scholarly journals Participatory research: Where have we been, where are we going? – A dialogue

2017 ◽  
Vol 1 (2) ◽  
pp. 365-374 ◽  
Author(s):  
Budd L. Hall ◽  
Rajesh Tandon
Keyword(s):  
Latin America ◽  
Civil Society ◽  
Social Movement ◽  
Participatory Research ◽  
Theory And Practice ◽  
Research Network ◽  
New Delhi ◽  
Community Based ◽  
Community Based Research ◽  
The Creation

Rajesh 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.

Youth-Led REP: Building Critical Consciousness for Social Change

2004 ◽  
Vol 26 (2) ◽  
pp. 45-50
Author(s):  
Jonathan London ◽  
Melissa Chabrán
Keyword(s):  
Action Research ◽  
Research Evaluation ◽  
Popular Education ◽  
Theory And Practice ◽  
Social Critique ◽  
Participatory Action ◽  
Community Based ◽  
Empowerment Evaluation ◽  
Community Based Research ◽  
The Social

If knowledge is a form of power, then to lack knowledge is to lack power, and to build knowledge is to build power. This seemingly basic notion is at the source of diverse streams of theory and practice entitled participatory action research, community-based research, counter mapping, popular education and empowerment evaluation. It is from these historical, political and methodological headwaters that a relatively new stream of work, called youth-led action research, evaluation and planning, arises. These practices, while distinct, all represent attempts to build the power and capacity of those at the margins of society to examine, define, and ultimately shape their worlds according to their needs, visions and values. Youth-led action research, evaluation and planning expands the social critique and progressive stance towards breaking the monopolies of power/knowledge to include age-based inequities, along with (and in relationship to) inequities based on race, ethnicity, class gender, sexuality and other markers of difference.

Community-Based Participatory Research

2013 ◽  
Author(s):  
Tracey Marie Barnett
Keyword(s):  
Action Research ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Collaborative Action Research ◽  
Participatory Action ◽  
Community Members ◽  
Community Based ◽  
Community Based Research ◽  
Partnership Approach

Community-based participatory research (CBPR) embraces a partnership approach to research that equitably involves community members, organizational representatives, social workers, and researchers in all aspects of the research process. CBPR begins with a research topic of importance to the community and has the aim of combining knowledge with action and achieving social change. It is community based in the sense that community members become part of the research team and researchers become engaged in the activities of the community. Community–researcher partnerships allow for a blending of values and expertise, promoting co-learning and capacity building among all partners, and integrating and achieving a balance between research and action for the mutual benefit of all partners. Various terms have been used to describe this research, including participatory action research (PAR), action research (AR), community based research (CBR), collaborative action research (CAR), anti-oppressive research, and feminist research.

scholarly journals Editors’ Introduction: Cultural Studies and Intersectionality as Intellectual Practice

Lateral ◽  
2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Tania Lizarazo ◽  
Elisa Oceguera ◽  
David Tenorio ◽  
Diana Pardo Pedraza ◽  
Robert McKee Irwin
Keyword(s):  
Cultural Studies ◽  
Production Process ◽  
Critical Analysis ◽  
Digital Storytelling ◽  
Community Based ◽  
Research Project ◽  
Community Based Research ◽  
Digital Stories ◽  
Unique Experience ◽  
The Creation

This article outlines the digital storytelling methods used for a community based research project focused on issues of sexuality among California farmworkers: Sexualidades Campesinas (http://sexualidadescampesinas.ucdavis.edu/). We note how our process of collaboration in the creation and production of digital stories was shaped by the context and our envisioned storytellers. We then offer a critical analysis of our own unique experience with digital storytelling in this project, focusing on a handful of concepts key to understanding the nature of our collaborative production process: community, affect and collaboration, storytelling, performance, and mediation, with an eye to the problem of ethics.

scholarly journals Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation

2020 ◽  
Vol 21 (1) ◽  
pp. 27-45
Author(s):  
Budd L. Hall ◽  
Baptiste Godrie ◽  
Isabel Heck
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Social Responsibility ◽  
Social Movement ◽  
Social Services ◽  
Research Centre ◽  
Community Based ◽  
Community Based Research ◽  
Knowledge Democracy ◽  
The University

The focus of the article is on how knowledge is created, who creates knowledge, how knowledge is co-constructed, whose knowledge is excluded and how knowledge is being used to challenge inequalities and strengthen social movement capacity. This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. Baptiste Godrie works in a research centre (CREMIS) affiliated  with Quebec’s health care and social services system, Isabel Heck works with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall works at the University of Victoria and is the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.

scholarly journals Creating Outside the Box

2020 ◽  
Vol 11 (1) ◽  
pp. 5-12
Author(s):  
Sara L. Benson
Keyword(s):  
School System ◽  
Community Based ◽  
Community Based Research ◽  
The Past ◽  
Current State ◽  
The Creation ◽  
The Individual ◽  
The City ◽  
Outside The Box

This paper shares my journey from rigid, self-doubting, and strict to fluid, confident, freedom of thinking as I created, moved, thought, and philosophized my way through an arts-based and community-based research course. In that course, I created a photography piece, “Bluff City Merger.” Through the creation of this project my view of who I was as a researcher and as a person began to shift and an unmasking began to take place by the end of this project. Bluff City Merger created a space that would allow for the individual to construct their own meaning and understanding of all that took place in Memphis, Tennessee (US). The purpose of this piece was to spark conversation and conceptualization surrounding the bussing controversy of the early 70’s in the city of Memphis while also contemplating the current state of the school system by merging photographs from the past with those from the present.

The Principles, Possibilities and Politics of Community-Based Educational Research

2020 ◽  
Author(s):  
Lesley Wood
Keyword(s):  
Educational Research ◽  
Social Impact ◽  
Research Process ◽  
Theory And Practice ◽  
Strategic Decisions ◽  
Learning And Development ◽  
Bottom Line ◽  
Community Based ◽  
Community Based Research ◽  
Starting Point

Globally, there is a shift toward embracing educational research with a social justice intent, based on the principles of inclusion, authentic participation, and democratic decision-making. This shift toward doing research with, rather than on, participants could be seen as a reaction to the criticism of contemporary universities being exclusive and in need of finding ways to connect with traditionally marginalized groups. Universities need to be more responsive to the real learning and development needs of communities and use their theoretical knowledge to complement and facilitate, rather than direct, research conducted in partnership with those whose lives are directly affected by the phenomenon being studied. Community-based educational research accepts local knowledge as the starting point of sustainable change and the learning and development of all involved as an important outcome of the research process. Community-based research thus has an educative intent; it is also inherently political since it aims to change systems that breed inequity. Yet these very characteristics stand in opposition to the neoliberal, silo-like models of operation in academia, where the bottom line trumps social impact in most strategic decisions. Negotiating the bureaucratic boundaries regarding the ethics of community-based research becomes a major hurdle for most researchers and often leads to compromises that contradict and undermine the ideal of partnership and equitable power relations. There is a pressing need to rethink how we “do” community-based educational research to ensure it is truly educational for all. This begs the question, in what ways does the academy need to change to accommodate educational research that contributes to the sustainable learning and development of people and to the democratization of knowledge? Community-based educational research can help close the gap between theory and practice, between academic and community researcher.

Critical Currents in Community Service Learning and Community-Based Research: History, Theory and Practice

2003 ◽  
Vol os-20 (2) ◽  
pp. 23-41 ◽  
Author(s):  
Ken Cunningham ◽  
Kerry E. Vachta
Keyword(s):  
Service Learning ◽  
Critical Theory ◽  
Community Service ◽  
Critical Currents ◽  
Community Action ◽  
Theory And Practice ◽  
State University ◽  
Community Service Learning ◽  
Community Based ◽  
Community Based Research

Brulle (2000) has noted the failure of the recent literature in critical theory to reflect the commitment of its founders to applying their philosophical and theoretical scholarship to create concrete social change. The authors have taken up the challenge to recover critical theory's “forgotten materialist component” and simultaneously responded to the call to reinvigorate the civic mission of the public university through efforts to integrate critical theory with community service learning and community-based research. The paper discusses historical, philosophical and theoretical issues in this effort and some reflections on our attempt to apply them in practice through the revitalization of the Center for Community Action and Research at Pennsylvania State University at Harrisburg.

Virtual Vines

2012 ◽  
pp. 78-98
Author(s):  
Marianne LeGreco ◽  
Dawn Leonard ◽  
Michelle Ferrier
Keyword(s):  
Research Methods ◽  
Participatory Research ◽  
Virtual Work ◽  
Participatory Methods ◽  
Community Based ◽  
Community Based Research ◽  
Local Initiatives ◽  
Participatory Research Methods ◽  
Conceptual Foundations ◽  
Work First

This chapter focuses on the somewhat unexpected relationship between participatory research methods, virtual work, and community-based practices. More specifically, the authors’ contribution outlines different conceptual foundations and methodological approaches related to participatory and community-based research. Embedded within this review, they address two key connections between participatory methods and virtual work. First, participatory and community-based methodologies provide a useful set of concepts and practices that can be applied in virtual contexts. Second, virtual work can facilitate participatory initiatives and achieve community-based goals. The chapter also offers two short case studies that illustrate how community-based groups often rely on virtual work to move their local initiatives forward.

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