory Research is a term which was first articulated in Tanzania in the early 1970s to describe a variety of community-based approaches to the creation of knowledge. Taken together these approaches combine social investigation, education and action in an interrelated process. The International Council for Adult Education provided a home in 1976 for what became the International Participatory Research Network, the means by which the ideas and practices of participatory research became more widely visible. Participatory research was a concept which, unlike most contemporary research paradigms, originated in the majority world. It originated in the rapidly expanding networks of non-governmental organisations in the 1980s and 90s. It has been the research approach of choice in many of the social movement interventions of the past 20 years. Participatory research and its sister concept participatory action research have in the past 15 years been taken up in many universities around the world both as a teaching subject and as a research method for graduate studies. One might say that, participatory research has come “in from the cold”, that it has come in from the margins to become an accepted member of the academic family.