Participatory Action Research
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Item Participatory research handbook for community groups(International Council for Adult Education, 1978-06) Barndt, Deborah; Conchelos, Greg; Etherington, Alan; Galindo, June; Hall, Budd L; Harasim, Linda; Jackson, Ted; Marino, Dian; Tobias, Kathy; Vigoda, Al; Correia, Dianne; Icaza, Bernardita; Mansfield, JenniferItem Item Item A Canadian approach to higher education, community-engagement and the public good: The future of continuing education(2009) Hall, Budd LThis work addresses the vital role of Community-University Engagement (CUE) in Canadian higher education as a critical strategy for responding to major global challenges like social injustice and climate change. It is argued that the collective resources of universities are the largest under-utilized assets for community change and sustainability. This work introduces the CUE Factor as a triangle encompassing “Community-Based Experiential Learning”, “Community-Based Research (CBR), and Community-Based Continuing Education” , defining CBR as a collaborative, democratizing process aimed at “social action and justice”. While Continuing Education (CE) units have over a century of experience and a strong base in lifelong learning, they face significant challenges, including declining institutional support and a perceived distance from the university's core academic and research functions. Therefore, this paper proposes an agenda for action to position CE centrally within the CUE movement, recommending that CE units strengthen their research profiles, lead university-wide discussions on civic engagement, and forge action alliances with community organizations to ensure universities meet their obligation to contribute to social transformation.Item A river of life: Learning and environmental social movements(Interface: A journal for and about social movement, 2009) Hall, Budd LWhat and how can we learn from social movements? According to Dr. Budd Hall, social movements are intense locations for knowledge to come together and for learning to happen. They are seen as one of the best routes to social transformation because they bring together action, learning and social change. In this 2009 paper, Dr. Hall reflects on the epistemic value of social movements in the creation of knowledge. He begins by exploring what a social movement is and outlines its characteristic features as discussed by different schools of thought. The paper is a collaborative effort involving teams from three organisations and presents qualitative analyses based on case studies of environmental social movements from countries like Venezuela, Brazil, Sudan, India, Canada and many more. From these cases, the paper formulates key principles of environmental social movement learning, including seeing humans as part of nature rather than separate from it, deconstructing power relations in our relationship with nature and with each other as a first step toward transforming them, and several other interconnected insights. Through both theoretical reflection and grounded case studies, Hall argues that social movements, while leading to social transformation, also facilitate deep personal transformation by creating powerful spaces for learning.Item In from the cold? Reflections on participatory research from 1970 - 2005(Convergence, 2005) Hall, Budd LItem Looking back, looking forward-reflections on the International participatory research network(Forests, Trees and People Newsletter, 1999) Hall, Budd LItem Research, commitment and action: The role of participatory research(International Review of Education, 1985-09) Hall, Budd LThe author discusses the development and practice of participatory research as both a method and strategy of social investigation and social action within an adult education framework. Participatory research is compared with traditional research strategies, and its defining principles are outlined, together with specific examples of its application and practical issues both today and in the future.Item Breaking the monopoly of knowledge: research methods, participation and development(1977) Hall, Budd LWhat is the objective of our research? Dr. Budd Hall delves deeply into this question while critiquing the dominant, top-down approach to conducting research in adult education. This essay explores how knowledge obtained through survey research can be inaccurate, alienating, and inadequate for guiding social action. Drawing from the works of radical scholars such as Freire, Glaser and Strauss, Oliveiras, and others, along with his own reflections, Hall discusses what an alternative participatory research approach can look like and what its fundamental principles would be. These lessons are guided by the principle of liberation to realize the full human creative potential, to continually inquire on this front, and to break away from dominant frameworks.Item Participation, planning and international cooperation: reflections on the tanzanian experience(1975-05) Hall, Budd LWhat can development look like for a newly independent Third World nation? Emphasising the core principles of socialism and self-reliance, Dr. Budd Hall reflects in this paper on the directions Tanzania chose in making development planning participatory and in shaping its approach to international cooperation. Education is presented as fundamentally tied to national development, with its centrality illustrated through several case studies, including the Adult Education Network, the Man is Health campaign, and the Kwasisi Project. Through discussions of their motivations, processes, effects, and modes of evaluation, the article highlights how education functioned as a key instrument across multiple levels of development planning. Drawing on experience, historical insight, and policy analysis, the paper shows how Tanzania sought to situate its development efforts firmly within its stated principles while placing education at the centre of social transformation.