Teaching Community Based Participatory Research Socially Responsible And Ethically Anchored

Teaching Community-Based Participatory Research

Spearheaded by Drs Tandon and Hall, this book emerges from the Mentor Training Program (MTP) linked to the UNESCO Chair in Community-Based Research, reflecting over fifty years of dedicated work in participatory research. With 170 mentors trained and a reach of 15,000 students worldwide, the MTP exemplifies a commitment to fostering socially responsible research practices. This essential resource equips educators to navigate complex power dynamics, address ethical considerations, and integrate innovative, arts-based methods into community-based participatory research (CBPR) teaching. A transformative guide that delves into the principles and practices of CBPR, it features insights from mentors across diverse global contexts. This book offers practical strategies for embedding CBPR principles into academic curricula, becoming a vital toolkit for researchers, educators, and activists eager to co-create impactful knowledge that addresses the most pressing challenges of today.

Teaching Community-based Participatory Research

Socially Responsible Higher Education

"Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focused upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and 'reclaim' the public purposes of higher education"--