Participatory Research

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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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    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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    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.
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    De fracaso y frustración en el trabajo de campo: cómo asumir la ética de la representación en la investigación participativa [Of failure and frustration in field work —how to assume the ethics of representation in participatory research]
    (Universidad Colegio Mayor de Cundinamarca, 2013) Oslender, Ulrich
    La investigación participativa ha vuelto a la agenda por estos días. Sin duda en la academia convencional ha cobrado mayor aceptación que por allá en la década de 1970, cuando Orlando Fals Borda y otros desarrollaron lo que se dio a conocer como Investigación-Acción Participativa (IAP). Los consejos de investigación muestran cada vez mayor interés en financiar propuestas de investigación en colaboración, al parecer deseosos de escuchar y aprender de las experiencias de grupos subalternos. Lo sorprendente quizás es que muchas de estas investigaciones se reinventan hoy sin referencia siquiera al trabajo pionero de Fals Borda y otros. Otra carencia en los debates metodológicos se refiere a la falta de enfrentar abiertamente problemas de fracaso, decepción o frustración que el académico-activista pueda haber experimentado en el trabajo de campo. En este artículo, quisiera reflexionar sobre una experiencia de investigación en colaboración en la que participé y considerar de manera crítica aquellas situaciones que generaron alguna decepción personal, mostrando así las limitaciones en el campo de la investigación participativa. Hasta ahora me he abstenido de escribir sobre esto, pues plantea problemas éticos significativos en la posible identificación de sujetos de investigación, que hacen parte de esta historia. Sin embargo, creo que es solo mediante el examen crítico y abordando los fracasos y las frustraciones de las agendas de investigación en colaboración que pueden evitarse tales disgustos en el futuro. Cómo escribir sobre estos fracasos es una cuestión que no se responde fácilmente.
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    La sistematización como investigación participativa [Systematization as Participatory Research]
    (CLACSO, 2019) Carrillo, Alfonso Torres
    El artículo presenta una panorámica de la sistematización como investigación participativa que emerge en América Latina, como metodología que busca comprender y potenciar prácticas de transformación social. A partir de reconocer la influencia de la IAP como matriz de referencia para dicha metodología, se expone su origen y trayectoria histórica, los sentidos que la animan y sus fundamentos epistémicos y rasgos metodológicos como investigación cualitativa y participativa. Finalmente, se señala que como modalidad investigativa en construcción, continúa creciendo y fortaleciendo, desde la práctica y la reflexión de sus practicantes en los nuevos campos sociales y profesionales donde hoy se desenvuelva.
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    Water governance links and resources
    (2015-12-04) Foulkes, Tabitha
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    Community engagement: A critical guide for practitioners
    (2017-05) Shaw, Mae; Crowther, Jim
    The motivation for this critical guide to community engagement comes primarily from our experience over many years as teachers on undergraduate and postgraduate programmes of community education. These programmes have historically been validated both by the university and the appropriate professional body, so they are firmly located at the interface between academic and vocational standards; between theory and practice. We have found that these different, sometimes contradictory, demands create a productive dynamic which has been at the core of our teaching, our writing and our relationships with the broader field of practice. We consider that an engagement with significant theoretical frameworks, an awareness of important historical traditions and an empathetic identification with the social reality of marginalized groups are all necessary in order to practise critical community engagement.