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 University of Victoria task force on community-based research: Towards a structure for community-based research University of Victoria: Phase II(2005) Keller, Peter; Hall, Budd LThis document was prepared by the University of Victoria Task Force on Community-Based Research, co-led by Peter Keller and Budd L. Hall. It explains the background to Phase II of the work on creating a structure to support community-based research (CBR) at the university, starting with a 2005 forum that drew more than 80 academics. The document uses a three-part definition of CBR as collaborative, as democratising knowledge, and as aimed at social action and social justice. It then sets out the next steps in the consultation, including talking with community partners, reviewing models from elsewhere, recommending a steering committee, identifying networks and funding sources, and exploring UVic’s hosting of the 2007 Community-University Expo.Item Activity report office of community-based June-October, 2008(2008-10) Office of Community-Based ResearchThis activity report covers the work of the Office of Community-Based Research (OCBR) from June to October 2008. It describes follow-up to CUexpo2008, including video interviews, an archival website and a proceedings volume of over 300 pages. It also reports on the first Summer Institute on Community-Based Research, held in mid- July 2008 with about 120 participants, and on related undergraduate and graduate courses. The report records the launch of the Pan-Canadian Coalition for Community-Based Research and the Global Alliance on Community-Engaged Scholarship, two outcomes of the conference. It also notes the integration of the Knowledge Mobilization Unit into the OCBR and support for Indigenous community-based research, including work with the Indigenous Adult and Higher Education Association, Indigenous language teacher education and the Halalt First Nations.Item Gracias Companero: An appreciation of Orlando Fals Borda(SAGE Publications, 2008) Hall, Budd LI first met Orlando Fals Borda in April of 1977. He was standing in the lobby of an older colonial style hotel in the city of Cartagena, Columbia. He was sur-rounded by a group of very earnest younger and older Latin Americans who were holding very heated discussions about the nature of knowledge, the role of intellectuals in revolutionary change and the age-old question in times of need: 'What is to be done?". The occasion was a meeting of 56 scholar-activists from all over the world, whom Orlando Fals Borda had brought together to this Caribbean city of coastal Colombia to embark on a daring new idea: to break the positivist hold on science by means of recognizing channels of valid knowledge production by and with the common people, with the purpose of social recon-struction and participation. Some of those scholars had been working to these ends since the late 1960s outside of academic confines. Orlando traced his lineage in Participatory Action Research and related approaches from that meeting. At the time, I was a newly appointed research officer working with the International Council for Adult Education, fresh from five years working in Tanzania where a number of us began the work which we coined 'participatory research'. A number of us were working on the building of an international par-ticipatory research network and we needed Orlando's ideas and support to move our work forward.Item Doing participatory research: A feminist approach(Center for International Education, University of Massachusetts., 2000) Maguire, PatriciaIn this text the author traces her beginnings as a student researcher trying to understand the biases of traditional research by engaging in participatory research with a group of battered women in Gallup, New Mexico. Using Paulo Freire's concept of dialogue, Pat talks with former battered women in their kitchens, transcribes the interviews and presents the women in their own words. Together they move through a cycle of reflection and action, reaching for a solution to the problem-how to move forward after living with violent men. This highly creative work will involve the reader in theory and practice.Item Higher education, community engagement and the world we want: A policy brief to the world conference on higher education(2009-06) Global Alliance on Community Engaged ResearchAt this critical time in human and sustainable development for the world, it is imperative that we harness the potential of community higher education partnerships to inform progress. There is a large aggregate trend to unite civil society and higher education institutions and networks in common efforts to co-create knowledge, mobilize it to inform practice and policy, and enhance the social, economic and environmental conditions of people, communities, nations and the world. However, these efforts are fragmented and face many unnecessary barriers. We therefore propose an Action Plan for University-Community Engagement for Societal Change and Development, one that unleashes the resources of higher education and government, in collaboration with civil society and its socio-economic development actors to create the sustainable world we want.Item The Application of the social sciences’ Contemporary issues to work on participatory action research(Society for Applied Anthropology, 2008) Fals Borda, OrlandoNo one could have been more surprised than I when at the closing session of the 12th International Sympo-N sium on Action Research for Education, held at my home city of Bogotá, Colombia May 14-18, 2007 a number of delegates from Australia, Great Britain and the United States went to the podium to announce that I was the new recipient of the prestigious Bronislaw Malinowski Award of the Society for Applied Anthropology. I should travel to Memphis for this purpose. It is a motive of amazement to find my name in the honor roll together with scientists and authors of my considerable youthful reverence, the masters of my professors-a roster with names such as Gunnar Myrdal, Everett C. Hughes, Laura Thompson, Conrad Arensberg, and Margaret Clark. How did I finally fit into this sacred list? I am not going to question the criteria for choosing. My main duty, I feel, is to examine whether I merit such inclusion from the standpoint of con-tinuity and/or accumulation of science, continuing some of the basic tenets of the discipline I learned in my university years in the United States.Item Participatory research and participation in research: A look between times and spaces from Latin America(International Journal of Action Research, 2005) Brandao, Carlos RodriguesWe acknowledge that participatory research existed in the past, and exists today within different traditions. We acknowledge the gestation of a “Latin American tradition” based on the pioneering experience of Orlando Fals Borda and Paulo Freire. This tradition of participatory research can only be understood in its origins and its currentness, referenced to the social and political contexts of the time when it was instituted in Latin America, between the 1970s and 1980s. It made much use of the European and North American traditions, but possesses specific characteristics, beginning with its historical connection to the popular social movements and their emancipatory social transformation projects. A few principles of convergence between different styles are presented and discussed.Item Code of practice for the Tangata Whenua, community and voluntary sector reseach centre(Tangata Whenua, Community and Voluntary Sector Research Centre, 2007-10-02)This Code of Practice sets out principles and standards for undertaking ethical and participatory research with the Tangata Whenua, community, and voluntary sector in New Zealand. It gives consideration to achieving greater levels of community participation and self-determination in research processes, and throughout the whole life-cycle of research projects, from design and implementation to reporting and evaluation. Furthermore, it is about recognizing the need to address power imbalances and inequities, and upholding Indigenous Peoples and Tangata Whenua, their own knowledge and tikanga (Maori values) and their rights as communities and peoples, including their ability to make decisions about research, its analysis and reporting. It also includes principles of empowerment, governance, and accountability, reciprocal relations, sustainability, social justice, confidentiality, ownership, and ethical and moral responsibility. Overall, the code focuses on research partnerships in which communities make decisions and are active participants, as well as benefitting directly from research, and in which research processes adopt rights-based approaches that are strengths-focused and contribute to community wellbeing.Item From clients to citizens: Asset-based community development as a strategy for community-driven development(The Coady International Institute, St. Francis Xavier University, 2002-01) Mathie, Alison; Cunningham, GordAsset-based community development (ABCD) is presented as an alternative to needs-based approaches to development. Following an overview of the principles and practice of ABCD, five major elements of ABCD are examined in the light of current literature on relevant research and practice. This involves exploring: the theory and practice of appreciative inquiry; the concept of social capital as an asset for community development; the theory of community economic development, such as the sustainable livelihoods approach; lessons learned from two decades of international development in the participatory paradigm; and the theory and practice of building active citizenship engagement and stronger civil society. How ABCD both reflects recent trends in these areas and stands to benefit from the insights generated from this work is outlined.Item University-community partnerships: Connecting for change(The Community-University Exposition 2008, 2008)With many of the social, environmental, health and economic issues facing us today we need research that engages those who are working on the front lines. Issues in Victoria, such as homelessness or climate change, are best understood and acted upon when those working to find solutions are driving the research.