Community Knowledge

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1071

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Start date: 2011End date: 2017

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Now showing 1 - 8 of 8
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    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, Rajesh
    What 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.
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    Summary of impact: Community-engaged research at the university of victoria
    (University of Victoria, 2017) Tremblay, Crystal
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    Women and multiple vulnerabilities in an area of unrest: Key issues and challenges of tribal women in dumka and jamtara districts of Jharkhand: Final report
    (Participatory Research in Asia (PRIA), 2013-11-12) Jaitli, Namrata; Singh, Shivani; Ahluwalia, Deepa; Nasruddin
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    ‘A giant human hashtag’: Learning and the #occupy movement
    (2011) Hall, Budd L
    How do forms of learning evolve in social movements? In this chapter, Dr. Budd L. Hall discusses the pedagogical significance of the ways in which learning takes place both within a movement and as a result of it. Taking the case of the Occupy Movement, which he considers one of the most important social movements of the twentieth and twenty first centuries in rich countries, Hall highlights the synchronised scale with which it aligned purpose and process. Viewing every participant as both a learner and a teacher, he reflects on how the organising structure of the movement differed from preceding movements against global capitalism. He discusses several defining characteristics of the movement, including collective thinking, direct democracy, decentralised leadership, and the creation of new forms of knowledge. Hall also emphasises the important role played by social media platforms as spaces of knowledge creation and dissemination. In developing his argument, he draws extensively on tweets shared under hashtags such as #Occupy, #OccupyMovement, and #OWS, among others. Through this exploration, Hall demonstrates how social movement learning holds transformative potential at both theoretical and practical levels, showing how the two remain in sustained dialogue within movements like Occupy.
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    Perspectives on community practices: Living and learning in community
    (Znanstvena založba Filozofske fakultete Univerze v Ljubljani, 2015) Krašovec, Sabina Jelenc; Štefanc, Damijan; Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, Wafa
    This book presents the findings of the 2015 European Society for Research on the Education of Adults conference and brings together a rich collection of research that explores how communities learn, organise, resist and transform across varied contexts. It covers themes such as adult learning and wellbeing, intergenerational spaces of experience, feminist work in public museums, learning cities and regions, community resilience, applied theatre and transformative learning, and the co-construction of knowledge in community–university partnerships. Contributions such as Adult Learning and Wellbeing: Between Body Politics and the Body Politic, Community Building as Forum and Arena, and Challenges in the Co-Construction of Knowledge foreground tensions between policy, participation, power and everyday practice. The strength of this book lies in its plurality. It holds together critical, empirical and practice-based insights, making it an important resource for understanding community learning in complex and changing times.
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    Enabling Public Grievance Redressal Systems in Municipalities: An Operational Manual
    (Society for Participatory Research in Asia (PRIA), 2013)
    Grievance redressal lies at the heart of accountable governance, yet in many contexts it remains fragmented and inaccessible to ordinary citizens. This manual offers a practical framework for designing and implementing public grievance systems that are transparent, responsive, and rooted in citizen participation. It sets out processes for creating enabling environments, building institutional structures, and clarifying roles for officials and communities alike. By addressing both procedural steps and the broader ethos of trust and accountability, the manual positions grievance redressal not only as a technical exercise but as a means of deepening democratic practice.
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    Local Food Project: Strategies for increasing food security on Vancouver Island
    (Office of Community Based Research, 2011-08) Office of Community Based Research, University of Victoria (OBCR-UVic)
    This report highlights the results of Vancouver Island Community Research Alliance's (VICRA) Local Food Project. The project's goal is to provide current evidence, drawn from community expertise and peer-reviewed research related to food security on Vancouver Island, to engage in strategic collaborative work, and inform opportunities for future action. The report summarizes research carried out by student interns from post-secondary institutions on Vancouver Island, with oversight provided by advisory committees comprised of both community members and academics. Each strategy area had its own unique approach and process and this is reflected in the findings.