Community-Based Participatory Research

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End date: 1979Subject: search.filters.subject.SDG 4: Quality Education

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Now showing 1 - 9 of 9
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    Global foundations of community based research
    (0000) Tandon, Rajesh; Hall, Budd L
    This paper by Dr. Budd Hall and Dr. Rajesh Tandon looks back at the origin of participatory research, tracing its evolution from the late 1970s when a small network of like-minded researchers and activists across Toronto, New Delhi, Dar es Salaam, the Netherlands, and Caracas began to challenge the foundations of conventional social science research. It highlights how this early movement grew into a globally recognized approach to knowledge creation and social change. The paper examines the emergence of international and regional networks, the establishment of Participatory Research in Asia (PRIA), and the development of participatory methodologies aimed at social transformation. It also reflects on the challenges participatory research faced in gaining acceptance within academia, where researchers and practitioners often struggled to bridge differences in perspective and practice. Significant developments, including the 1997 Cartagena Congress, the launch of GACER, and the 2012 UNESCO Co-Chairs appointment, marked important steps toward broader recognition. The paper argues that years of participatory research work have slowly changed how knowledge is understood, who gets to produce it, in what settings, and in whose interest. For Hall and Tandon, this shift connects directly to current conversations about knowledge democracy and what higher education institutions owe to the communities around them.
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    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
    In this paper, Budd Hall, Rajesh Tandon, Crystal Tremblay and Wafa Singh present a global study on structures that support community-university research partnerships. The study draws on an international survey and national case studies from twelve countries, examining how universities institutionalise community engagement and where this engagement connects with actual research practice. The authors turn to the discourse of knowledge democracy, arguing that community-based research offers a way to address long-standing inequities in whose knowledge counts within the academy. Survey findings point to a gap between universities' stated commitment to co-constructing knowledge and the reality that very few research projects originate from communities themselves. The paper reviews facilitative structures across universities in Argentina, Brazil, Canada, India and elsewhere, and considers the role of national networks and policies in strengthening these partnerships. It closes with recommendations for national policy, higher education institutions, and community and civil society organisations.
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    Evaluation of adult education in Tanzania: A status report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Tanzania has placed significant focus on adult education, a commitment evident since the beginning of the Second Five Year Plan (1969–74). This report by Dr. Budd Hall emphasizes the need to evaluate the status of adult education in the country. The objectives of adult education programmes have been to teach basic reading, writing, and problem-solving skills to facilitate meaningful participation of young people in family life, community life and in the larger development of the nation. However, dropout numbers have remained high, and attendance rates continue to be low. The evaluation of these programmes has been divided into several components, including the assessment of baseline data, interim surveys, and technical surveys. This report explores the reasons why it is necessary to examine how effective these education programmes have been, what have been the shortcomings and how future efforts can be guided.
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    The Indian urban elites: An exploratory study
    (0000) De, Nitish R.; Tandon, Rajesh
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    Towards an epistemology of participatory research
    (Participatory Research in Asia (PRIA) , 0000) Chaudhary, Anil
    In this article, Dr. Anil Chaudhary examines the epistemological foundations of participatory research, arguing that its roots lie in the age-old traditions of knowledge production that have existed alongside the elite-controlled, formal knowledge frameworks throughout history. Drawing upon historical analysis, he demonstrates how control over knowledge production and utilisation has been an effective instrument of rule in all stratified societies. He divides them into three categories: structural control, linguistic control, and thematic control. The article thus talks about the parallel existence of two contrasting modes of knowledge production- the dominant mode and the popular mode. It presents participatory research as an attempt to refine the popular mode of knowledge in the contemporary context. Dr Chaudhary concludes the paper by suggesting some challenges for the future of participatory research.
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    Rural vocational education in Tanzania: An exploratory research
    (African Adult Education Association , 1979-07) Mshana, R.; Bita, T.
    The Christian Council of Tanzania, in cooperation with its Member Churches has been conducting since early 1975, an exploratory research into the pressing problems of rural vocational education. în Tanzania. This research has been analysing in depth and breadth the existing problems, and the most important findings have been made public in a "Preliminary Report" that was extensively discussed in the National Workshop organised by the researchers held at Kicheba Village, Tanga. This paper attempts to give a brief historical background of the study in section one. Section two concentrates on the organisation of the research embracing the nature of the research problem, the purpose of the research, time and people involved. Section three gives a detailed account on the process of familiarization used, the analytical frameworth and the stage reached by the research so far. Finally, a critical analysis of the entire research experience is given.
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    Practical issues in the democratisation of research in non-formal education in the commonwealth
    (International Council for Adult Education, 1979) Hall, Budd L
    Dr. Budd L. Hall prepared this paper for the Commonwealth Specialist Conference on Non-Formal Education for Development, held in New Delhi in January and February 1979, while serving as Director of Research at the International Council for Adult Education. It looks at research trends of that period across the Commonwealth, moving through broad overviews, literacy studies, media evaluations, action research, and participatory research, before turning to what he treats as the most significant among them: the shift toward democratising research itself. Several developments point to this shift, among them research relocating from metropolitan countries toward the Third World, local researchers taking over roles once held by expatriates, and poor and exploited communities gaining a direct role in shaping the research process rather than remaining its subjects. Case examples from Botswana, Kenya, Tanzania, Canada, England, and India ground these claims. Practical questions follow how findings get communicated in accessible language, what alternative methods such as drawings, theatre, and song open for non-literate participants, how much longer democratic research takes, what it costs, and how local findings connect to larger structural issues. The paper ties democratic research to the wider struggle for social justice, with Hall insisting ordinary people hold both the ability and the right to interpret their own problems.
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    African regional workshop on participatory research (1-7 July): "From clarity to Anarchy – Participatory research approach"
    (PRIA, 1979-07) Tandon, Rajesh
    This paper by Dr. Rajesh Tandon discusses the methodology of participatory research approach (PRA) as a critique to another lead paper on PRA and compares it to classical research approaches. The paper starts with the critique of the classical research approach for its rigid delimitation of thinking as the only valid mode of inquiry, negating the humanity of the researcher. Further, it talks about the eclecticism of participatory research as a reflection of multiple modes of inquiry, as opposed to the narrow approach of classical research. The paper also addresses the criticism of participatory research ignoring material causation of an issue, leading to its subjective analysis. It presents joint analysis by people and researchers as a main feature of PRA. The paper concludes by stating the anarchic nature of PRA as its strength rather than its weakness.