Knowledge Democracy / Participatory Research
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Welcome to the Knowledge Democracy / Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.
Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.
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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 Participatory research: Where have we been, where are we going? – A dialogue(UCL IOE Press, 2017-07) Hall, Budd L; Tandon, RajeshRajesh Tandon and Budd Hall, the UNESCO Co-Chairs in Community-Based Research, have worked together on the theory and practice of participatory research since they first met in Caracas, Venezuela in 1978. This article is a conversation between the two of them that took place in New Delhi, India in 2015. It covers the creation of the concept of participatory research, a coming to awareness of the importance and power of local knowledge, the creation of the International Participatory Research Network and their thoughts on some of the challenges facing community and academic partners today. Of note is the fact that the early roots of participatory research were found in the global South, specifically in Africa, Asia and Latin America. Of further interest is the fact that for the first 20 to 25 years, participatory research was a discourse located almost entirely outside formal academic circles but rather in social movement structures and civil society circles.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 Lambatlaya(Institute of Social Work & Community Development (ISWCD), 1984) Abad, Henedina; Hall, Budd L; Gawasnon, Banika; Sadulla, Jaime; Veneracion, Ma. Corazon J; Tolentino, Carmina; Freire, Paulo; Lanot, Marra P.L; Lacaba, Jose F; Tan, Rene; Torres, Amaryllis T; Magno, NengThis bulletin is about participatory research as an alternative to traditional social science research practice in the Philippines, particularly research “with” and “for” the people. The contributions review research practices in which professional social scientists assume total or partial responsibility for defining problems, collecting, analyzing, interpreting data, and presenting findings to poor and vulnerable communities as if they are only research subjects. This bulletin draws lessons from the authors’ varied experiences in community development, adult education, health, rural and urban organizing, and social action. Participatory research is discussed as a praxis, that is, a process of inquiry, reflection, learning, and action. Participatory Action Research, participatory conscientizing research, community participation in research, alternative approaches to research, and building community research capacity are some of the issues taken up. Emphasis is placed on people’s participation in problem definition, data collection, analysis and interpretation, decision-making, and action. The contributions also take up issues of professional researchers’ monopoly over knowledge production, people’s concepts and analysis, community organization and empowerment, connecting research with action, and people’s participation in development planning. The bulletin further raises questions concerning methodology, research evaluation, community participation indicators, scientific validity, cost effectiveness, and research linkages with development planning. The contributions are by Henedina Abad, Rene Tan, Budd L. Hall, Amaryllis Torres, Neng Magno, and Ma. Corazon J. Veneracion. This bulletin also contains bibliographic essays by Jaime M. Sedullo, Ma. Corazon J. Veneracion, and Carmina Tolentino.Item Fabric crafts and poetry: The art of development education in Canada(Centre for Global Education, 2006) Hall, Budd L; Clover, Darlena EThis article by Darlene Clover and Budd Hall traces how development education in Canada has drawn on arts and crafts as tools for critical learning. It begins with the field's roots in the 1960s and 70s, when CUSO volunteers came home questioning accepted narratives about poverty and global trade, then traces its decline once government funding dried up in 1994. The authors turn to two case studies: a group of women on Vancouver Island who used collective quilting to protest a gas plant and the Iraq war, and a University of Victoria poetry course that turned students into poets and peace activists over five weeks. Drawing on both cases, they make the case that arts and crafts belong in development education: they open oppositional imagination, work through metaphor where dialogue alone falls short, use humour as resistance, and ask real risk of participants, as the censored quilts themselves proved.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 From margins to center? The development and purpose of participatory research(The American Sociologist, 1992) Hall, Budd LThis 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.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 Adult learning, global civil society and politics. October 15-17, 1997(1979-10-17) Hall, Budd LWhat role can adult education play in strengthening global civil society and advancing social transformation in an increasingly capital driven world? In this paper, Dr. Budd Hall situates this question within a context where globalisation has intensified the dominance of capital while deepening social, ecological and economic instability. He reflects on the contemporary political economy in which global markets appear powerful yet remain fragile and extractive. In response to this expansion of global capitalism, Hall posits that the presence and influence of global civil society have also grown, creating new spaces for resistance, cooperation and collective action. Engaging with debates on development, ecological crisis and democratic participation, and drawing on examples such as the 1992 Global Forum and emerging transnational networks, he examines how global citizens’ action is being shaped across diverse contexts. Hall invites readers to consider how more people can meaningfully contribute to these movements and emphasises the crucial role of adult educators in fostering critical awareness, building solidarities and deepening engagement with global civil society. He urges educators to remain clear that the world is not okay, and that adult education is essential for collective and transformative change.Item Knowledge as a commodity and participatory research( Prospects, UNESCO, 1979) Hall, Budd LWhat is knowledge? How is it formed? Who has the authority to “make” it? and who does it ultimately serve? These are the central questions Dr. Budd Hall raises in this article. He critiques the way traditional intellectuals such as scientists and scholars, often trained in elite universities and supported by international funding agencies, are institutionally positioned as the legitimate producers of knowledge. Embedded within particular class locations, this group often produces knowledge that serves its own class interests and maintains dominant social relations. In this process, organic intellectuals engaged in critical reflection and grassroots organising are sidelined as knowledge makers. Drawing on the works of Freire, Mao and others, Hall reflects on the role of intellectuals. He advances a systematic critique of survey research and outlines the guiding principles of participatory research. The article is a critical inquiry into the nature of knowledge within the new international order. It calls for moving beyond viewing knowledge as intellectual commodities such as papers and conferences and toward recognising and valuing local and indigenous knowledge systems, while developing more decentralised ways of legitimising people as producers of knowledge.