Knowledge Democracy
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1076
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Item Decolonisation of knowledge, epistemicide, participatory research and higher education(2017) Hall, Budd L.; Tandon, RajeshWhat does the word ‘knowledge’ refer to, and whose knowledge is recognized within higher education? In this paper, Dr. Budd Hall draws on some 40 years of collaborative work on knowledge democracy. Hall suggests that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following de Sousa Santos, Hall illustrates how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge, democracy, and the evolution of community-based participatory research partnerships are highlighted.Item Mobilizing community and academic knowledge for transformative change: The story of the UNESCO Chair in community based research and social responsibility in higher education(The Canadian Commission for UNESCO’s IdeaLab, 2017) Hall, Budd L; Tandon, RajeshWhat role can higher education play in advancing knowledge democracy and fulfilling its social responsibility? This paper co-authored by Dr. Budd L. Hall and Dr. Rajesh Tandon reflects the establishment, evolution, and contributions of the UNESCO chair in community-based research and social responsibility in higher education. Established in July 2012 as a unique co-chair partnership bridging the University of Victoria (Canada) and Participatory Research in Asia (PRIA, India). This paper outlines the effectiveness of a distinctive global North-South co-chair method in connecting academic institutions with grassroots practitioners to promote knowledge and democracy. The paper explores how universities should collaborate with communities in the co-creation of knowledge to promote social responsibility, inclusion, and sustainable development. Through its three core domains, knowledge mobilization, policy advocacy, and capacity building, the chair has generated substantial, systemic impact. Through global reports, policy dialogues, and training programs, the Chair has influenced higher education policy, fostered international networks, and contributed to embedding engagement and participatory research into the everyday functions of universities. This paper demonstrates how universities can contribute to social change by working closely with communities, promoting sustainable development, and strengthening their social responsibility.Item Seeing like a citizen’ re-claiming citizenship in a neoliberal world. November 28-29,2005(Institute of Development Studies, 2005-11-29) Gaventa, JohnWhat does it mean to be a citizen, and how is that meaning shifting under neoliberalism? In this paper, Prof. John Gaventa discusses how citizenship has increasingly moved away from a rights centered approach towards a more consumption-based approach. Depoliticised notions of citizenship have taken precedence under neoliberalism, where individuals are framed as consumers, users, voters, or beneficiaries rather than as rights bearing actors in their own right. He situates this shift within broader transformations of the state as well, which is not simply withdrawing but is being reconfigured to actively advance market logics, often weakening its role as a guarantor of rights. Through this paper, Gaventa proposes “reversing the telescope” by centering the perspectives of citizens as actors in development processes. This approach foregrounds what he terms thick forms of citizenship, where participation, contestation, and collective action are central. Moving beyond market, state and democracy first forms of citizenship, he argues that placing citizens first enables a re-politicisation of citizenship, strengthening claims to rights, accountability, and more meaningful democratic engagement.Item Knowledge as a commodity and participatory research(UNESCO, 1979) Hall, Budd LWhat is knowledge? How is it formed? Who has the authority to “make” it? and who does it ultimately serve? These are the central questions Dr. Budd Hall raises in this article. He critiques the way traditional intellectuals such as scientists and scholars, often trained in elite universities and supported by international funding agencies, are institutionally positioned as the legitimate producers of knowledge. Embedded within particular class locations, this group often produces knowledge that serves its own class interests and maintains dominant social relations. In this process, organic intellectuals engaged in critical reflection and grassroots organising are sidelined as knowledge makers. Drawing on the works of Freire, Mao and others, Hall reflects on the role of intellectuals. He advances a systematic critique of survey research and outlines the guiding principles of participatory research. The article is a critical inquiry into the nature of knowledge within the new international order. It calls for moving beyond viewing knowledge as intellectual commodities such as papers and conferences and toward recognising and valuing local and indigenous knowledge systems, while developing more decentralised ways of legitimising people as producers of knowledge.Item Knowledge democracy and diverse epistemologies: Inspired by the book “Socially responsible higher education: International perspectives on knowledge democracy”(UNESCO Chair, 2021) Tandon, Rajesh; Hall, Budd LItem Report on training of master trainers. 20-22 April, 2022(2022-04) Tandon, RajeshItem Knowledge for change: Mentor training program-Cohort III. MS - TCDC, ARUSHA 2019(2019) UNESCO ChairItem Knowledge, action and hope: A Manifesto(2021-04-06) Hall, Budd L; Tandon, RajeshItem Knowledge democracy: Reclaiming voices for all(2014-08-26) Tandon, Rajesh