Community-Based Participatory Research

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1068

Browse

Now showing 1 - 20 of 22

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
Background document for university - community engagement
(University of Victoria, 2007-09-15) Office of Community-Based Research (OCBR); Dragne, Cornelia
The report examined the ways universities coordinate their engagement efforts from the university's side, by examining academic reports and universities websites. Being a two-way relationship, the picture would have been complete if the community side would have been presenting its own account. However, due to the large number of different interactions with various community partners, even for a single university such picture is not feasible for this report to build. Academics engaged in community-based research and activities are people committed to the idea of engagement and its strong supporters. By reviewing accounts of existing institutional commitments, the report presents a view strongly supportive of the idea that allocating institutional resources to university-community engagement is the way to go. The report overlooks the epistemological debates surrounding engagement scholarship and community-based forms of research, as well as the concerns about the ethics of academic-community interaction. Another limitation stems from the fact that English language was used for all the searches.
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.
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.
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.
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).
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.
Impact assessment. community-engaged research (CER) at the University of Victoria, 2009-2015
(University of Victoria, 2017-05-23) Tremblay, Crystal
This Impact Assessment report is based on several consultations and research (empirical and document analysis) that took place between July – December 2016 with former Directors, Associate Directors and Research Affiliates from the Office of Community-based Research (OCBR) and the Institute for the Studies and Innovation in Community University Engagement (ISICUE) at the University of Victoria. This assessment is prepared for the Office of the Vice President Research (OVPR) by the Office of Community University Engagement (OCUE), in partnership with Research Partnership Knowledge Mobilization (RPKM) unit at the University of Victoria (UVic). The main objective is to assess the various levels (e.g. micro, messo, macro) and broad range of impact resulting from Community-Engaged Research between 2009-2015. This includes direct outputs and outcomes of the OCBR (2008-2012) and ISICUE (2012-2015), as well as a full academic unit scan across the campus drawing from the Enhanced Planning Tool document (2014-15). Impact is documented by 5 indicators including: 1) external research funding, 2) academic unit scan, 3) reputation, 4) 12 in-depth impact case studies, and 5) community-engaged learning metrics. The occurrences of impact are applied to OCUE’s 5 pillars of engagement: Community-engaged Research, Community-engaged Learning, Knowledge Mobilization, Good Neighbour and Institutional Policies and Support, the United Nations Sustainable Development framework (17 goals), as well as UVic’s International Plan (4 areas) The results point to a wide range and diversity of impact to society in each of the 5 OCUE pillars across the academic units in almost all the UN Sustainable Development Goals. Impact narratives from 12 in-depth case studies across the campus (e.g. Business, Engineering, Geography, History) demonstrate significant institutional and community benefit as an outcome of CER. The results highlight key institutional supports (e.g., RPKM, ORS) and provide an enhanced understanding of key contextual features of successful Community-engaged Research (CER) initiatives. The results inform criteria to support the assessment of community engaged scholarship in reviewing grant applications, partnership proposals, and faculty tenure, promotion, and merit applications. An impact rubric and guidelines for promotion and tenure are a valuable outcome of this project. This assessment is not exhaustive of all CER activities on campus. Appendix II provides some insight into the numerous research partnerships excluded from this study due to not having enough information that fit the criteria (See methodology).
Institutionalizing community university research partnerships: A user’s manual
(PRIA and University of Victoria, 2015) Tandon, Rajesh; Hall, Budd L
This manual on Institutionalizing Community University Research Partnerships is both a handy reference and a ready tool-kit for university and college administrators interested in establishing and improving Community University Research Partnership initiatives in their institutions. It provides practical guidelines and steps that will help deliver on policy commitments made to promote Community University Engagement/Community University Research Partnerships in higher educa-tional institutions. These guidelines, supplemented with best practices (in boxes) from around the world, are intended to show a way forward, and are not necessarily prescriptive; they offer insights into how institutions can build and sustain Community University Research Partnership practices and structures. These best practices are a snapshot of current administra-tive structures and institutional policies that are facilitative of Community University Research Partnerships. A section on Frequently Asked Questions provides ready answers to questions that may arise in the process of institutionalizing Community University Research Partnerships. Resources and further readings at the end of the manual are an aid to fur-ther learning. The content of the manual has been carefully drawn from available global literature, much of it culled from products of the International Development Research Centre (IDRC) funded global study on 'Mainstreaming Community University Research Partnerships' conducted under the aegis of the UNESCO Chair on Community Based Research and Social Responsibility in Higher Education. This global study documented case studies across 12 countries and a comparative analysis of the cases high-lighted the practices and exemplars for institutionalizing Community University Research Partnerships. This easy-to-use manual is an effort of the UNESCO Co-Chairs towards co-creating knowledge, capacities and partnerships between universities (academics), communities (civil society) and government (policymakers). We hope it will be beneficial to all universities, colleges and other higher educational institutions that are sensitive to the issue of social responsibility and the potential of community based research to provide local solutions to global problems for local communities. We look forward to your comments and feedback once you have started on the journey of institutionalizing Community University Research Partnerships in your institution.
International collaboration for changing the culture of research: The UNESCO Chair in community-based research and social responsibility in higher education
(Autonomie Locali e Servizi Sociali, 2020-04-01) Hall, Budd L; Tandon, Rajesh
In this article Dr. Budd L. Hall and Dr. Rajesh Tandon reflect on the evolution and global impact of the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, established in 2012 as a joint initiative of the University of Victoria, Canada, and the Society for Participatory Research in Asia (PRIA), India. Based on over forty years of collaborative work in participatory research, the authors trace the growth of international networks focused on community-based research, knowledge democracy, and socially responsible higher education. They examine how the chair's work, combining research, advocacy, and capacity building, has aimed at changing cultures of knowledge production and strengthening university-community partnerships. Through global studies, policy engagement, the "Big Tent" Communiqués, and the Knowledge for Change Consortium, they show how this work has addressed both local needs and the Sustainable Development Goals. The authors show that participatory, engaged research increases the social relevance of higher education by co-creating knowledge and building research capacity in the Global South and the "excluded North," marginalized communities within wealthy nations. The article points to sustained international collaboration and a substantive commitment to democratizing knowledge production as critical to reorienting research cultures towards equity, social justice, and sustainability.
Knowledge and engagement: Building capacity for the next generation of community based researchers
(Participatory Research in Asia (PRIA), 2016-10) Tandon, Rajesh; Hall, Budd L; Lepore, Walter; Singh, Wafa
Knowledge and Engagement summarizes the main findings of a global study titled ‘Building the Next Generation of Community-Based Researchers’ (a.k.a. the Next Gen project) undertaken between May 2014 and April 2016, funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). The overall objective of the Next Gen project was to increase access to high quality training in Community Based Research (CBR) within higher education institutions (HEIs) and civil society organizations (CSOs). The research aimed to understand the current state-of-the-art in pedagogies and strategies for building CBR capacities, and to work towards the strengthening of existing training fieldwork and the theoretical and curricular content on participatory research within and outside academia. The book opens with a theoretical chapter on pedagogical principles about training, teaching and learning CBR, which have been elaborated by triangulating three data sources: systematic literature reviews, a global survey, and case studies on CBR training. It advances the discussion on capacity building for CBR because, while large amounts of literature abound on doing CBR, very little is available on training for CBR. The results of the first-ever global survey on training modalities, materials and locations for CBR are presented in Chapter 3. It confirms, among other things, that the demand for training in CBR far exceeds the supply of training opportunities. Twenty-one case studies (of nine HEIs and 12 CSOs from 14 countries) with lessons form Chapter 4, followed by a comparative analysis of the case studies using the pedagogical principles of training, teaching and learning CBR as an analytical framework. A detailed summary of the project’s findings, conclusions and recommendations round off the book, with appendices containing the guidelines for conducting thematic reviews, the survey questions, a list of institutions providing top training programs in CBR, and the case study framework. Knowledge and Engagement represents a collective effort to highlight many issues and areas of work in CBR training, analyzes the current scenario and opportunities, and provides recommendations on what can be done to provide best quality training for the next generation of community based researchers.
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.
Local Food Project: Strategies for increasing food security on Vancouver Island
(Office of Community Based Research, 2011-08) Office of Community Based Research, University of Victoria (OBCR-UVic)
This report highlights the results of Vancouver Island Community Research Alliance's (VICRA) Local Food Project. The project's goal is to provide current evidence, drawn from community expertise and peer-reviewed research related to food security on Vancouver Island, to engage in strategic collaborative work, and inform opportunities for future action. The report summarizes research carried out by student interns from post-secondary institutions on Vancouver Island, with oversight provided by advisory committees comprised of both community members and academics. Each strategy area had its own unique approach and process and this is reflected in the findings.
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.
Policies and practises affecting Aboriginal fathers' involvement with their children
(Thompson Educational Publishing Inc., 2006) Ball, Jessica; George, Ron
This paper, by Jessica Ball and Ron George, is based on interviews with eighty First Nations and Métis fathers in British Columbia about how government policy and everyday institutional practice shape their involvement with their children. Many fathers described coming to fatherhood slowly, after years shaped by residential schools, forced relocation, and child welfare removals that broke the passing down of parenting knowledge between generations. The paper outlines recurring barriers: confusion around paternity registration, parenting programs built around mothers, custody decisions that favour mothers by default, and a maze of overlapping federal, provincial, and First Nations jurisdictions; all made harder by poverty. It ends with a set of recommendations, including acting on the Royal Commission on Aboriginal Peoples report, simplifying paternity registration, funding Aboriginal-led child welfare and father-support programs, and helping fathers pass on cultural knowledge to their children. The fathers' own words run through the paper, holding both the weight of being excluded and a quiet hope of being recognized as capable and needed.
PRIA's engagements with higher educational institutions (HEIs): Initiatives in community based research (CBR)
(Participatory Research in Asia (PRIA), 2014) Participatory Research in Asia (PRIA)
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.
Recognizing excellence in community engaged scholarship at the University of Victoria. Peer review guidelines for faculty promotion and tenure & impact rubric
(University of Victoria, 2017-05-23) Tremblay, Crystal
This document provides an overview and suggested guidelines for evaluation and documentation in promotion and tenure of Community Engaged Scholarship (CES) at the University of Victoria. Te impact rubric and guidelines are based on a comprehensive literature review and empirical research conducted by the Office of Community University Engagement (OCUE) between August-December 2016 (See Impact Stories, an institutional assessment of CER at UVic). It is the intention that these tools be used to support a meaningful consultation process for reviewing and implementing tenure, promotion and merit policies for Community-engaged Scholarship at UVic.
Strengthening community university research partnerships: A global study of effective institutional arrangements for the facilitation and support of research partnership between community and universities.
(UVic & PRIA, 2014-09) Tremblay, Crystal; Hall, Budd L; Tandon, Rajesh
Summary of impact: Community-engaged research at the university of victoria
(University of Victoria, 2017) Tremblay, Crystal
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.