Participatory Research

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A note on the participatory research project in the asian region
(1981) Tandon, Rajesh
This paper traces the rise of participatory research as a response to the limits of conventional social science, linking it to wider struggles for democracy and development. It reflects on both its potential and contradictions, framing it as an ongoing project rather than a finished method.
African regional workshop on participatory research (1-7 July): "From clarity to Anarchy – Participatory research approach"
(PRIA, 1979-07) Tandon, Rajesh
An epidemiological approach to participatory research in evaluation (an ongoing study)
(0000) Participatory Research in Asia (PRIA)
Background document for the University of Victoria Task Force on civic engagement
(University of Victoria, 2017-09-15) Dragne, Cornelia
The purpose of the report is to identify and review the best strategies used by other universities to coordinate their civic/community engagement practices, as they are reflected in the literature dedicated to the topic. The focus of the report is on North American universities. The report seeks to: 1)present a brief background on university-community engagement 2)identify universities that promote civic/community engagement, case studies of coordinating models in place 3)identify evaluation methodologies 4)identify principles and structures that could serve as a model for UVic, lessons learned and recommendations in the literature.
Beyond "whose reality counts?" New methods we now need?
(1997) Chambers, Robert
Activities called PRA, and its equivalents in other languages, have evolved from a confluence, sharing and adaptation of methodologies, methods and participatory traditions. Synergies have generated new things to do and new ways to do them, including visual forms of analysis. A conjunction of conditions has produced an explosion of activities and applications, and spread to many countries and organisations - NGOs, Government departments, and even universities, and raising questions of ethics and of sharing methodologies. Coming from our different traditions, should we seek places of convergence and springboards for action? If so, could the concept of responsible wellbeing, and the question "Whose reality counts?" provide us with common ground? They fit with eclectic pluralism, a celebration of diversity, and democratic reversals of dominance. They raise shared issues of how we teach, learn, and construct realities, of dominant institutions and their cultures, and of personal power. They point towards responsible well-being for "uppers" being sought in empowering and privileging the realities of "lowers". Do we now have a phenomenal opportunity? We have participatory methodologies which are powerful, popular and self-spreading We have new space opened up by government and donor agency policies for participation and poverty reduction. Rapid spread has brought much bad practice. At the same time, PRA and other participatory methodologies have also shown a potential to contribute to changes at levels which are policy-related, institutional and personal To make the most of these opportunities invites sharing methods and experience between different traditions, and inventing new methods. Five methodological challenges now (May 1997) stand out as points of leverage. These are how better to 1. enable the realities and priorities of poor and marginalised people to be expressed and communicated to policy-makers 2. enable trainers to facilitate attitude and behaviour change 3. make normal bureaucracies more participatory 4. build self-improvement into the spread of participatory methodologies 5. enable people with power to find fulfilment in disempowering themselves Could it be that effective repertoires for these could lead to much good change? Could convergences and sharings of experiences and approaches among us contribute to such repertoires? Could we between us seize these opportunities in the new spaces which are opening up?
Breaking the monopoly of knowledge: research methods, participation and development
(1977) Hall, Budd L
Why do we undertake research, and in whose interests does it operate? In this essay, Dr. Budd Hall critically examines the dominant top down traditions of research in adult education and questions their claims to objectivity. He argues that conventional survey based approaches often extract information from communities while offering little in return. They produce knowledge that can be inaccurate, alienating, and detached from tangible social action. Engaging with radical educators and theorists such as Paulo Freire, Barney Glaser and Anselm Strauss, Hall outlines the foundations of an alternative participatory research approach. This approach views knowledge as collectively produced and rooted in lived experience rather than imposed by external experts. Research, in this framing, becomes a process of dialogue, reflection, and action directed toward liberation and social transformation. The essay invites readers to reconsider the purpose of research itself and to imagine methodologies that expand human creative potential while challenging entrenched hierarchies of knowledge and power.
Bridging knowledge cultures: Rebalancing power in the Co-Construction of knowledge
(Brill, 2024) Lepore, Walter; Hall, Budd L; Tandon, Rajesh
Establishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations. This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities. The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
Citizen engagement in urban governance: Lessons from small and medium towns in India
(Society for Participatory Research in Asia (PRIA), 2009) Participatory Research in Asia (PRIA)
With the rapid expansion of Indian cities came new pressures on governance, raising difficult questions about how urban institutions could remain accountable and responsive to citizens. This report focuses on the role of citizen engagement in strengthening urban governance in India. This study, drawing on case studies and field experiences, examines how rapid urban growth has reshaped city management and points to the possibilities opened up when citizens are given space to engage with governance. The analysis shows that while policies and structures for participation exist on paper, many citizens, especially those from marginalized groups, remain excluded from these processes due to a lack of awareness, resources, or institutional support. The paper points to the need for deeper trust and stronger channels of dialogue between citizens and city governments to make engagement meaningful. By placing citizens at the heart of governance, the study underlines how democratic processes in cities can become more inclusive, responsive, and effective in addressing the needs of diverse urban populations, positioning participation as the foundation of just and sustainable urban futures.
Citizen's report on water supply, sanitation and solid waste management in selected small and medium towns in India
(Society for Participatory Research in Asia (PRIA), 2008-12) Participatory Research in Asia (PRIA)
Strengthening citizen participation in urban governance has been one of the main objectives of PRIA. A variety of interventions towards the formation and strengthening of citizen collectives for effective participatory governance have been carried out in multiple locations of various small and medium towns. Study on ‘Citizen Report on Water Supply and Sanitation Services’ is one of the important initiatives undertaken by PRIA. The objectives of the intervention were two fold: (i) enhancing civic engagement and citizen participation and (ii) improving service delivery by the municipalities through enhanced accountability and participation. The specific objective was to assess the status of water supply and sanitation in terms of availability, accessibility, quantity, quality and affordability by involving citizen leaders/volunteers and local civil society actors so as to initiate a citizen monitoring system. The study is confined to eight cities namely, Dharamshala (Himachal Pradesh), Narnaul and Mahendergarh (Haryana), Rajnandgaon and Janjgir (Chhattisgarh), Jhunjhunu and Karauli (Rajasthan) and Sehore (Madhya Pradesh). Information on water supply and sanitation had been collected through a series of primary household surveys using a structured questionnaire. The approach was to involve active citizen volunteers/leaders in collecting data wherever they were present. Youth from local colleges and senior secondary schools were especially encouraged to participate in carrying out the interview surveys.
Doing research with people: Approaches to participatory research, an introduction
(Society for Participatory Research in Asia (PRIA), 2000) Pinto, Maya
The inspiration for this manual came from the World Congress on Participatory Action Research held in Cartagena, Columbia, (June 1-5 1997) where people from over 30 countries gathered to discuss participatory approaches to research, education and social development. The experience for most of those present was an eye-opener. It revealed that although the term ‘participation’ has varied connotations and participatory approaches or methodologies have been developed in response to different contexts and situations, yet the opportunities for convergence-to discuss, to share and learn from each others experiences - are immense. The contents of this manual trace the roots, principles and practices of four well known participatory research approaches: Participatory Research (PR), Participatory Action Research (PAR), Action Research (AR) and Participatory Rural Appraisal (PRA). The manual has been organised in such a way that information about each approach can be read separately or in conjunction to the other approaches - just like reality itself ! Each section includes a description of the approach and a case study designed to be used in training situations. This information has been compiled from a wide range of sources. In order to keep the manual simple and straightforward, the references have been listed at the end.
Editorial: Knowledge democracy for a transforming world
(UTS ePress, 2020) Hall, Budd L; Tandon, Rajesh
The past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy - the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities' knowledge with the need to share knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy -from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective.
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.
From margins to center? The development and purpose of participatory research
(The American Sociologist, 1992) Hall, Budd L
This 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.
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.
Guidelines for global review on training in community-based research (CBR)
(UNESCO Chair, 2014-04) UNESCO Chair
The UNESCO Chair in Community-based Research (CBR) and Social Responsibility in Higher Education is carrying out a global study on training practices for CBR in four thematic areas: asset-based development, indigenous research methodologies, participatory citizenship and water governance. Our overall goal is to increase access to high quality training in CBR within higher education institutions and civil society sectors with a particular focus on the Global South. A key part of this project consists of a global review of the following key elements: 1. relevant empirical and theoretical literature on training, teaching and learning CBR in global and local settings; 2. different pedagogies, strategies and materials for building CBR capacities (e.g., curricula, participatory video, photo voice, community theatre, community consultations, etc.) 3. best practices related to each thematic area and lessons learned in several pilot studies on training CBR; 4. current regional sources (e.g., CSOs, universities) for the training of new community-based researchers; 5. potential for collaboration amongst partners as a global CBR training network. This document presents a guide for conducting this global review on training, learning and teaching CBR. Section 1 introduces a literature review protocol for searching and extracting data from published studies and grey literature on training CBR. The following two sections describe some general guidelines to identify regional sources of CBR training and potential partners (Section 2) and to compile information and material currently used for training in community based research (Section 3).
International collaboration for changing the culture of research: UN SDGs and knowledge for change consortium
(2020) Hall, Budd L; Tandon, Rajesh
Dr. Budd L. Hall and Dr. Rajesh Tandon explore the role of international networks in advancing participatory knowledge creation for social change in higher education. They trace the evolution of participatory research from its origins in the 1970s to its institutional development today. . They describe a series of global studies produced under the Chair that document community-university research partnerships across multiple countries and connect this work to the policy debates around the UN Sustainable Development Goals, including the European Union's Responsible Research and Innovation framework. The article outlines three practical ways community-based participatory research (CBPR) can support SDG-linked knowledge, framing research locally, building community knowledge partnerships, and developing new researcher competencies. It also details the Knowledge for Change (K4C) Consortium's Mentor Training Program, which has built research capacity across the global South and the "excluded North" through hubs in eleven countries. Hall and Tandon call for a transformation of research culture toward justice, equity, and community relevance.
Involving communities in planning and assessing the impacts of development programmes: Report on a pacific NGO workshop on participatory approaches to development, Nadi, Fiji, 23–25 June
(2023-06-23) Quinn, Marion; Clark, Kevin
This report documents a Pacific NGO workshop on participatory approaches to development held in Fiji in 2003, aimed at strengthening the capacities of civil society organisations to use participatory impact assessment, stakeholder analysis, indicator setting, and community based monitoring in their own contexts. Its central concern is how development can move beyond expert driven models toward processes where primary stakeholders influence decisions, resources, and outcomes. The report covers practical sessions on identifying stakeholders, understanding gender relations, designing meaningful indicators, collecting and analysing data, and using participatory tools such as mapping, ranking, focus groups, seasonal calendars, and time use studies. Through examples from Pacific countries, it shows how communities can define priorities, generate knowledge, and evaluate change on their own terms. This report offers an important lesson that monitoring and evaluation are not merely technical exercises but democratic processes linked to power, voice, and accountability. It demonstrates that when communities participate from the beginning of a project cycle, development interventions become more relevant, more sustainable, and more responsive to local realities.
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.
National level orientation programme on strengthening urban governance in india a Participatory research intervention, October 9-11, 2000, Reading material no. 2 and 4
(Participatory Research in Asia (PRIA), 2000) Gill, Harbans Singh; Praja
Harbans Singh Gill examines the capacity-building challenges facing India's urban sector at the turn of the century. The paper traces the rapid pace of urbanization, noting the fourfold rise in urban population over four decades and the growing concentration of people in large settlements above one lakh persons. It documents persistent gaps in access to basic services such as drinking water, electricity, sanitation, and solid waste management, with smaller towns and less developed states bearing the heaviest burden. Gill identifies the widening distance between demand and supply of urban infrastructure as the central concern, compounded by weak municipal finances following the 74th Constitutional Amendment Act. To address this, the paper works through small and medium town development, municipal finance reform and sustainable city planning, proposing for each- a cycle of research, training and policy seminars- that can turn identified problems into concrete action plans.
Participation, planning and international cooperation: reflections on the tanzanian experience
(1975-05) Hall, Budd L
What can development look like for a newly independent Third World nation? Emphasising the core principles of socialism and self-reliance, Dr. Budd Hall reflects in this paper on the directions Tanzania chose in making development planning participatory and in shaping its approach to international cooperation. Education is presented as fundamentally tied to national development, with its centrality illustrated through several case studies, including the Adult Education Network, the Man is Health campaign, and the Kwasisi Project. Through discussions of their motivations, processes, effects, and modes of evaluation, the article highlights how education functioned as a key instrument across multiple levels of development planning. Drawing on experience, historical insight, and policy analysis, the paper shows how Tanzania sought to situate its development efforts firmly within its stated principles while placing education at the centre of social transformation.