Community-Based Participatory Research

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A Northeastern Brazilian: Memories of Paulo Freire
(2018) Hall, Budd L
How do personal memories illuminate the enduring legacy of one of the twentieth century's most influential pedagogical thinkers? This paper presents Dr. Budd Hall's reflection on his experience with Paulo Freire and the influence of Freire’s pedagogical ideas on adult education and social transformation. Hall’s engagement with Freire’s work began in 1970 while working at the University of Dar es Salaam, when Tanzania was developing a nationwide adult literacy campaign under President Nyerere. The paper highlights his commitment to social transformation through education, emphasizing the influence of Marxist and humanistic psychology. He created a discourse, a set of words and concepts that fit our world so well. ‘Banking education,' 'conscientization,' ‘problem-based education,' ‘thematic investigation,' and ‘codifications’ shaped educational thought and practice. The paper also traces a longer relationship with Freire through the International Council for Adult Education and various international gatherings over the following decades. The memoir concludes with an original poem, “Surf on Paulino,” written on the first anniversary of Freire’s death, celebrating his intellectual legacy, his warmth, and his place in the tradition of Brazilian mysticism.
A resource guide of networks: Community-university engagement & partnerships community-based research participatory action research social responsibility in higher education
(UNESCO Chair, 2013-07) Taylor, Amanda
Advancing environmental health science research and translation in India through community based participatory research (CBPR) workshop February 26th -28th, 2019
(2019-02-28) Participatory Research in Asia (PRIA); College of Public Health
Among equals: Strengthening community-based knowledge mobilization through international cooperation
(2005) Hall, Budd L
This paper details the formation of a collaboration between the University of Victoria and the Society for Participatory Research in Asia (PRIA). Dr. Budd Hall describes how shared commitments to participatory research, community engagement, and knowledge mobilization brought the two organizations together and what that collaboration looked like in practice, from joint course development and student exchanges to co-organized research conferences. The paper outlines the strengths and priorities of each organization and highlights collaborative initiatives in continuing education, participatory research, community–university partnerships, curriculum development, and international exchanges. The paper also recognizes key principles that have supported the collaboration, including trust, reciprocity, flexibility, and respect for diverse forms of knowledge and experience. The paper provides an example of how institutions from different contexts can work together to build research capacity, strengthen knowledge mobilization, and support socially engaged learning at local and international levels.
Analytical note on data collected from North Bengal university
(2015) Participatory Research in Asia (PRIA)
Annotated bibliography on community-led research and the climate crisis
(UNESCO Chair, 2025-01) DECODE
Annotated bibliography. Training in community based research (CBR): Water governance
(2016-05-04) Jin, Jingsi; Sharp, Kelly
This annotated bibliography summarizes the literature on key topic areas relating to teaching and training materials from around the world in Community Based Research (CBR) with a focus on water governance. This resource is the outcome of research conducted under the UNESCO Chair in Community-based Research SSHRC funded project ‘Next Gen’ between 2014-2016.
Asian regional participatory research network: A note
(1985) Tandon, Rajesh
Dr. Rajesh Tandon's 1985 note reviews seven years of the Asian Regional Participatory Research Network, outlining its theoretical orientation and administrative structure. He argues participatory research in Asia has become part of the organized struggles of local people, challenging expert authority and helping communities build their own strength. The work has centered on five group-, workers, the rural poor, tribals, women, and urban slum dwellers, approached from a clear position alongside the oppressed rather than through debates over methods. On the administrative side, he records decisions from the December 1983 Manila meeting: regional coordination staying with the Society for Participatory Research in Asia, New Delhi, and patchy communication between regions. The note closes by asking someone else to take over as international coordinator after his three years in the post and calls for more inter-regional collaboration, possible residency exchanges, and a better networking system.
Book launch-Teaching community-based participatory research: Socially responsible and ethically anchored
(UNESCO Chair, 2025) UNESCO Chair
Bridging the gap between the researcher and the community: PRIA’s engagements in promoting community based research and social responsibility in higher educational institutions
(Participatory Research in Asia (PRIA), 2014) Tandon, Rajesh; Singh, Wafa; Srinivasan, Sumitra
PRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.
Challenging the master’s tools: Pedagogies of community-based participatory research
(2014) Hall, Budd L; Etmanski, Catherine
Commentary on the progress report on the futures of education
(UNESCO Chair, 2020-04-24) Tandon, Rajesh; Hall, Budd L
Common cause research: Building research collaborations between universities and black and minority ethnic communities
(University of Bristol & Arts and Humanities Research Council Connected Communities Programme., 2018) Bryan, David; Dunleavy, Katherine; Facer, Keri; Forsdick, Charles; Khan, Omar; Malek, Mhemooda; Salt, Karen; Warren, Kristy
In this report, David Bryan and co-authors examine the barriers and enablers to building collaborative research partnerships between universities and Black and Minority Ethnic communities, artists, civil society and cultural organisations. The report draws on case studies, UK workshops, a funders' roundtable and a review of funding data. It contrasts a familiar pattern of extractive, tokenistic partnerships rooted in institutional racism and mistrust with an emerging alternative built on trusted mediators, co-production and mutual respect. It then traces how these dynamics unfold, from initial connection through funding processes to project delivery, university systems and long-term legacy. The report closes with ten fair and mutual research principles, adapted from fair trade, proposed to guide universities and funders toward equitable and reciprocal partnerships with Black and minority ethnic communities.
Community engagement as a way forward for sustainable rural societies
(UNESCO Chair, 2017-09-22) Singh, Wafa; Tandon, Rajesh
With over 70% of the Indian population residing in villages, it can be said that it is the 'villages, where the heart of India resides. Despite such a large rural population, the unsustainable socio-economic conditions plaguing our rural societies, even after 70 years of independence, is nothing short of a distress situation. This calls for immediate actions for improving rural conditions, and for this to happen, higher education, historically recognized as 'public institutions', needs to step in. With the sea of knowledge and resources at its disposal, it can ably pursue the agenda of sustainable development of rural societies. One of the potent tools for making this happen is community engagement. The core purpose of such engagement is to serve mutual interests of universities and communities alike. In practice, this can be executed in several ways such as engaged scholarship practices like service-learning, community based participatory research etc., with the initiatives focused on specific Sustainable Development Goals (SDGs) in the rural context. This paper makes the case for such engagement for ensuring the creation of sustainable and self-reliant rural societies.
Contemporary conversations and movements in adult education: From knowledge democracy to the aesthetic turn
(2022) Hall, Budd L; Clover, Darlene E
What does it mean to contribute meaningfully to the evolving field of adult education today? In this article, Dr. Budd Hall and Darlene E Clover examine and engage with several contemporary conversations and movements in which they have been active participants, describing our respective contributions to the field of adult education. Hall focuses on the interconnected frameworks of knowledge democracy, community-based participatory research, and social movement learning. Clover advances new understandings at the intersection of aesthetics and gender justice, drawing upon her research and teaching work across both areas. Together, their reflections demonstrate the diverse ways in which adult education can contribute to social transformation and democratic engagement. Through a reflective examination of their scholarly and practical contributions, the article explores how adult educators can engage with questions of knowledge, justice, and social change. .
Despite knowledge democracy and community-based participatory action research: Voices from the global south and excluded north still missing
(Sage Publications, 2015) Openjuru, George Ladaah; Jaitli, Namrata; Tandon, Rajesh; Hall, Budd L
The primary purpose for this special issue of Action Research Journal (ARJ) focusing on knowledge democracy, community-based participatory action research (CBPAR) was to draw attention to and raise debate about knowledge exclusion of and alternative forms of knowing in the global South as well as to bring to the fore the perspective of authors from the global South. We understand the global South to include the excluded epistemologies from the global North such as Indigenous Researchers from the First Nations People from Canada. Reflecting on the 12 submissions that were made for this special issue reveals how even within supportive knowledge and research paradigms that are meant to promote marginalized scholarships, the global South and excluded North still remains excluded.
Development projects in assessing empowerment
(Participatory Research in Asia (PRIA), 1998-07-20) Shetty, Salil
This paper by Salil Shetty examines the conventional monitoring and evaluation approaches in development projects, provides its critiques, and explores alternative methodologies for assessing empowerment. The paper analyses and traces the evolution of the idea of conventional Monitoring and Evaluation (M&E) from its roots in the Logical Framework Approach, with formal M&E mechanisms being set up in the early 1950s and rising in the 1970s. It documents how M&E efforts initially focused on physical inputs, outputs, and financial expenditure, but the failure of many development projects, and the emergence of the Basic Needs movement led to the addition of new management tools like Social Impact indicators. These efforts with participatory elements are however, noted to be under-researched. The paper presents a comprehensive critique of conventional M&E models, mainly from scholars who recognise the experimental nature of development projects and the unavailability of standard measures in social sciences. It also challenges the position of conventional M&E systems on the claims of reliability and validity, the claim of objectivity, and the claim of causality. Consequently, it talks about the rise of an alternative paradigm, which relies on naturalistic inquiry, subjectivist epistemology, and is holistic. The paper concludes by introducing participatory action research as a major stream of evaluation that also highlights Maguire's feminist critique that participatory research was itself steeped in patriarchy.
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.
Disciplines, professions and the sustainable development goals (SDGs): Challenges in higher education in india
(Global University Network for Innovation (GUNi), 2019) Tandon, Rajesh; Pandey, Pooja
Dr Rajesh Tandon and Pooja Pandey look at how Indian higher education institutions are engaging with the 2030 Agenda. India's scale of poverty, hunger, health and gender gaps makes this urgent, yet SDG integration remains largely absent from national policy and from bodies like AIU and FICCI, even as new UGC guidelines on social responsibility begin to open some space. Institutional examples from forest management education in Bhopal, climate resilience planning in Wayanad, and SDG teaching among engineering students at DTU show faculty-driven innovation that stays ad hoc rather than systemic. Rigid disciplinary and professional education frameworks emerge as the main obstacle to multi-disciplinary SDG work. The paper closes with recommendations for HEI leadership, regulatory councils, and civil society to push SDGs into the core teaching and research functions of Indian institutions.
Festival of learning: India
(UNESCO Chair, 2016-04) UNESCO Chair
The workshop on ‘Learning to do Community Based Research: Perspectives, Opportunities & Ways Forward’ was organized by the UNESCO Chair, as part of the program under the ‘Festival of Learning’, on April 18, 2016, in collaboration with Centre for Economic & Social Studies (CESS), Hyderabad. The welcome address for the workshop was given by Professor Revathi, from CESS, who welcomed the speakers and the participants and re-confirmed CESS’s commitment of continued support to such initiatives. Thereafter, the broad context of the workshop was given by Mr Manoj Rai Director, PRIA, who also welcomed the guests and the participants and expressed his gratitude towards CESS and others for organizing the event.