Participatory Action Research

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Start date: 2000Subject: search.filters.subject.SDG 17: Partnerships for the Goals

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Now showing 1 - 10 of 13
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    Training on participatory research methodologies. September 18-22, 2017
    (2017-09-22) Participatory Research in Asia (PRIA)
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    Preparing the next generation of researchers
    (UNESCO Chair, 2020-06-23) Bhatt, Nandita
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    Regionalizing the UNESCO knowledge for change consortium: K4C at the ESC!
    (UNESCO Chair, 2023-10-05) Mercy, Nkatha
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    Workshop report teaching of participatory research, 4-5 August 2005
    (2005-08) Participatory Research in Asia (PRIA)
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    Report of the sixth state finance commission of Sikkim: Report for the award period 2025-26 to 2029-30
    (State Finance Commission (SFC), 2023-10) State Finance Commission (SFC)
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    An introduction to the history, theory and practice of participatory action research
    (Department of Politics and International Relations, 2025) Díaz-Arévalo, Juan Mario
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    From action research to knowledge democracy Cartagena 1977-2017
    (Colombian Journal of Sociology (RCS), 2018) Hall, Budd L; Tandon, Rajesh
    What 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 transformation
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    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, Rajesh
    While 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.
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    A Canadian approach to higher education, community-engagement and the public good: The future of continuing education
    (2009) Hall, Budd L
    This 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.