Community-Based Participatory Research
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Item The next gen project: A global study on training, teaching and learning community-based research (CBR)(The Canadia Association for the Study of Adult Education (CASAE), 2016-07) Lepore, Walter; Tandon, Rajesh; Hall, Budd LWhile policies and practices regarding the creation of structures to facilitate community-university research partnerships are emerging and there is a rich literature on methodology of CBR, little research has been done at a global level on the training opportunities for building capacities in CBR within universities and community organisations. This led the UNESCO Chair in CBR and Social Responsibility in Higher Education to undertake the Next Gen project to analyze the current state-of-the art in pedagogies and strategies for building CBR capacities. This paper synthesizes the main findings of the project and proposes a series of pedagogical principles for the training of CBR.Item Resource guide: Video collection of training in community-based research(UNESCO Chair, 2016) Jin, Jingsi; Tremblay, Crystal; Harris, LeilaThis resource guide provides a summary of videos on key topic areas related to teaching and training materials for Community Based Research from around the world. This guide is the outcome of research conducted by the UNESCO Chair in Community-based Research SSHRC funded project ‘NextGen’ between 2013-2016.Item Bridging knowledge cultures: Rebalancing power in the Co-Construction of knowledge(Brill, 2024) Lepore, Walter; Hall, Budd L; Tandon, RajeshEstablishing 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.Item Mobilisation des connaissances de la communauté et du milieu universitaire en vue d’un changement en profondeur : L’évolution de la Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur [Mobilizing community and university knowledge for transformative change: The evolution of the UNESCO Chair in community-based research and social responsibility in higher education](Commission canadienne pour l’UNESCO, 2017) Hall, Budd L; Tandon, RajeshLa Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur a été créée en juin 2012 dans la foulée de la 2e Conférence mondiale de l’UNESCO sur l’enseignement supérieur, qui s’est déroulée à Paris en juillet 2009. Rajesh Tandon, Ph. D. et Budd Hall, Ph. D., ont été nommés cotitulaires de cette chaire. Cet article retrace les origines de la chaire et examine les contributions apportées jusqu’à ce jour ainsi que les leçons stratégiques que l’UNESCO, les décideurs politiques, les praticiens et les universitaires peuvent en tirer.Item Water governance links and resources(2015-12-04) Foulkes, TabithaItem 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 Social development monitoring: A process to ensure accountability(Prashasnika A Journal of Administrative Processes, 2006-12) Dwivedi, AnjuWhat does it mean to monitor development processes, and who holds the power to do so? In this paper, Anju Dwivedi situates social development monitoring within the broader shift toward people centred development that emerged in the 1990s, where participation became central to planning and implementation. Instead of viewing monitoring as a technical exercise carried out by experts, the paper argues for a process rooted in community participation, where citizens continuously observe, question, and engage with development interventions. Social development monitoring is presented as a means of strengthening accountability and governance by creating spaces for those historically excluded to articulate concerns, influence decisions, and exercise control over resources. The process moves beyond an instrumental function of tracking outcomes, and instead operates as a political act that redistributes power and challenges hierarchical decision making structures. By involving communities in identifying issues, generating information, and taking collective action, monitoring becomes a site of learning and citizenship in practice. The paper ultimately positions social development monitoring as a process that not only ensures accountability but also enables communities to shape development pathways in ways that reflect their own priorities, knowledge, and autonomy.Item Global thematic review on training in community-based research, governance and citizenship: Final report(UNESCO Chair, 2016) Santha-Jayanthan, Aparna; Singh, WafaItem 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.