Community-Based Participatory Research

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Author: search.filters.author.Hall, Budd LEnd date: 2009

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Now showing 1 - 10 of 11
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    Global foundations of community based research
    (0000) Tandon, Rajesh; Hall, Budd L
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    A Canadian approach to higher education, community-engagement and the public good: The future of continuing education
    (2009) Hall, Budd L
    This 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.
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    Higher education, community engagement, and the public good: Building the future of continuing education in Canada
    (Canadian Journal of University Continuing Education, 2009) Hall, Budd L
    This article is about the potential for university-community engagement to serve the public good by transforming the health and well-being of our communities. It documents contemporary expressions of and renewed calls for community university engagement. It includes a detailed treatment of community based research, discussed in the overall context of community-university engagement. The article also explores some other important and growing dimensions of community university engagement, including the development of structures for the support of community-based research and community-service learning. It concludes with an argument that university-community engagement, while not the only current trend in higher education that affects our work in continuing education, is nonetheless a very important new development in which continuing education has much to offer and much to gain.
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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.