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Permanent URI for this collectionhttp://192.9.200.215:4000/handle/123456789/196
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Item Community based participatory research & sustainable development goals(2017) Hall, Budd L; Tandon, RajeshItem Majority-world foundations of community-based research(Palgrave Macmillan, 2014) Hall, Budd L; Tandon, RajeshThis chapter explores the majority-world foundations of community-based research with a particular focus on the rise of participatory research (PR) in social movement and civil society settings in the global South and its subsequent spread to the North, eventually finding its way into universities. The authors were involved in both the creation of the discourse and the spread of the initial ideas through the International Participatory Research Network. In the 1970s, Rajesh Tandon came to his initial thinking about participatory research while working with tribal peoples in Rajasthan, India. Budd Hall was working at the Institute for Adult Education in Tanzania during those days. The chapter challenges the Eurocentric bias of much contemporary scholarship in the field of community-based research (CBR). It closes with three challenges to contemporary scholars.Item Global foundations of community based research(0000) Tandon, Rajesh; Hall, Budd LItem Perspectives on community practices: Living and learning in community(Znanstvena založba Filozofske fakultete Univerze v Ljubljani, 2015) Krašovec, Sabina Jelenc; Štefanc, Damijan; Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, WafaItem Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships(0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, WafaItem From action research to knowledge democracy Cartagena 1977-2017(Colombian Journal of Sociology (RCS), 2018) Hall, Budd L; Tandon, RajeshItem Knowledge, democracy and action: Community university research partnerships in global perspectives(2012) Hall, Budd L; Tandon, Rajesh; Steinhaus, Norbert; Ching Mey, Susie SeeItem Decolonisation of knowledge, epistemicide, participatory research and higher education(2017) Hall, Budd L; Tandon, RajeshThis article raises questions about what the word 'knowledge' refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted.Item Mobilizing community and academic knowledge for transformative change: The story of the UNESCO Chair in community based research and social responsibility in higher education(UNESCO Chair, 2017) Hall, Budd L; Tandon, RajeshItem Fifteen years of Participatory-Research-in-Asia(Participation & Governance, 1997) Tandon, RajeshWe have just completed fifteen years of our experience as PRIA. The seeds of this organisation were sown by the early work on participatory research during the late 70s. That experience provided the philosophical basis for our work: Knowledge is Power. This perspective inspired the early activities we undertook by promoting a number of initiatives which emphasised recognition and articulation of indigenous popular knowledge in the fields of education, health-care, natural resource management etc. Over the years, different ways of expressing that philosophy gained ascendancy in PRIA's work. Today, our work in strengthening Panchayati Raj Institutions as mechanisms of local self-governance is its most explicit expression. We are using methods of organising and promoting the learning of leadership in local bodies to play their rightful role as self-governing institutions. Special emphasis is being placed on learning and empowerment of new leadership in these institutions: women and socioeconomically weaker sections of society.