The Routledge International Handbook of Critical Participatory Inquiry in Transnational Research Contexts illustrates how research guided by the emancipatory epistemology of critical participatory inquiry (CPI) can support social change in transnational contexts, which are inherently laden with unequal power dynamics and colonial structures. It builds on prior volumes in participatory action research, community-based participatory research, and decolonizing methodologies.

This edited volume offers cases from across the Global South and Global North and from diverse disciplines including human rights, migration, education, health, youth studies, and development to demonstrate how CPI can fulfill its democratizing and decolonizing potential. Written primarily by new and emerging scholars, practitioners, and community leaders, these cases go on to illustrate how a critical, participatory approach to transnational research can enhance the strength of research processes and findings, create more equitable and just experiences for those who participate as co-researchers, and facilitate social change.

Providing a valuable framework for transnational CPI and a wealth of examples, it will be an invaluable read for undergraduate and graduate students of Development Studies, Healthcare disciplines, Education and qualitative research. It will also be of interest to researchers, professionals, community leaders, and even funders and policymakers who want to work toward greater equity and social justice in transnational research contexts.

Meagan Call-Cummings is an Associate Professor in the School of Education at Johns Hopkins University. She specializes in critical, participatory, and feminist methodologies and teaches doctoral-level courses in critical qualitative inquiry. Her research engages participatory, narrative, ethnographic, and visual methods to explore issues of equity, justice, and peace with groups that are often silenced or harmed by traditional research practices. She has published articles in journals including Qualitative Inquiry, Qualitative Research, the International Journal of Research and Method in Education, The Qualitative Report, Educational Action Research, High School Journal, Action Research, and the International Journal of Qualitative Studies in Education.

Melissa Hauber-Özer is an Assistant Professor of Qualitative Inquiry at the University of Missouri, where she teaches courses on qualitative research methods, critical participatory inquiry, and language acquisition research. Dr. Hauber-Özer's research employs critical participatory, ethnographic, and narrative methodologies to examine issues of educational access and equity for linguistically and culturally diverse learners

Giovanni P. Dazzo is an Assistant Professor of Qualitative Research and Evaluation Methodologies at the University of Georgia. His research agenda includes exploring restorative forms of inquiry, testing pedagogical practices to teach critical methodologies, and participatory policymaking. He is interested in community-based partnerships that ensure evidence is utilized in ways that learn from and benefit communities subjected to structural violence, racism, and abuse.