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 From action research to knowledge democracy Cartagena 1977-2017(Colombian Journal of Sociology (RCS), 2018) Hall, Budd L; Tandon, RajeshWhat can we learn from the histories of participatory research? In this article, Dr. Budd Hall and Dr. Rajesh Tandon reflect on the historical and political trajectories that shaped participatory action research in its current form. In conversation with pioneers such as Orlando Fals Borda, they situate participatory research within wider struggles for adult education, liberation and democratic knowledge production. Drawing from personal reflections and histories of adult education institutions, Hall and Tandon write about their own journeys into participatory research and the relationships that sustained these practices across continents. The article highlights the need for a non-fragmented methodology of action research, rooted in political praxis and committed to societal transformation. Through the work of Borda, particularly the landmark 1977 Cartagena conference that brought together over 4000 delegates to deliberate on people’s participation, the authors highlight the importance of challenging unequal relations of power and control. In revisiting these histories, the article affirms participatory action research as an ongoing project of epistemic justice and social transformationItem Beyond partnerships: Embracing complexity to understand and improve research collaboration for global development(2021) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; Tandon, RajeshWhile there is a burgeoning literature on the benefits of research collaboration for development, it tends to promote the idea of the ‘partnership’ as a bounded site in which interventions to improve collaborative practice can be made. This article draws on complexity theory and systems thinking to argue that such an assumption is problematic, divorcing collaboration from wider systems of research and practice. Instead, a systemic framework for understanding and evaluating collaboration is proposed. This framework is used to reflect on a set of principles for fair and equitable research collaboration that emerged from a programme of strategic research and capacity strengthening conducted by the Rethinking Research Collaborative (RRC) for the United Kingdom (UK)’s primary research funder: UK Research and Innovation (UKRI). The article concludes that a systemic conceptualisation of collaboration is more responsive than a ‘partnership’ approach, both to the principles of fairness and equity and also to uncertain futures.Item Paulo Freire and participatory action research(2018) Hall, Budd LHow has Paulo Freire’s pedagogy shaped the theory and practice of Participatory Action Research? This article offers a reflective engagement with the life and work of Paulo Freire, tracing the connections between his political pedagogy and the emergence of Participatory Action Research. Beginning with Freire’s biography in Northeast Brazil and his formative experiences of poverty, faith and political struggle, the paper situates his educational philosophy within wider movements for social transformation. It draws parallels between Freire’s dialogical, critical and action oriented pedagogy and the work of scholars such as Orlando Fals Borda, who involved peasant communities directly in research processes, as well as Budd Hall’s early engagements in Tanzania during the period of Julius Nyerere. The article argues that Freire’s insistence on linking reflection with action and recognising all people as knowers profoundly influenced the epistemological foundations of Participatory Action Research. Ultimately, it presents Participatory Action Research as a disciplined process of personal and social transformation inspired by Freire’s enduring commitment to humanisation, dialogue and collective action.Item A Northeastern Brazilian: Memories of Paulo Freire(2018) Hall, Budd LItem Social movement learning: A contemporary re-examination(2011) Hall, Budd L; Clover, Darlene E.; Crowther, Jim; Scandrett, EurigWhere does the new begin and where does the old end in social movement learning? In this essay, Budd L. Hall, along with Darlene E. Clover, Jim Crowther and Eurig Scandrett, revisit the long-standing distinction between ‘old’ social movements, historically associated with labour struggles and socialist ideologies, and ‘new’ social movements centred on identity politics and recognition. While these categories have been analytically useful, the authors argue that they are increasingly insufficient for understanding the complex social subjects and struggles emerging in the contemporary moment. The demands, assertions and pedagogical practices of movements do not fall neatly into dichotomies; rather, they overlap, intersect and generate new forms of collective learning. Drawing on diverse examples from movements in Brazil, the UK, Venezuela, Argentina, India, Ghana and beyond, the essay highlights both ‘learning in’ movements through participation and struggle, and ‘learning from’ movements as processes of wider public education. In doing so, Dr. Hall emphasises the need for newer pedagogies and newer forms of theorising to understand social movements comprehensively in ways that can guide meaningful social action.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 In from the cold? Reflections on participatory research from 1970 - 2005(Convergence, 2005) 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.