N. Farnaz, F. Manzoor, W. Alam, B. Aktar, S. F. Rashid | BRAC James P Grant School of Public Health, BRAC University Dhaka, Bangladesh Background Community Health Workers (CHWs) bridge the gap between communities living in urban informal settlements and formal health systems 130,000 CHWs employed in Bangladesh – 50,000 by the government, 50,000 in […]
Bachera Aktar (bachera.aktar@bracu.ac.bd), BRAC James P Grant School of Public Health, BRAC University, Dhaka, Bangladesh; Liverpool School of Tropical Medicine, Liverpool, UK Background One-third of the population of Dhaka city, the capital of Bangladesh, live in slums (BBS, 2015) which are often left out of urban planning and development (Banks, 2011). There is a lack […]
Pandemic Portraits: Capturing experiences of people with disabilities in Bangladesh and Liberia during COVID-19 COVID-19 has changed the world as we know it. However, the pandemic has significantly affected the lives of people with disabilities with many facing additional barriers in access to services, increased isolation and increased risks of poor health and social outcomes. […]
This series charts diverse anthropological engagements with the changing dynamics of health and wellbeing in local and global contexts. It includes ethnographic and theoretical works that explore the different ways in which inequalities pervade our bodies. The series offers novel contributions often neglected by classical and contemporary publications that draw on public, applied, activist, cross-disciplinary […]
People living in slums face several challenges to access healthcare. Scarce and low-quality public health facilities are common problems in these communities. Costs and prevalence of catastrophic health expenditures (CHE) have also been reported as high in studies conducted in slums in developing countries and those suffering from chronic conditions and the poorest households seem […]
This study aims to map informal governance networks of informal settlement in Dhaka City, Bangladesh and asks how these influence the health and wellbeing of residents. This poster focuses on understanding informal governance networks and the role of different actors. Download poster
Much of the current discussion on safeguarding comes from the perspective of the humanitarian sector, and direct service provision and implementation. Additionally, researchers working in global health also experience safeguarding challenges, and research funders and donors require assurance that safeguarding processes and policies are developed and implemented to protect participants and researchers, yet governance in […]
One of our core strategies to affect change is to support capacity strengthening of urban marginalised co-researchers to generate, collect, and use evidence as new localised knowledge to instigate change. Strengthening capabilities of urban marginalised people to engage with research processes is central to the principles of CBPR and meaningful participation of marginalised communities. ARISE […]
Responsive and timely research is needed to better understand the challenges faced by poor and vulnerable populations to inform immediate interventions and policies to address this unprecedented COVID-19 modern-day pandemic. There is a need to research changes through time to understand and address the continuous and long-term economic, mental and emotional impact of lockdown on […]
Involving community researchers and the broader community in the development and validation of priorities, study tools, data collection processes, data analysis, interpretation and action planning is important to the quality of the CBPR process. Consistently engaging the community in monitoring the progress of community activities and gaining their reflexive accounts of the actions ensures rigour within the research process.
Capacities (competencies and conditions)
●Awareness of trustworthiness criteria that draw on critical epistemologies
●Ability to assess and develop contextualised code of research ethics including safeguarding
●Capacity to undertake validation exercises with stakeholders and the wider community to ensure the study is relevant, accepted and supported
●Ongoing learning, quality assessment and safeguarding assessment
●Capacity to contextualise research materials that value local ways of knowing and knowledge production
●Knowledge on how to engage in and apply reflexivity, considering positionality with regard to research findings, to strengthen rigour and trustworthiness
●Ability to triangulate different sources of information to determine research priorities, approach and actions
●Rigorous research findings which draw on trustworthiness criteria
●Generalisable research processes that can enhance CBPR techniques
●Community based research that is robust and adds value to communities, policies and practices
●Community members learn research skills, gain access to resources, and find ways to legitimate their knowledge, which have previously been limited by a history of exclusionary research practices
●After the research partnership has undertaken a process of prioritisation, and before conceptualising the research, validate the priorities and incorporate additional context to increase trustworthiness in the process
●Design research analysis and interpretation procedures that involve community researchers and associated stakeholders
●Have an outsider to help increase the rigour and real and perceived validity of the research
●Conduct data interpretation sessions to discuss interpretations, add context to information collected, and facilitate a better understanding of project documentation
●Triangulate data sources and add participant checking
●Undertake co-analysis activities with co-researchers and stakeholders
●Increase the reliability of the study by developing and using a case study protocol and a chain of evidence
●Design survey and interview questions that are culturally aligned enhancing the fit of the research with the implementing context
●Identify relational and situated ethical and safeguarding concepts and approaches that best fit the specific context and the process-oriented nature of CBPR (25)
●Constructive negotiation with gatekeeping bodies such as funders and research ethics committees to increase understanding of appropriate approaches
●Engage co-researchers and community members during the research tool preparation to cover all the essential aspects of the research including safeguarding risks
Utilise quality criteria to evaluate the CBPR process – see Springett, Atkey (26) and Sandoval, Lucero (27
●Documentation on the translation and adaptation of the materials and quality assurance processes through minutes and notes on discussions and engagement within the team and with stakeholders
●Documentation of research validation processes
●Documentation of discussion during triangulation of findings
●Case studies/stories/blogs that show reflexivity processes
●Peer reviewed publications
●Audio or notes from community validation processes
●NVivo or other screenshots showing quality checking processes
●Development and use of a case study protocol and the development of a database and a chain of evidence to improve reliability of the study
*Please note that some statements are adaptations or direct quotes from the papers listed in the reference section