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 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 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 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 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 Beyond "whose reality counts?" New methods we now need?(1997) Chambers, RobertActivities called PRA, and its equivalents in other languages, have evolved from a confluence, sharing and adaptation of methodologies, methods and participatory traditions. Synergies have generated new things to do and new ways to do them, including visual forms of analysis. A conjunction of conditions has produced an explosion of activities and applications, and spread to many countries and organisations - NGOs, Government departments, and even universities, and raising questions of ethics and of sharing methodologies. Coming from our different traditions, should we seek places of convergence and springboards for action? If so, could the concept of responsible wellbeing, and the question "Whose reality counts?" provide us with common ground? They fit with eclectic pluralism, a celebration of diversity, and democratic reversals of dominance. They raise shared issues of how we teach, learn, and construct realities, of dominant institutions and their cultures, and of personal power. They point towards responsible well-being for "uppers" being sought in empowering and privileging the realities of "lowers". Do we now have a phenomenal opportunity? We have participatory methodologies which are powerful, popular and self-spreading We have new space opened up by government and donor agency policies for participation and poverty reduction. Rapid spread has brought much bad practice. At the same time, PRA and other participatory methodologies have also shown a potential to contribute to changes at levels which are policy-related, institutional and personal To make the most of these opportunities invites sharing methods and experience between different traditions, and inventing new methods. Five methodological challenges now (May 1997) stand out as points of leverage. These are how better to 1. enable the realities and priorities of poor and marginalised people to be expressed and communicated to policy-makers 2. enable trainers to facilitate attitude and behaviour change 3. make normal bureaucracies more participatory 4. build self-improvement into the spread of participatory methodologies 5. enable people with power to find fulfilment in disempowering themselves Could it be that effective repertoires for these could lead to much good change? Could convergences and sharings of experiences and approaches among us contribute to such repertoires? Could we between us seize these opportunities in the new spaces which are opening up?Item Rural technology and collective analysis: Improving water supplies and sanitation(1979) Jackson, TedThe late 70s witnessed the problem of the insufficient supply of water and sanitation in rural areas become a serious threat to health and everyday living. Set in this period, this paper aims to demonstrate the way in which the described issue integrated into the life of the villages and towns. In this way, the research was concentrated on the implementation of technologies and the ideas behind them and the reactions of people who were a part of the process. This paper, therefore, tries to demonstrate the importance of such projects in context of changing people’s perceptions and building awareness, rather than focusing on the scale of the innovation itself. The research, thus, raises more questions than it answers, leaving the reader amazed by the ability of one idea to change the lives of thousands of people but at the same time skeptical about the potential role of similar movements in other contexts.Item Building capacity through action learning(Institute for Development Research (IDR) Reports, 1993) Leach, MarkThe ability to learn from experience is critical for individuals and organizations seeking to be effective in rapidly changing and complex situations. Educators, corporate managers, public administrators, and grass roots activists have all been challenged by the dilemmas of learning from action and experience. While using many different terms (including action research, action science, experiential learning, participatory research, organizational learning, learning systems, etc.) these people have developed a rich and varied set of insights into facilitating what might be generally called "action learning." The purpose of this paper is to review several streams of work related to action learning (AL), and to consolidate some of the key principles in an effort to help organizations expand their capacity to develop action learning strategies. Particular attention will be paid to the relevance of action learning principles for non-governmental and community based organizations (NGOs and CBOs).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 Water governance links and resources(2015-12-04) Foulkes, Tabitha