Publications
Permanent URI for this collectionhttp://192.9.200.215:4000/handle/123456789/196
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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 Creating Knowledge: A Monopoly? Participatory Research in Development(Participatory Research in Asia (PRIA), 1982-06) Hall, Budd L; Gillete, Arthur; Tandon, RajeshItem The democratization of the production of knowledge(1988-05-03) Hall, Budd LItem African studies, the formation of knowledge and political commitment(University of Ottawa, 1978-05-04) Hall, Budd LItem Global foundations of community based research(0000) Tandon, Rajesh; Hall, Budd LItem Participatory research: Canadian adult educators build a global movement(0000) Hall, Budd L; Jackson, Edward TItem Building a global learning network: The international council for adult education(International Council for Adult Education, 0000) 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 “I AM NOT A PEACENIK”: Adult learning of development education in English-speaking Canada(Canadian and International Education, 1983) Hall, Budd LDr. Budd Hall examines the landscape of Development Education within English-speaking Canada during the early 1980s, framing its purpose as essential for national survival in an increasingly interdependent global context. The analysis talks about the fact that the industrialized world's well-being is intricately tied to the economic health of the Third World, necessitating a "new internationalism" supported by public understanding. Development Education is defined as the range of educational activities designed to promote awareness, critical understanding, and action regarding the relationship between the developed and developing worlds. The paper highlights the difficulties faced by Development Education practitioners, who compete against dominant media narratives, misinformation, and the interests of powerful institutions with severely limited financial and institutional support. Furthermore, it addresses the challenge of impact evaluation, noting the shift from traditional evaluation within formal educational systems to the necessity of assessing the tangible outcomes of Development Education programs on both Canadian individuals and their relationship with the developing world. The article concludes by underscoring the vital role of Development Education in fostering the collective societal understanding required to address global problems and effect social change.Item Breaking the monopoly of knowledge: research methods, participation and development(1977) Hall, Budd LThis work critically examines the role of social science research in development, arguing that a historical "monopoly of knowledge" centralized in elite academic institutions undermines the authentic knowledge , by questioning the top-down concept of education and development This monopoly operates by validating external, scientific, and often quantitative knowledge while systematically marginalizing and denying the relevance of the local, experiential, and political knowledge held by the majority. It also critiques orthodox survey research for its inherent ideological bias, its creation of a dominant/alienating researcher-subject relationship, its production of static and irrelevant social data, and its failure to inherently link findings to meaningful action. As a counter-paradigm, the paper advocates for Participatory Research (PR). PR is defined as a unified process of “social investigation”, “educational growth”, and “action for social change”. By transferring control over the research agenda and empowering the community to be studied, PR not only generates more accurate and relevant knowledge but also functions as a political tool. This approach is positioned as a necessary corrective for research, aligning with the principles of self-reliance and the liberation of “human creative potential”
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