Community-Based Participatory Research
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1068
Browse
17 results
Search Results
Item Majority-World foundations of community-based research(Palgrave Macmillan, 2014) Hall, Budd L; Tandon, RajeshThis chapter explores the majority-world foundations of community-based research with a particular focus on the rise of participatory research (PR) in social movement and civil society settings in the global South and its subsequent spread to the North, eventually finding its way into universities. The authors were involved in both the creation of the discourse and the spread of the initial ideas through the International Participatory Research Network. In the 1970s, Rajesh Tandon came to his initial thinking about participatory research while working with tribal peoples in Rajasthan, India. Budd Hall was working at the Institute for Adult Education in Tanzania during those days. The chapter challenges the Eurocentric bias of much contemporary scholarship in the field of community-based research (CBR). It closes with three challenges to contemporary scholars.Item 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, RajeshWhat 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.Item 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, SumitraPRIA 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.Item Knowledge for change: Mentorship training program(UNESCO Chair, 2019) Hall, Budd L; Tandon, RajeshItem India launch of the UNESCO Chair in community-based research and social responsibility in higher education(UNESCO Chair, 2012-12) Hall, Budd L; Tandon, RajeshItem 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, WafaItem Community engagement as a way forward for sustainable rural societies(UNESCO Chair, 2017-09-22) Singh, Wafa; Tandon, RajeshWith 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.Item The power of creativity, knowledge and action in knowledge mobilization: Reflections from international work(Canadian Commission for UNESCO, 2020-05) Tandon, Rajesh; Hall, Budd LIn this paper, Dr. Budd Hall and Dr. Rajesh Tandon examine how knowledge mobilization can become a more effective tool for social transformation when it is integrated throughout the research process rather than treated as a final dissemination activity. Drawing on over four decades of community-based participatory research (CBPR) across the global South and excluded North, the authors contend that KMb is most powerful when embedded in research from the outset, rather than added after the fact. Working within a knowledge democracy framework through the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, the paper explores how creative and arts-based methods have served as powerful vehicles for sharing research with communities, policymakers, and the broader public. Through four case studies—domestic workers in India using a hand-stitched saree to document sexual harassment; waste recyclers in Brazil producing participatory videos for policy advocacy; immigrant women in Toronto presenting through spoken word at City Hall; and a community health fair in rural South Africa the paper illustrates how art reaches people and places that conventional academic outputs cannot. The paper concludes that creativity is not decorative in KMb; it is essential, particularly when research aims at social transformation and meaningful community change.Item Commentary on the progress report on the futures of education(UNESCO Chair, 2020-04-24) Tandon, Rajesh; Hall, Budd LItem 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