Community-Based Participatory Research Design Relevance for Decolonizing Postgraduate Education-Reference-Cited by-同舟云学术

Community-Based Participatory Research Design Relevance for Decolonizing Postgraduate Education

Published:2024-05-13 Issue: Volume: Page:16-26
ISSN:2327-6983
Container-title:Advances in Higher Education and Professional Development
language:
Short-container-title:

Author:

Acharibasam John Bosco¹,Datta Ranjan¹^ORCID,Atanga Rapahel Ane²,Achonga Paul³

Affiliation:

1. Mount Royal University, Canada

2. University of Winneba, Ghana

3. Tamale Technical University, Ghana

Abstract

The chapter explores the relevance of community-based participatory research design for decolonizing postgraduate programs. The ability of the participatory approach to create authentic partnerships and prioritize community needs has implications for decolonizing postgraduate programs. This chapter presents lessons from a community-based study that engaged rural women from northern Ghana in a dry-season gardening project. The chapter shows how decolonization can be achieved within educational institutions when communities are meaningfully engaged in research activities. The findings highlight that community-based research approaches can be crucial in decolonizing postgraduate programs.

Publisher

IGI Global

Reference22 articles.

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2. Enacting Research Ethics in Partnerships with Indigenous Communities in Canada: “Do it in a Good Way”

3. Enacting Decolonized Methodologies

4. Ethical research engagement with Indigenous communities

5. Burke, H., Hobenshield, S., & Campbell, A. (2020). Decolonizing post-secondary institutions takes a community. Policy Options. https://policyoptions.irpp.org/magazines/october-2020/decolonizing-post-secondary-institutions-takes-a-community/#:~:text=Integrating%20Indigenous%20values%20using%20holistic,a%20major%20step%20toward%20reconciliation.&text=Indigenous%20youth%20are%20the%20youngest%2C%20fastest%20growing%20segment%20of%20Canada's%20population. June 27, 2023.