Reimagining Community and Knowledge: Emerging Directions in Participatory Research
Bibliographic record
Abstract
There is a global resurgence in the field of participatory research and community engagement. The world health system crisis post pandemic, geo-political inequalities, social exclusion and ecological degradation expose the limits of development and the dominant positivist paradigm of research which captures the social world as ‘fact’ intact. Traditional top-down research known for upward accountability to donors and institutions of power, seldom take stance and support downward and lateral accountability (towards participants/ community and the researchers). There is a growing recognition of the need for approaches which focuses on participants lived experiences, share power and build research with rather than on communities. In the emerging context, learning institutions, social justice philanthropists, and grassroots community organisations are increasing calling for models of inquiry that are not only methodologically rigorous but also socially just and locally rooted. This special edition on “Participatory Research and Community Engagement” captures this pivotal moment in the evolution of research practice. The papers presented here reflect a cross-section of the dynamic efforts to respond to the complex glocal social issues through inclusive, contextually grounded, and collaborative approaches. Together, they represent a shift- as Thomas Kuhn puts it from extractive model of knowledge production and ‘development-by-accumulation’ view of science to those that prioritises co-creation, accountability and relational ethics.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.059 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".