Community-Based Participatory Research

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Author: search.filters.author.Hall, Budd LSubject: search.filters.subject.Canada

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    Learning from community-university research partnerships: A Canadian study on community impact and conditions for success
    (International Journal of Action Research, 2014) Hall, Budd L; Tremblay, Crystal
    This article by Crystal Tremblay and Budd L. Hall, published in the International Journal of Action Research, looks at community-university research partnerships in Canada. It is based on twenty in-depth interviews with university and community partners who held grants from the Social Sciences and Humanities Research Council. The authors describe how these partnerships have affected communities, through stronger relationships, greater organisational capacity, better services, policy change and extra funding. They also identify conditions for success, including shared governance, trust and mutual respect, flexible arrangements, participatory methods, and a fair sharing of power and resources. Drawing on knowledge democracy, the article points to a new architecture of knowledge and notes the challenges that remain, such as career pressures on academics and the limited research capacity of community organisation.
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    University of Victoria task force on community-based research: Towards a structure for community-based research University of Victoria: Phase II
    (2005) Keller, Peter; Hall, Budd L
    This document was prepared by the University of Victoria Task Force on Community-Based Research, co-led by Peter Keller and Budd L. Hall. It explains the background to Phase II of the work on creating a structure to support community-based research (CBR) at the university, starting with a 2005 forum that drew more than 80 academics. The document uses a three-part definition of CBR as collaborative, as democratising knowledge, and as aimed at social action and social justice. It then sets out the next steps in the consultation, including talking with community partners, reviewing models from elsewhere, recommending a steering committee, identifying networks and funding sources, and exploring UVic’s hosting of the 2007 Community-University Expo.
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    Learning to listen: Foundations of teaching and facilitating of participatory and community based research
    (University of Toronto Press, 2014) Hall, Budd L
    This chapter by Budd L. Hall was published in Learning and Teaching Community-Based Research: Linking Pedagogy to Practice, edited by Catherine Etmanski and Teresa Dawson. Hall looks back on how he learned and later taught participatory and community-based research (CBR). It draws on his early work in Tanzania in the 1970s, where the evaluation of a health education campaign exposed the limits of conventional survey methods. The chapter outlines five learning objectives: knowing who we are, learning to listen, the centrality of values and commitment, openness to multiple ways of creating and representing knowledge, and the meaning of action. It uses exercises like the Power Flower and poetry to help students listen better. The chapter concludes that CBR is a set of principles rather than a fixed method and that its results should belong to the community.
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    Towards a new architecture of knowledge: The creation of an office of community-based research at the University of Victoria
    (2007) Hall, Budd L; Lydon, Maeve; Trapero, Joaquin
    This report by Dr. Budd Hall examines the development of a proposed Office of Community-Based Research at the University of Victoria through a 14-month participatory consultation involving faculty, community organizations, and Aboriginal community members. The report is grounded in the principles of engaged scholarship, knowledge mobilization, and participatory research. It challenges traditional views of universities as primary producers of knowledge and highlights the importance of co-created knowledge generated through partnerships with communities and civil society. Through surveys, interviews, workshops, and community dialogues, Hall identifies the structural, cultural, and ethical conditions necessary for effective university–community research partnerships. The report concludes that a dedicated community-based research and knowledge mobilization program can strengthen civic engagement, advance social justice, and support more inclusive approaches to knowledge production in higher education.
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    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.
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    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.