Community-University Engagement

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End date: 2019Subject: search.filters.subject.Community-Based Participatory Research

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    Mobilisation des connaissances de la communauté et du milieu universitaire en vue d’un changement en profondeur : L’évolution de la Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur [Mobilizing community and university knowledge for transformative change: The evolution of the UNESCO Chair in community-based research and social responsibility in higher education]
    (Commission canadienne pour l’UNESCO, 2017) Hall, Budd L; Tandon, Rajesh
    La Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur a été créée en juin 2012 dans la foulée de la 2e Conférence mondiale de l’UNESCO sur l’enseignement supérieur, qui s’est déroulée à Paris en juillet 2009. Rajesh Tandon, Ph. D. et Budd Hall, Ph. D., ont été nommés cotitulaires de cette chaire. Cet article retrace les origines de la chaire et examine les contributions apportées jusqu’à ce jour ainsi que les leçons stratégiques que l’UNESCO, les décideurs politiques, les praticiens et les universitaires peuvent en tirer.
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    University-community partnerships: Connecting for change
    (The Community-University Exposition 2008, 2008)
    With many of the social, environmental, health and economic issues facing us today we need research that engages those who are working on the front lines. Issues in Victoria, such as homelessness or climate change, are best understood and acted upon when those working to find solutions are driving the research.
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    Building in dialogue between consumers and staff in acute mental health services
    (Systemic Practice and Action Research, 1998) Wadsworth, Yoland; Epstein, Merinda
    This paper describes some aspects of the methodology, material, and findings from a lengthy participatory action research engagement by a consumer organization in Australia, which was undertaken in collaboration with staff at a major public psychiatric hospital and then went on to involve "players" throughout the local state, and national mental health services system. A small first phase established a dialogic methodology for the exchange of experiences and thinking between staff and consumers. The purpose of the second phase of the research was to explore how consumers' voices might be heard, and how staff-consumer communication about that feedback, might be "built in" to ongoing organizational structure and culture. Systems thinking about defensive routines, silences, and voice-as-discourse is reported as offering a possible way of cracking the puzzle of the closed-loop cycle of claim/blame-defense-and-counter-claim/blame-defense that has been characteristic to date.
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    The funding and development of community university research partnerships in Canada: Evidence-based investment in knowledge, engaged scholarship, innovation and action for Canada's future
    (OCBR, University of Victoria; Community Based Research Canada, 2009-10) Office of Community-Based Research, University of Victoria; Community Based Research Canada
    The purpose of this report is to map out the sources and types of funding that have been created to support community university research partnerships, describe the current state of development of arrangements between public post secondary institutions and community organizations, to collaborate in research and knowledge mobilization, and suggest some conclusions as to how effective partnership work of this kind might be strengthened in the future.
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    Strengthening the role of civil society in water sector governance towards climate change adaptation in African cities - Durban, Maputo, Nairobi: Final technical report (February 2012-February 2013)
    (York University, 2013-06-30) Perkins, Patricia E.; Figueiredo, Patricia; Lorimer, Elizabeth; Saad, Aaron
    Water resources management is one of the most important climate change-related issues on international, national and urban public policy agendas. Income inequality in South Africa, Mozambique, and Kenya is among the largest in the world; in all three countries, equity struggles related to water are growing in social, political and ecological significance, which is both a symptom and a cause of urban vulnerabilities related to climate change. Democratic mediation of these conflicts, and sustainable long-term management of water resources in the face of climate change, requires public participation. But those most affected by water issues such as scarcity and flooding are also those least likely to be able to participate in governance and policy institutions. In particular, members of economically disadvantaged groups especially women, in general tend to be gravely impacted by poor water management, but also face great difficulties in participating effectively in governance bodies. This project responded to that particular need, and has developed practical strategies for strengthening urban governments in planning investments in climate change adaptation. The project linked university researchers with community-based NGOs conducting environmental education and organizing participatory workshops in low-income urban areas with pressing climate change and water-related problems; built on proven methods of community-university collaboration to strengthen urban watershed governance; increased equity in public participation processes related to urban climate change adaptation; and fostered progressive local, national and international policy development on climate change-related water management while training students, university researchers, NGO staff members, and community participants. The major research outcome of the project is its contribution to understanding effective ways of strengthening local governments, NGOs and civil society organizations involved in environmental education and organizing for improved public participation in watershed governance and climate change adaptation in African urban areas.
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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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    Knowledge, democracy and action: Community university research partnerships in global perspectives
    (2013) Hall, Budd L
    How are knowledge, democracy and action intertwined in a world increasingly centered around economic development? This introductory chapter to Knowledge, Democracy and Action: Community–University Research Partnerships in Global Perspectives, written by Dr. Budd L. Hall, examines the shifting relationship between knowledge and society and the evolving role of higher education institutions within this context. As knowledge becomes central to economic growth, universities are increasingly positioned as key producers of expertise aligned with state priorities and global development agendas. Drawing on intellectual traditions shaped by John Gaventa, Paulo Freire and others, the chapter interrogates the political and pedagogical dimensions of knowledge production. Framed in the landscape of poverty reduction strategies and the Millennium Development Goals, it asks three foundational questions about the role of knowledge, the responsibilities of universities and the contributions of community–university research partnerships. It argues that these partnerships are integral to an emerging knowledge democracy movement that seeks to transform how knowledge is produced, shared and mobilised across diverse global contexts.
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    Everything old is new again: The importance of engagement to University-based Adult Education in Canada
    (2010) Hall, Budd L
    What place does engagement hold in the history and future of university-based adult education in Canada? In this paper, Dr. Budd L. Hall traces the historical roots and contemporary revival of engagement within Canadian adult and continuing education. Beginning with the British extramural tradition and early extension movements at institutions such as the University of Alberta, St. Francis Xavier, McGill and Toronto, he situates adult education as deeply embedded in community life and democratic practice. He reflects on the professionalisation of adult education in the 1960s and 70s, alongside the growth of academic research and national scholarly networks. Hall then examines the emergence of community–university engagement as a renewed and institutionalised force, highlighting initiatives such as the SSHRC Community University Research Alliance, Service aux Collectivités in Québec, and newer community-based research structures across Canadian universities. Drawing on historical analysis, institutional developments and diverse scholarship, he argues that engagement is not a new add-on but a return to foundational commitments. The paper encourages adult educators to reclaim and strengthen their role within this growing movement toward democratic, community-engaged higher education.
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    Higher education, community engagement, and the public good: Building the future of continuing education in Canada
    (Canadian Journal of University Continuing Education, 2009) Hall, Budd L
    This article is about the potential for university-community engagement to serve the public good by transforming the health and well-being of our communities. It documents contemporary expressions of and renewed calls for community university engagement. It includes a detailed treatment of community based research, discussed in the overall context of community-university engagement. The article also explores some other important and growing dimensions of community university engagement, including the development of structures for the support of community-based research and community-service learning. It concludes with an argument that university-community engagement, while not the only current trend in higher education that affects our work in continuing education, is nonetheless a very important new development in which continuing education has much to offer and much to gain.