*** please don’t just agree but add information that can be discussed as well.
Classmate 1: Ticdankay: Importance of Dialogue in CBPR
Community-based participatory research (CBPR) involves both the researcher and the community stakeholders, who are part of the research, engaging in an equal partner basis to bring about social change, to educate, and to change practices (Parker et al., 2020). Freire considers dialogue a critical component of CBPR and points out the fact that dialogue is just an encounter between men, mediated by the world, to name the world (Freire, 2000). For dialogue in CBPR, partners are expected to engage each other with a sense of humility, love, faith, trust, hope, and to think critically. With dialogue, communication is possible. Since communication is an important aspect of relations, without dialogue there would be no communication and without communication, there cannot be true education (Freire, 2000). Dialogue does away with the traditional way of doing things where one party imposes their views on the other. For instance, without dialogue, teachers will focus on what they need to teach students but when dialogue is involved, teachers will just pose problems to the students and from the feedback given, adopt an approach that makes education a collaborative venture which is more satisfying to the students.
Self-Reflection and Freire’s Concept of Dialogue
Self-reflection involves a deep introspection of our thoughts, actions, and emotions neutrally. Freire’s concept of dialogue relates to the aspects of self-reflexivity in that neutrality is key in self-reflection. Just like as expressed in the instance of CBPR, self-reflection takes into account aspects of humility, love, faith, trust, hope, and critically thinking. Critical thinking is attributed to self-reflection. Self-reflection just like dialogue helps in building better relationships among individuals (Mead, 2021). With self-reflection, one can critically examine their stance and current knowledge, with an open mind. Such is necessary for the adoption of new ideas and incorporation of divergent points of view presented by others. With this, one can effectively engage with oppressed communities as self-reflection is key when it comes to creating room and the accommodation of ideas presented by individuals from oppressed communities.
Freire, P. (2000). Pedagogy of the oppressed.
Mead, E. (2021, September 23). What is positive self-talk? (incl. examples). PositivePsychology.com. Retrieved October 25, 2021, from .
Parker, M., Wallerstein, N., Duran, B., Magarati, M., Burgess, E., Sanchez-Youngman, S., Boursaw, B., Heffernan, A., Garoutte, J., & Koegel, P. (2020). Engage for equity: Development of community-based Participatory Research Tools. Health Education & Behavior, 47(3), 359–371. https://doi.org/10.1177/1090198120921188
Classmate 2: Nicole: Community- based participatory research (CBPR) is used in research for collective, reflective, and systemic approaches that involve educating, improving practice, or social change. Paulo Freire introduced dialogue in The Pedagogy of the Oppressed, which states humility, hope, faith, love, and critical thinking are a basis needed between student and teacher to pursue learning. These five ideas have introduced more effective ways to improve student learning and efficient communication among educators and students. Friere believes that dialogue between teacher and students can lead to more successful and effective relationships. Students can possess critical thinking from challenging problems and scenarios, which illustrates a framework of dialogue between the teacher and student in which the student demonstrates reflections and are more fully engaged with the teacher. In addition, CBPR should produce findings to the community in ways that are easy to understand and engage. If findings in research are too difficult to understand, for example not being familiar with medical terminology, this creates misunderstandings among participants and researchers and dialogue may no longer effective.