Community Knowledge
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Item The future begins today: Nature as teacher in environmental adult popular education(Elsevier, 1997) Hall, Budd L; Clover, Darlena EThe future begins today is a review of the importance and role of learning, specifically environmental adult and popular education, in working with communities and community-based organizations on planning, organizing and revisioning life from an ecological perspective. The authors report on their work based at the Transformative Learning Centre in Toronto, Canada which explores the role of nature as both teacher and site of learning. Theoretical and practical illustrations are included. All education, up to our present moment, has never countenanced the possibility of planetary destruction from the destruction of the life-support system. This viability of planetary existence was never an issue for educators because it was not, until now, part of our cultural understanding. (Hall and O'Sullivan, Transformative Learning: Contexts and Practices, 1994) The human enterprise cannot be separated from the natural world even in our minds because no such separation exists in nature.(Wackernagel and Rees, Our Ecological Footprint, 1995).Item Activity report office of community-based June-October, 2008(2008-10) Office of Community-Based ResearchThis activity report covers the work of the Office of Community-Based Research (OCBR) from June to October 2008. It describes follow-up to CUexpo2008, including video interviews, an archival website and a proceedings volume of over 300 pages. It also reports on the first Summer Institute on Community-Based Research, held in mid- July 2008 with about 120 participants, and on related undergraduate and graduate courses. The report records the launch of the Pan-Canadian Coalition for Community-Based Research and the Global Alliance on Community-Engaged Scholarship, two outcomes of the conference. It also notes the integration of the Knowledge Mobilization Unit into the OCBR and support for Indigenous community-based research, including work with the Indigenous Adult and Higher Education Association, Indigenous language teacher education and the Halalt First Nations.Item A review: The participatory research project(Learning, 1978) MacNeil, TeresaMacNeil (1978) critically reviewed the Participatory Research Project of the International Council for Adult Education’s through an examination of three working papers by Budd Hall, Rex Jackson, and Bonnie Cain. The review focused on participatory research as a type of inquiry where communities participated in the research process. MacNeil acknowledged the contribution of the communities as active agents of change through their empowerment, learning, and exchange, as well as the research itself, and its role and relationship with social change. However, she noted several shortcomings, such as an absence of a clear methodological direction, a definition of participatory research as opposed to other types of research, and questions related to the communities’ ability to undertake action based on research. Throughout the review, MacNeil used examples, such as the Dene’s participation in the Mackenzie Valley Pipeline Inquiry, to illustrate her points. In the final section, she concluded that participatory research could contribute to expanding knowledge production and community participation while also recognizing the need for conceptual clarity and methodological precision to achieve these goals.Item Looking back, looking forward: Reflections on the origins of the international participatory research network and the participatory research group in Toronto, Canada(1997) Hall, Budd LIn this article, Dr. Budd Hall looks back on the early history of the International Participatory Research Network, founded in 1976 in association with the International Council for Adult Education. He traces his own path into the work through years spent in Tanzania, where Julius Nyerere's ideas on self-reliance, Marja Liisa Swantz's participant research, and a 1971 visit from Paulo Freire shaped his understanding of research as an act of solidarity rather than a neutral exercise. He describes the 1975 special issue of Convergence that first drew together scattered efforts around the world, the 1977 Cartagena conference with Orlando Fals Borda and other Latin American scholar-activists, and the network's founding commitment to autonomous, horizontally organised nodes across Toronto, New Delhi, Dar es Salaam, the Netherlands, and Caracas. He then considers what role universities should play in a field built on breaking the academy's monopoly over knowledge production and reflects on the structural pressures that work against genuine collaboration between academics and communities. The article closes by asking whether participatory research might extend further, toward co-creating knowledge with the rest of nature.