Bridging Theory to Practice: Utilizing the Culture-Centered Approach (CCA) to Address Gaps in Community Based Participatory Research (CBPR) Processes
Source of Publication
Athens Journal of Health
The purpose of this study is to provide recommendations to bridging the "theoretical" with the "practical" in developing community-based participatory research (CBPR) health communication projects. As illustrated through a review of several case studies from health campaigns using CBPR, often times the theoretical orientations of CBPR become secondary to its praxis, with unspoken motives and agendas become motivating factors in guiding the initiatives. These motives may come in the form of funding organization priorities, funded grant proposal constraints, and the desire to continue relationships that are fostered in the development of CBPR projects. In response, this essay reintroduces the culture-centered approach (CCA) as an additional metatheoretical lens that can be utilized in linking theory to practice. The use of specific reflexive exercises are recommended to draw out unseen power differentials within project partnerships, calling into question the fundamental objectives guiding the decision-making processes within CBPR projects. This essay aspires to compel and strengthen CBPR health communication in practice to become more authentic to the orientation’s original conceptualization.
Athens Institute for Education and Research
Medicine and Health Sciences
Community-based participatory research, Culture-centered approach, Health communication theory, Reflexivity
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Dillard, Sydney; Anaele, Agaptus; Kumar, Rati; and Jamil, Raihan, "Bridging Theory to Practice: Utilizing the Culture-Centered Approach (CCA) to Address Gaps in Community Based Participatory Research (CBPR) Processes" (2018). All Works. 4537.
Indexed in Scopus
Open Access Type
Gold: This publication is openly available in an open access journal/series