Community-based research with vulnerable populations. Ethical, inclusive and sustainable frameworks for knowledge generation

Abstract

This is an extensive and solid guide that provides a though-provoking approach to fundamental aspects concerning social research with communities based on respect and participation. Wood ’ s book on ‘ Community-based Research with Vulnerable Populations. Ethical, Inclusive and Sustainable Frameworks for Knowledge Generation ’ articulates conceptual aspects related to social research and community participation from within formal and informal education. It also provides relevant case studies that combine theory and diverse practices, which illustrates the ethical and epistemological dimensions of Community-based Research. Every chapter of the volume invites the reader to embark on research journeys that help develop our understanding of the complexities of research under-pinned by participation of vulnerable communities, which open new possibilities for educational research and social change. In the introductory chapter, Wood presents a consistent conceptual development of Community-based Research (CBR) and other similar approaches that fall under this umbrella term. The author explains the contributions by Fals Borda and Paulo Freire whose work sought to recognize the experience of marginalized communities and build capacity to overcome situations of socio-political oppression. Secondly, Wood presents the main considerations underpinning research with vulnerable communities: collaboration, a problem-solving approach, dialogue and negotiation – however di ffi cult it sometimes proves to be, and a critical opening that makes room for questioning and change throughout the research process. Finally, this chapter explains the main three aims of this volume: to develop an ethical framework to conduct CBR, provide elements to build capacity of academics, and o ff er insights to reassure recognition of the communities involved in CBR. Further-more, this extensive and robust volume is composed of 14 chapters that carefully examine relevant and up-to-date case studies articulated with theoretical developments that illustrate formal and informal educational sites where the community has participated actively. nal chapters that illustrate the potential of CBR and adult education through a relevant case study in South Africa that points out the importance of community involvement and questions the rigidity of traditional neoliberal models of education. Finally. Wood proposes an ethical framework to conduct CBR collecting the lessons o ff ered by the case studies in the volume. It points out the need for a socially committed university and positive relationships with marginalised popu-lations. The framework presents a critical re fl ection on positionality, ongoing dialogue and negotiation, and issues of epistemological justice that bring about social change.