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Intro -- Foreword -- Acknowledgements -- About the Book and Research Justification -- Contents -- Notes on Contributors -- Abbreviations -- List of Figures -- List of Tables -- Part I: Community-Based Research in Higher Education -- 1: Community-Based Research in Higher Education: Research Partnerships for the Common Good -- Introduction -- Aim of This Book -- Community-Based Research -- The Paradigm and Basic Principles of CBR -- Epistemological Assumptions -- Ontological Assumptions -- Methodological Assumptions -- Axiological Assumptions -- The Transformative Outcomes of CBR -- Educative Intent -- Emancipatory Intent -- Activist Intent -- Core Concepts of the Book -- Knowledge Democracy -- Social Justice -- Power Relations -- Vulnerable Populations -- Structure and Content of the Book -- Conclusion -- Questions to Provoke Discussion -- Further Reading -- References -- 2: Rethinking Ethical Processes for Community-Based Research with Vulnerable Populations: Lessons from Practice -- Introduction -- Ethics and Ethical Challenges in Community-Based Research -- Major Frameworks for Research Ethics -- Ethical Concerns in Community-Based Research -- Partnership, Collaboration and Power -- Blurring the Boundaries Between Researcher and Researched, Academic and Activist -- Community Rights, Conflict and Democratic Representation -- Ownership and Dissemination of Data, Findings and Publications -- Anonymity, Privacy and Confidentiality -- Institutional Ethical Review Processes -- Social Action for Social Change -- Community-Based Research with Vulnerable Populations: Examples of Ethical Dilemmas -- Linking the Cases to Core Areas of Ethical Concerns -- Implications for Practice: Doing Research with Vulnerable Populations -- Conclusion -- Further Reading -- References -- 3: Building Capacity for Community-Based Research -- Introduction.

"A concise yet comprehensive explanation of the theory, practice and process, this book provides the reader with everything they need to know about participatory action learning and action research (PALAR). Grounded in key theory, it draws on real-life examples of projects in various fields of study this and features critical reflections of the strengths and challenges. This book will be of interest to all students and researchers based in higher education institutions looking to learn how to engage in participatory research of a transformative, collaborative, and democratic nature to bring about change at personal, professional, organizational or community levels"--

Much has been written about how many parents, children and educators are infected or affected by HIV and Aids. However, little has been offered in the way of practical, pedagogical and emotional help for teachers dealing with HIV and Aids in their classrooms. This updated book is an attempt to help those teachers cope on a day-to-day basis in the classroom. Dealing with HIV and Aids in the classroom was inspired by reflections, comments and photographs provided by real teachers who created a new understanding of what it is like to be a teacher in a world where HIV and Aids are endemic.

AbstractIn the Trump era, when clashes between right wing protesters and left counter protesters escalate, police disproportionately repress left wing activists. Explanations that rest solely on the conservative politics and culture of the police, or the ideological targeting of the left neglect the ways political systems, identities and organizations shape interactions between police and protesters. This study draws on the research on social movements, counter‐protest and protest policing in order to explain the patterns of policing of counter‐protest.

Twenty years into democracy in South Africa, poverty and disease continue to limit the life prospects of the majority of people. As researchers in higher education, we have an opportunity, not to mention moral obligation, to direct our research towards finding ways to ensure that the expected fruits of democracy can be more evenly dispersed throughout society. Yet, in general, the knowledge produced by the academy has had little positive impact on the quality of life of those we conduct our research on. This article argues for the need to adopt more inclusive and participatory paradigms and methodologies that challenge entrenched views that research is the prerogative of the academy. In particular, I propose that an action research paradigm may offer suitable ways to navigate new educational pathways suited for improving and sustaining social life in the 21st century. Such an approach will help to ensure that academic research remains relevant in todays complex and fast-changing world. KEYWORDS: academic research; community development; educational research; higher education; indigenous knowledge; participatory action research.

The book Direct Action, Deliberation and Diffusion: Collective Action After the WTO Protests in Seattle argues that the process of diffusion is dependent on social processes in the receiving context. The most important in social movements is an egalitarian and reflexive deliberation among diverse actors. The book traces the direct action tactics associated with the Seattle protests against the World Trade Organization in 1999 and how these spread to activists in Toronto and New York City. It shows how the structure of the political field, racial and class inequalities, identity boundaries, and organizational and conversational dynamics limited deliberation among activists, and thus limited the diffusion of the Seattle tactics. By constraining the spread of the Seattle tactics, this slowed the global justice movement's wave of protest. In this paper, I explore the application of and implications of this model of protest tactic diffusion to the recent Idle No More mobilizations.Le livre Direct Action, Deliberation and Diffusion: Collective Action After the WTO Protests in Seattle fait valoir que le processus de diffusion dépend de processus sociaux dans le contexte de réception. Le plus important pour les movements sociaux est une délibération égalitaire et réflexive entre divers acteurs. Le livre retrace les tactiques d'action directe associés aux manifestations de Seattle contre l'Organisation Mondiale du Commerce en 1999 et comment ils se propagent à des militants de Toronto et de New York. Il montre comment la délibération de la structure des inégalités le domaine politique, raciales et de classe, les limites de l'identité et de la dynamique de l'organisation et de la conversation limitée parmi les militants, et donc limiter la diffusion de la tactique de Seattle. En limitant la propagation de la tactique de Seattle, ce ralentissement de la vague de protestation du mouvement altermondialiste. Dans cet article, j'explore l'application et implications de ce modèle de diffusion protestation de tactique pour les dernières Idle No More mobilisations.

In this article I attempt to answer the question, 'How can I influence teachers to be able to contribute to changing social/cultural norms and practices that hamper effective HIV & AIDS education and prevention?' There is a growing realization that HIV & AIDS education and prevention initiatives need to move away from trying to change the sexual behaviour of individuals towards addressing societal and cultural factors which promote rapid transmission of the virus. However, societal and cultural change has to start with helping individuals to imagine alternative ways of thinking and being. Teachers occupy a powerful position when it comes to changing mindsets and challenging norms, but they themselves have been shaped and influenced by their culture and may not, therefore, 'see' the need to question prevailing norms, and/or may be so constrained by these social and cultural forces that they are unable to do so. Following a values-based action research approach, I describe how I adopted emancipatory pedagogies in an attempt to influence teachers to develop their own theories of practice with regard to HIV & AIDS prevention and education in their specific cultures. As validation of my claims to having contributed to the development of educational theories about HIV & AIDS prevention and education, I invite the reader to evaluate my narrative against specific criteria. I also present my educational value of respect as a living standard of judgement.

Using interviews with thirty-two direct action activists and field notes from the period, this article argues that repression limited the diffusion of the tactics used in the 1999 protests against the World Trade Organization (WTO) in Seattle to activists in New York City and Toronto. The tactics under review are affinity groups, blockading, jail solidarity, black bloc, and giant puppets. I argue that repression highlighted the ways that poor activists and activists of color were different from the archetypical white, middle-class, Seattle protester. Repression made it less likely that these activists would identify with the Seattle protesters, and less likely to deliberate about the tactics. Thus, repression and identity questions made incorporation of these tactics less likely. I also argue that repression, by limiting the diffusion of these tactics, interrupted the cycle of protest associated with the Seattle demonstrations.

Cover; Contents; Acknowledgments; List of Acronyms; 1. Introduction; 2. Policing Waves of Protest, 1995-2013; 3. To Serve and Protect Who? Policing Trends and Best Practices; 4. Local Legitimacy and Struggles for Control; 5. Officers Under Attack -- The Thin Blue Line, Pepper Spray, and Police Identity; 6. Experts, Agencies, the Private Security Sector, and Integration; 7. Protest as Threat; 8. Urine-filled Supersoakers; 9. Crisis and Control; Notes; References; Index