Community-Based Participatory Research

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

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    From margins to center? The development and purpose of participatory research
    (The American Sociologist, 1992) Hall, Budd L
    This article documents the development of the libratory stream of participa-tory research as experienced through the activities and connections of one of the key figures in the early development and dissemination of these ideas. It traces the developments in Tanzania in the early 1970s, through the establish-ment of the original Participatory Research Network to the elaboration of theoretical and political debates. It highlights the formulation and elaboration of participatory research as a contribution to social change in a variety of settings. It includes discussions of the feminist advance, the question of voice and the relationship of power to knowledge in transformative practice. It contains an extensive and historically valuable bibliography.
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    Mobilizing community and academic knowledge for transformative change: The story of the UNESCO Chair in community based research and social responsibility in higher education
    (The Canadian Commission for UNESCO’s IdeaLab, 2017) Hall, Budd L; Tandon, Rajesh
    What role can higher education play in advancing knowledge democracy and fulfilling its social responsibility? This paper co-authored by Dr. Budd L. Hall and Dr. Rajesh Tandon reflects the establishment, evolution, and contributions of the UNESCO chair in community-based research and social responsibility in higher education. Established in July 2012 as a unique co-chair partnership bridging the University of Victoria (Canada) and Participatory Research in Asia (PRIA, India). This paper outlines the effectiveness of a distinctive global North-South co-chair method in connecting academic institutions with grassroots practitioners to promote knowledge and democracy. The paper explores how universities should collaborate with communities in the co-creation of knowledge to promote social responsibility, inclusion, and sustainable development. Through its three core domains, knowledge mobilization, policy advocacy, and capacity building, the chair has generated substantial, systemic impact. Through global reports, policy dialogues, and training programs, the Chair has influenced higher education policy, fostered international networks, and contributed to embedding engagement and participatory research into the everyday functions of universities. This paper demonstrates how universities can contribute to social change by working closely with communities, promoting sustainable development, and strengthening their social responsibility.
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    Knowledge for change: Mentorship training program
    (UNESCO Chair, 2019) Hall, Budd L; Tandon, Rajesh
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    Training the next generation of community based researchers: A guide for trainers
    (Participatory Research in Asia (PRIA) & University of Victoria, 2016) Tandon, Rajesh; Hall, Budd L; Lepore, Walter; Singh, Wafa
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    Knowledge democracy on the move
    (2021) Hall, Budd L
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    The power of creativity, knowledge and action in knowledge mobilization: Reflections from international work
    (Canadian Commission for UNESCO, 2020-05) Tandon, Rajesh; Hall, Budd L
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    Commentary on the progress report on the futures of education
    (UNESCO Chair, 2020-04-24) Tandon, Rajesh; Hall, Budd L
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    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.