Knowledge Democracy
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1076
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Item Voices of change: participatory research in the United States and Canada(BERGIN & GARVEY, 1993) Park, Peter; Brydon-Miller, Mary; Hall, Budd L; Jackson, TedThis book is a collection of articles which focus on the North American experience in participatory research. The authors have all been directly engaged in participatory research. Some of us have also been involved in theoretical elaboration and quite a few of us have been involved with creating or maintaining networks, centers, or other structures which support the work of many other organizations and individuals. I would submit that the fact that each of us has been engaged in practical, theoretical, and institutional aspects of the participatory research discourse gives our work its flavor.Item Fabric crafts and poetry: The art of development education in Canada(Centre for Global Education, 2006) Hall, Budd L; Clover, Darlena EThis article by Darlene Clover and Budd Hall traces how development education in Canada has drawn on arts and crafts as tools for critical learning. It begins with the field's roots in the 1960s and 70s, when Canadian University Service Overseas (CUSO) volunteers came home questioning accepted narratives about poverty and global trade, then traces its decline once government funding dried up in 1994. The authors turn to two case studies: a group of women on Vancouver Island who used collective quilting to protest a gas plant and the Iraq war, and a University of Victoria poetry course that turned students into poets and peace activists over five weeks. Drawing on both cases, they make the case that arts and crafts belong in development education: they open oppositional imagination, work through metaphor where dialogue alone falls short, use humour as resistance, and ask real risk of participants, as the censored quilts themselves proved.Item Knowledge, democracy, and epistemic in/justice: Reflections on a conversation(2020) Hall, Budd L; Godrie, Baptiste; Heck, IsabelThe focus of the article is on how knowledge is created, who creates knowledge, how is knowledge co-constructed, whose knowledge is excluded and how is knowledge being used to challenge inequalities and strengthen social movement capacity? This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. The three of us are Baptise Godrie works in a research centre (CREMIS) affiliated with Quebec’s health care and social services system, Isabel Heck with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall from the university of Victoria and the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.Item Towards a knowledge democracy movement(2016) Hall, Budd LWhat would it mean to build a democracy of knowledge in a world marked by deep inequality and exclusion? In this paper, Dr. Budd L. Hall examines the emergence of a knowledge democracy movement, connecting traditions of adult education with practices of community-based research and community–university engagement. Placing his argument within global concerns such as poverty, ecological crisis and democratic strain, he challenges dominant assumptions that position universities as the primary producers of legitimate knowledge. Drawing on institutional experience, international networks and illustrative case examples including the Office of Community Based Research at the University of Victoria and global alliances for community engaged research, Hall combines historical analysis with empirical insights. The paper brings together intellectual traditions in adult education with examples from engaged scholarship to demonstrate how knowledge is created across multiple sites. Hall argues that knowledge democracy requires recognizing communities, Indigenous peoples and social movements as knowledge producers in their own right. By foregrounding plural epistemologies and participatory research, he calls for rethinking the architecture of knowledge to advance social action, citizenship and social justice in the twenty-first century.Item “I AM NOT A PEACENIK”: Adult learning of development education in English-speaking Canada(Canadian and International Education, 1983) Hall, Budd LWhat can development education look like in a changing world order? In this article, Dr. Budd Hall reflects on the meaning of development education and the approaches of adult learning within it. Drawing on thinkers such as Freire, Tawney, Marx and others, he examines their fundamental principles and approaches to education, and considers how adult learning can be understood through their perspectives. He foregrounds the persistent and difficult questions that confront development educators across the world, particularly those related to power, positionality, access, influence and reflexivity. Through examples ranging from Gatt Fly in Canada to educators in Tanzania, he traces common threads across varied experiences. Reflecting on his own work, the experiences of other educators, and major intellectual traditions, Hall reflects upon how development education must respond to the challenges of a changing world order. He also emphasises the interdependence of countries and argues that development education must fundamentally recognise and engage with this reality. Situated in the 1980s, the article offers a critical reflection on the direction and responsibilities of development education.