Community-Based Research

Defining ‘Community’

In CBR, community describes people with a shared experience (e.g. living with an illness or in a specific postal code), but it may also include a range of stakeholders working to improve their conditions. ‘Community’ in this sense can be understood to involve not only lived experience but also communities of shared practice in the form of activists and service providers who work directly with communities. This approach recognizes that while the perspectives of those directly affected are crucial for understanding an issue, organizing community members often requires the infrastructure and networks developed by allies.

Historical Development

CBR has roots in a number of social science disciplines and philosophical orientations to science and knowledge production. While these are diverse, Kerry Strand [Page 157]and colleagues identify three core influences: (1) the popular education model, (2) the action research model and (3) the participatory research model. The popular education model draws on the influential writings of Paulo Freire and uses techniques from adult education and critical pedagogy to engage communities in identifying problems and generating solutions to improve their local conditions. Second, the action research model gives CBR its emphasis on producing change within local organizations and systems through ‘multi-sector’ partnerships involving academics, the community and government. Finally, CBR has been greatly influenced by the participatory research model, from which it took up the need to challenge positivist research models and recognize the perspective of so-called lay people in knowledge production.

The Role of the Academic Partner

The emphasis on community knowledge in CBR initiatives may suggest that academic partners are not necessary. Indeed, there are some organizations that have well-developed programmes of research and are able to conduct research without partnering with a university. However, the intent of CBR is not to position one body of evidence or expertise against another but to bring these together in a synergistic fashion, recognizing the particular strengths and assets of the contributing partners. Depending on the nature of the project and the community’s research capacity, the academic partner’s role may fall along the spectrum from leadership to facilitation. When a community does not yet have the capacity to undertake research, the academic partner may play more of a leadership role and direct the process with significant community input and consultation. When the community has more capacity, the academic partner may have more of a ‘facilitation’ role to support the community-initiated research process. In either case, the academic partners may need to help their community partners navigate various granting opportunities and provide access to ethics review, data storage and funding administration.

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