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Item ‘A giant human hashtag’: Learning and the #occupy movement(2011) Hall, Budd LItem Global trends in training community-based research in higher education institutions and civil society organizations(UNESCO Chair in Community-based Research and Social Responsibility in Higher Education, 2015-07) Lepore, WalterAcross the world, the practice of community-based research is growing, yet the ways in which people learn and are trained for it remain uneven and often informal. This report draws on a global survey of practitioners and institutions to explore how CBR knowledge is acquired, what gaps exist in training, and what possibilities are opening up. The findings suggest both the strength of informal learning networks and the challenges of building more structured opportunities, particularly in regions where resources are scarce. By mapping these trends, the study raises important questions about how future generations of researchers might be supported, and what it would take to make training in CBR truly global and accessible.Item Doing research with people: Approaches to participatory research, an introduction(Society for Participatory Research in Asia (PRIA), 2000) Pinto, MayaThe inspiration for this manual came from a the World Congress on Participatory Action Research held in Cartagena, Columbia, (June 1-5 1997) where people from over 30 countries gathered to discuss participatory approaches to research, education and social development. The experience for most of those present was an eye-opener. It revealed that although the term 'participation' has varied connotations and participatory approaches or methodologies have been developed in response to different contexts and situations, yet the opportunities for convergence- to discuss, to share and learn from each others experiences - are immense.Item From clarity to anarchy: Participatory research approach(1979) Tandon, RajeshAs debates on participatory research gained ground in the late 1970s, questions arose about whether it was a methodology, a political stance, or something in between. This paper, presented at the African Regional Workshop on Participatory Research, examines those tensions by contrasting the perspectives of grassroots activists with those of professional researchers. It considers how participatory research challenges the conventions of classical inquiry by embracing action and subjectivity, yet in doing so risks appearing unruly or even anarchic. Rather than seeking neat resolutions, the study positions participatory research as an unsettled and evolving practice, shaped as much by politics as by method.Item Impact Assessment. Community-engaged Research (CER) at the University of Victoria, 2009-2015(University of Victoria, 2017-05-23) Tremblay, CrystalThis Impact Assessment report is based on several consultations and research (empirical and document analysis) that took place between July – December 2016 with former Directors, Associate Directors and Research Affiliates from the Office of Community-based Research (OCBR) and the Institute for the Studies and Innovation in Community University Engagement (ISICUE) at the University of Victoria. This assessment is prepared for the Office of the Vice President Research (OVPR) by the Office of Community University Engagement (OCUE), in partnership with Research Partnership Knowledge Mobilization (RPKM) unit at the University of Victoria (UVic). The main objective is to assess the various levels (e.g. micro, messo, macro) and broad range of impact resulting from Community-Engaged Research between 2009-2015. This includes direct outputs and outcomes of the OCBR (2008-2012) and ISICUE (2012-2015), as well as a full academic unit scan across the campus drawing from the Enhanced Planning Tool document (2014-15). Impact is documented by 5 indicators including: 1) external research funding, 2) academic unit scan, 3) reputation, 4) 12 in-depth impact case studies, and 5) community-engaged learning metrics. The occurrences of impact are applied to OCUE’s 5 pillars of engagement: Community-engaged Research, Community-engaged Learning, Knowledge Mobilization, Good Neighbour and Institutional Policies and Support, the United Nations Sustainable Development framework (17 goals), as well as UVic’s International Plan (4 areas) The results point to a wide range and diversity of impact to society in each of the 5 OCUE pillars across the academic units in almost all the UN Sustainable Development Goals. Impact narratives from 12 in-depth case studies across the campus (e.g. Business, Engineering, Geography, History) demonstrate significant institutional and community benefit as an outcome of CER. The results highlight key institutional supports (e.g., RPKM, ORS) and provide an enhanced understanding of key contextual features of successful Community-engaged Research (CER) initiatives. The results inform criteria to support the assessment of community engaged scholarship in reviewing grant applications, partnership proposals, and faculty tenure, promotion, and merit applications. An impact rubric and guidelines for promotion and tenure are a valuable outcome of this project. This assessment is not exhaustive of all CER activities on campus. Appendix II provides some insight into the numerous research partnerships excluded from this study due to not having enough information that fit the criteria (See methodology).Item Asian regional participatory research network: A note(1985) Tandon, RajeshItem PRIA's engagements with Higher Educational Institutions (HEIs): Initiatives in Community Based Research (CBR)(Participatory Research in Asia (PRIA), 2014) Participatory Research in Asia (PRIA)PRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.Item Big Tent Communique VI. Local identities and global citizenship: A message from Catania and challenges for universities(2015-11-04) Hall, BuddIn a world facing growing inequality, conflict, and environmental strain, the Sixth Big Tent Communiqué reflects on what role universities can play in responding to these challenges. It sees higher education as more than classrooms and research, calling for closer ties with communities and a stronger sense of responsibility to society. The communiqué raises questions about how universities can support young people, create knowledge that connects rather than divides, and rebuild trust in uncertain times. Instead of final answers, it leaves open the possibility that the future of universities will depend on how far they are willing to rethink their purpose.Item Linkage between participatory research, participatory evaluation and participatory training(1983-05-05)As participatory approaches gained ground in the early 1980s, questions emerged about how research, evaluation, and training might intersect in practice. This paper explores the close relationship between these three processes, showing how they often overlap and evolve within the same project rather than remaining separate domains. Through discussions of field experiences, it reflects on the complexity of roles that facilitators, educators, and community members assume, and the tensions that arise in balancing activism, research, and organizational structures. The study also considers the possibilities of applying participatory methods to diverse fields such as primary education, forestry, and women’s empowerment, while highlighting the constraints of time, resources, and institutional support. Instead of drawing final conclusions, it leaves the reader with open questions about how participatory practice can expand its reach while staying true to its empowering intent.Item Participatory Research International networking memo, August 1, 1987(1987-08-01) Participatory Research in Asia (PRIA)