Knowledge Democracy
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Item Land and people No. 3, July-September 1988(Participatory Research in Asia (PRIA), 1988-09) Participatory Research in Asia (PRIA)This report covers the third issue of Land and People, a PRIA newsletter on land ownership and alienation, published between July and September 1988. It opens with the Supreme Court's August 1988 ruling ordering the closure of limestone mines in the Doon Valley after nearly three decades of local resistance. It examines India's National Water Policy, questioning whether its emphasis on river-basin planning and large-scale groundwater recharge benefits marginal farmers or reinforces their exclusion. The focus article revisits land reform four decades after independence, highlighting the gap between legal provisions and the land held by small and tenant farmers. A review of Vijay Paranjpye's study of the Tehri Dam questions official estimates of economic returns, displacement, and ecological risks. It also reports on protests against the Narmada Valley Project in Bombay, a fast at the Sardar Sarovar dam site, and a march in North Bihar over recurring floods and drinking water scarcity. It concludes with a letter from Thailand's Project for Ecological Recovery on the shelving of the Nam Choan dam following sustained cross-border solidarity, and a report on the first International Rivers Network conference in San Francisco.Item Participatory research as a methodology of development(Participatory Research in Asia (PRIA), 0000) Tandon, RajeshItem Knowledge for change (K4C): Face to face residency. March 11-23, 2018(UNESCO Chair, 2018-03-23) Hall, Budd L; Tandon, RajeshItem The story of participatory research: History and future(Participatory Research in Asia (PRIA), 2021-12-16) Participatory Research in Asia (PRIA)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.Item Participatory evaluation: Issues and concerns(Society for Participatory Research in Asia (PRIA), 2001-08-20) Choudhary, Anil; Tandan, RajeshAnil Choudhary and Dr. Rajesh Tandon present a compilation of PRIA's practice and reflection on participatory evaluation, drawn from years of work with grassroots organizations across India. The book distinguishes participatory evaluation from conventional, externally driven evaluation models, defining it as a developmental and educational process controlled by the people whose programs, organizations, or perspectives are being assessed. The authors lay out the steps involved in planning and conducting such an exercise, from setting objectives through to data collection, analysis, and the evolving of action plans. Eight case studies illustrate this methodology, covering a women's savings program in Tamil Nadu, a partner-group organizing effort in West Bengal, a preschool program in Andhra Pradesh, and other initiatives with a primary focus on organization or perspective. A closing section takes up recurring questions in the field, including the difference between methodology and method, who should participate, the role of donors and outside facilitators, and the importance of separating evaluation from funding decisions. Throughout, the authors hold that participatory evaluation rests on faith in people's capacity to reflect on and improve their own work and that its purpose is to strengthen, not regulate, the organizations and movements it examines.