Participatory Research

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Author: search.filters.author.Hall, Budd LStart date: 2000

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Now showing 1 - 10 of 27
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    Action research in universities and higher education worldwide
    (SAGE Publications, 2015) Boden, Rebecca; Greenwood, Davydd J; Hall, Budd L; Levin, Morten; Marshall, Judi; Wright, Susan
    The 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.
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    International participatory research network
    (SAGE Publications, 2014) Hall, Budd L
    The 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.
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    Imagine/Learning: Thoughts from Two adult educators
    (Canadian Association for the Study of Adult Education, 2014) Hall, Budd L; Clover, Darlene E.
    Does it matter where the academic home of the study of adult education is? In this paper we share our reflections on the implications of the institutional location of the discipline of adult education within universities in Canada and elsewhere. We speak of the historic tensions between the less structured and often transformational vision of adult education and the highly regulated learning contexts of schooling, and we suggest adult education theory and practice can be found in many other disciplinary clusters in all our universities. Wherever the formal study for adult education is located, its purpose is always to strengthen capacity for resistance and transformation.
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    The next gen project: A global study on training, teaching and learning community-based research (CBR)
    (The Canadia Association for the Study of Adult Education (CASAE), 2016-07) Lepore, Walter; Tandon, Rajesh; Hall, Budd L
    While policies and practices regarding the creation of structures to facilitate community-university research partnerships are emerging and there is a rich literature on methodology of CBR, little research has been done at a global level on the training opportunities for building capacities in CBR within universities and community organisations. This led the UNESCO Chair in CBR and Social Responsibility in Higher Education to undertake the Next Gen project to analyze the current state-of-the art in pedagogies and strategies for building CBR capacities. This paper synthesizes the main findings of the project and proposes a series of pedagogical principles for the training of CBR.
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    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.
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    Participatory research: Where have we been, where are we going? – A dialogue
    (UCL IOE Press, 2017-07) Hall, Budd L; Tandon, Rajesh
    Rajesh Tandon and Budd Hall, the UNESCO Co-Chairs in Community-Based Research, have worked together on the theory and practice of participatory research since they first met in Caracas, Venezuela in 1978. This article is a conversation between the two of them that took place in New Delhi, India in 2015. It covers the creation of the concept of participatory research, a coming to awareness of the importance and power of local knowledge, the creation of the International Participatory Research Network and their thoughts on some of the challenges facing community and academic partners today. Of note is the fact that the early roots of participatory research were found in the global South, specifically in Africa, Asia and Latin America. Of further interest is the fact that for the first 20 to 25 years, participatory research was a discourse located almost entirely outside formal academic circles but rather in social movement structures and civil society circles.
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    To change the world: Latin American contributions to the development of participatory research
    (2021) Hall, Budd L
    Budd Hall traces the Latin American roots of participatory research through the scholars who shaped his own thinking, Paulo Freire, Joao Bosco Pinto, Francisco Vio Grossi, Carlos Rodrigues Brandao and Orlando Fals Borda. He locates the origins of this research tradition not in Europe or North America but in the independence and democracy struggles of the global South during the 1960s and 70s. Freire's idea of reading the world through dialogue and thematic investigation, Pinto's place-based praxis in Brazil, Vio Grossi's work linking participatory research to historical materialism, Brandao's distinction between solitary, solidarity and participant research, and Fals Borda's four principles for working with grassroots communities each receive attention. The account closes with Fals Borda's idea of sentipensantes, people who think and feel at once, as a guiding image for knowledge workers committed to social transformation.
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    Decolonization of knowledge, epistemicide, participatory research, and higher education
    (UCL Press, 2017) Hall, Budd L; Tandon, Rajesh
    This article raises questions about what the word ‘knowledge’ refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted.
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    Promoting fair and equitable research partnerships to respond to global challenges
    (Rethinking Research Collaborative, 2018) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; Tandon, Rajesh
    This research report presents the findings from a programme of strategic research, funded by UKRI through the GCRF. The research sought to elicit a 'partners' perspective' on participation in UKRI-funded research by generating data from three groups of partners: i) academics based in the global South; ii) civil society practitioners based in the global South; and iii) international NGOs and research capacity providers based in the UK. Drawing on this data, the report identifies eight principles for understanding and improving fair and equitable research collaboration which form the basis of a series of targeted learning modules for 6 groups of stakeholders: UK-based research funders; UK-based academics; research brokers and capacity providers; international NGOs; academics based in the global South; and civil society practitioners based in the global South.
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    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.