Community-Based Participatory Research
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Item 50th anniversary edition of pedagogy of the oppressed: A review(2020) Hall, Budd LItem A Canadian approach to higher education, community-engagement and the public good: The future of continuing education(2009) Hall, Budd LThis 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.Item A Northeastern Brazilian: Memories of Paulo Freire(2018) Hall, Budd LItem A note on the participatory research project in the asian region(1981) Tandon, RajeshThis paper traces the rise of participatory research as a response to the limits of conventional social science, linking it to wider struggles for democracy and development. It reflects on both its potential and contradictions, framing it as an ongoing project rather than a finished method.Item Advancing environmental health science research and translation in India through community based participatory research (CBPR) workshop February 26th -28th, 2019(2019-02-28) Participatory Research in Asia (PRIA); College of Public HealthItem African regional workshop on participatory research (1-7 July): "From clarity to Anarchy – Participatory research approach"(PRIA, 1979-07) Tandon, RajeshItem An epidemiological approach to participatory research in evaluation (an ongoing study)(0000) Participatory Research in Asia (PRIA)Item Analytical note on data collected from North Bengal university(2015) Participatory Research in Asia (PRIA)Item Annotated bibliography on community-led research and the climate crisis(UNESCO Chair, 2025-01) DECODEItem Annotated bibliography. Training in community based research (CBR): Water governance(2016-05-04) Jin, Jingsi; Sharp, KellyItem Asian regional participatory research network: A note(1985) Tandon, RajeshItem Background document for university - community engagement(University of Victoria, 2007-09-15) Office of Community-Based Research (OCBR); Dragne, CorneliaThe report examined the ways universities coordinate their engagement efforts from the university's side, by examining academic reports and universities websites. Being a two-way relationship, the picture would have been complete if the community side would have been presenting its own account. However, due to the large number of different interactions with various community partners, even for a single university such picture is not feasible for this report to build. Academics engaged in community-based research and activities are people committed to the idea of engagement and its strong supporters. By reviewing accounts of existing institutional commitments, the report presents a view strongly supportive of the idea that allocating institutional resources to university-community engagement is the way to go. The report overlooks the epistemological debates surrounding engagement scholarship and community-based forms of research, as well as the concerns about the ethics of academic-community interaction. Another limitation stems from the fact that English language was used for all the searches.Item Beyond epistemicide: Knowledge democracy, higher education and the path towards pluriversality(UNESCO Chair, 2016) Hall, Budd LHow have our knowledge systems been shaped by histories of colonisation, enclosure and dispossession, and what might it mean to move beyond them? In this lecture delivered in Brighton, Dr. Budd L. Hall traces how contemporary knowledge systems are rooted in long histories of land theft, colonial expansion and epistemicide. Beginning with a personal account of his family’s migration to Canada and the acquisition of Indigenous land through illegal and immoral means, he situates his own access to higher education within the material histories of dispossession that financed universities and consolidated Western knowledge systems as dominant. Drawing on David Harvey’s notion of accumulation by dispossession and Boaventura de Sousa Santos’ concept of epistemicide, Hall argues that universities have functioned as sites of enclosure, determining who is authorised to produce knowledge and whose knowledge systems are dismissed. Through examples from India, Uganda, South Africa and beyond, the lecture highlights alternative knowledge systems that persist despite marginalisation. It calls for transforming knowledge systems through knowledge democracy, co-creation and a sustained commitment towards epistemic justice.Item Book launch-Teaching community-based participatory research: Socially responsible and ethically anchored(UNESCO Chair, 2025) UNESCO ChairItem Breaking the monopoly of knowledge: research methods, participation and development(1977) Hall, Budd LWhat 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.Item Bridging the gap between the researcher and the community: PRIA’s engagements in promoting community based research and social responsibility in higher educational institutions(Participatory Research in Asia (PRIA), 2014) Tandon, Rajesh; Singh, Wafa; Srinivasan, SumitraPRIA 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 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 Challenging the master’s tools: Pedagogies of community-based participatory research(2014) Hall, Budd L; Etmanski, Catherine