Community-Based Participatory Research

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    A Canadian approach to higher education, community-engagement and the public good: The future of continuing education
    (2009) Hall, Budd L
    What is the relationship between society and universities in the 21st century? In this article, Budd L Hall reflects on the future direction of Canadian higher education and its responsibility to the public good. Situating his argument within long-standing debates in continuing education, he examines how universities are increasingly shaped by market pressures, corporatisation, and funding constraints. Instead of framing social justice and economic concerns as oppositional, Hall calls for a more integrated approach that recognises the interdependence of markets, communities, and democratic life. Drawing on decades of work in community-based research and engagement, he argues that universities must move towards institutionalising meaningful partnerships with communities. Community-based research, he suggests, should be embedded within teaching and research practices as a pathway to social action. In conclusion, this article invites readers to reconsider how higher education institutions can remain socially relevant by strengthening their civic role and deepening their accountability to the communities they serve.
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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.
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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.
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    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.
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    Analytical note on data collected from North Bengal university
    (2015) Participatory Research in Asia (PRIA)
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    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.
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    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.
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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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    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.
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    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?
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    Beyond epistemicide: Knowledge democracy, higher education and the path towards pluriversality
    (UNESCO Chair, 2016) Hall, Budd L
    How have our knowledge systems been shaped by histories of colonisation, enclosure and dispossession, and what might it mean to move beyond them? In this lecture delivered in Brighton, Dr. Budd L. Hall traces how contemporary knowledge systems are rooted in long histories of land theft, colonial expansion and epistemicide. Beginning with a personal account of his family’s migration to Canada and the acquisition of Indigenous land through illegal and immoral means, he situates his own access to higher education within the material histories of dispossession that financed universities and consolidated Western knowledge systems as dominant. Drawing on David Harvey’s notion of accumulation by dispossession and Boaventura de Sousa Santos’ concept of epistemicide, Hall argues that universities have functioned as sites of enclosure, determining who is authorised to produce knowledge and whose knowledge systems are dismissed. Through examples from India, Uganda, South Africa and beyond, the lecture highlights alternative knowledge systems that persist despite marginalisation. It calls for transforming knowledge systems through knowledge democracy, co-creation and a sustained commitment towards epistemic justice.
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    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.
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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.