Community Knowledge

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1071

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Subject: search.filters.subject.Community Based Participatory Research

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Now showing 1 - 5 of 5
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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.
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    Summary of impact: Community-engaged research at the university of victoria
    (University of Victoria, 2017) Tremblay, Crystal
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    Development training of marginal farmers in india
    (1980) Tandon, Rajesh
    This paper by Dr. Rajesh Tandon examines the development training of marginal farmers in India as a case study as methods of interventions for development among rural poor communities. The paper begins by arguing for the need of developmental strategies to focus on individual development in micro settings to initiate macro development. It underlines some basic but necessary principles of training that leads to creation of awareness, knowledge, skills, as well as catalysing actions. The paper then presents a detailed case study of a three day residential training programme conducted with two peer groups from Pati and Pura villages in collaboration with Seva Mandir, an agency in Udaipur. It explains how dialogue, group sessions, and role plays were used to develop awareness of village problems, understanding of power dynamics, and confidence of villagers in organizing. The paper then concludes with listing out some important points to be considered by the trainers as part of the training programs.