Participatory Research

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Author: search.filters.author.Hall, Budd LSubject: search.filters.subject.Community-Based Participatory Research

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Now showing 1 - 8 of 8
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    International collaboration for changing the culture of research: UN SDGs and knowledge for change consortium
    (2020) Hall, Budd L; Tandon, Rajesh
    Universities are experiencing changes in the culture of research as they have known them. The theory of change being put forward in this article is based on the concept of international networking from and for the deepening of local participatory knowledge creation for social change.
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    Global foundations of community based research
    (0000) Tandon, Rajesh; Hall, Budd L
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    Social movement learning: A contemporary re-examination
    (2011) Hall, Budd L; Clover, Darlene E.; Crowther, Jim; Scandrett, Eurig
    Where 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.
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    Breaking the monopoly of knowledge: research methods, participation and development
    (1977) Hall, Budd L
    What is the objective of our research? Dr. Budd Hall delves deeply into this question while critiquing the dominant, top-down approach to conducting research in adult education. This essay explores how knowledge obtained through survey research can be inaccurate, alienating, and inadequate for guiding social action. Drawing from the works of radical scholars such as Freire, Glaser and Strauss, Oliveiras, and others, along with his own reflections, Hall discusses what an alternative participatory research approach can look like and what its fundamental principles would be. These lessons are guided by the principle of liberation to realize the full human creative potential, to continually inquire on this front, and to break away from dominant frameworks.
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    Participation, planning and international cooperation: reflections on the tanzanian experience
    (1975-05) Hall, Budd L
    What can development look like for a newly independent Third World nation? Emphasising the core principles of socialism and self-reliance, Dr. Budd Hall reflects in this paper on the directions Tanzania chose in making development planning participatory and in shaping its approach to international cooperation. Education is presented as fundamentally tied to national development, with its centrality illustrated through several case studies, including the Adult Education Network, the Man is Health campaign, and the Kwasisi Project. Through discussions of their motivations, processes, effects, and modes of evaluation, the article highlights how education functioned as a key instrument across multiple levels of development planning. Drawing on experience, historical insight, and policy analysis, the paper shows how Tanzania sought to situate its development efforts firmly within its stated principles while placing education at the centre of social transformation.
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    Evaluation of adult education in Tanzania: A status report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Since the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed so that scarce human and financial resources can be used effectively without needless duplication of past efforts and mistakes. The work oriented literacy project launched at Mwanza in 1967 is presently the only place in Tanzania where large scale evaluation of adult education activities is occurring. However, the Institute of Adult Education at the University of Dar es Salaam has begun evaluating the operation of the "Uchaguzi ni wako" radio citizen education study groups, together with provisions for adult educator training and the problems these educators encounter in the field. Irregular attendance and high dropout rates are a major weakness in literacy teacher training programs; failure of adult education in general to attract youth is another problem. There is evidence that adult education can be most easily organized within a framework of existing village systems and social relationships; and that literacy education is not necessarily a prerequisite for rural adult education.