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Item A policy brief on knowledge mobilization: The power of creativity and action(UNESCO Chair, 2022-05-11) Hall, Budd L; Tandon, RajeshThis brief fits within the Data and Knowledge Production theme, but also relates to the Futures of Higher Education and the Higher Education and the SDGs themes. If we are to meet the challenges of our times, the research produced within higher education institutions and their partners needs a dramatic shift from the academic mode of knowledge production to a societal mode of knowledge production and sharing. it will require that attention be given to the creation of locally contextualised knowledge with priorities for action that affect the everyday lives of people where they live and work. The Active participation of local stake-holders---community, local governments, local business, women & youth-in co-producing and sharing the knowledge of such local solutions can be facilitated through their involvement in the research process. Knowledge mobilization (KmB) is therefore called for. Our brief provides a context for understanding the need for KmB as well as providing examples of how creative or arts-based approaches to KmB have been proven to be effective.Item Indigenous perspectives on open science and the decolonization of knowledge(UNESCO Chair, 2022-05-11) Hall, Budd L; Tandon, RajeshThis policy brief on Indigenous Perspectives on Open Science and the Decolonization of Knowledge is a contribution to WHEC 22 theme three on Inclusion on Higher Education. It is the product of The World Virtual Indigenous Circle on Open Science and the Decolonization of Knowledge which took place on November 12, 2020. It was organized by the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, co-hosted by the Canadian Commission for UNESCO and the World Indigenous Nations Higher Education Consortium, and the format was designed by Lorna Wanósts'a7 Williams. The Circle featured nearly 20 Indigenous speakers and attracted some 300 registrants from around the world. Its purpose was to inform UNESCO's drafting of a recommendation on open science and, in turn, to ensure Indigenous knowledge is incorporated respectfully and with integrity to help reshape how higher education institutions recognize and use it. The aim of this brief is to share our recommendations on the next of many steps toward ensuring that Indigenous knowledge is better recognized worldwide, so it can guide individuals and institutions in higher education, in research, and in protecting the Earth.Item Decolonization of knowledge, epistemicide, participatory research, and higher education(UCL Press, 2017) Hall, Budd L; Tandon, RajeshThis article raises questions about what the word ‘knowledge’ refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate 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 Item African studies, the formation of knowledge and political commitment(University of Ottawa, 1978-05-04) Hall, Budd LItem An emerging global civil society? Implications for learning and work(2000) Hall, Budd LItem 50th anniversary edition of pedagogy of the oppressed: A review(2020) Hall, Budd LItem Breaking the monopoly of knowledge: research methods, participation and development(1977) Hall, Budd LThis work critically examines the role of social science research in development, arguing that a historical "monopoly of knowledge" centralized in elite academic institutions undermines the authentic knowledge , by questioning the top-down concept of education and development This monopoly operates by validating external, scientific, and often quantitative knowledge while systematically marginalizing and denying the relevance of the local, experiential, and political knowledge held by the majority. It also critiques orthodox survey research for its inherent ideological bias, its creation of a dominant/alienating researcher-subject relationship, its production of static and irrelevant social data, and its failure to inherently link findings to meaningful action. As a counter-paradigm, the paper advocates for Participatory Research (PR). PR is defined as a unified process of “social investigation”, “educational growth”, and “action for social change”. By transferring control over the research agenda and empowering the community to be studied, PR not only generates more accurate and relevant knowledge but also functions as a political tool. This approach is positioned as a necessary corrective for research, aligning with the principles of self-reliance and the liberation of “human creative potential”Item Participatory research: An approach for change(International Council for Adult Education, 1975) Hall, Budd LItem Participatory research: Revisiting the roots(2002) Tandon, Rajesh; Hall, Budd L; Brown, L. David; Jaitli, Harsh; Kanhere, Vijay; Small, Dele; Gaventa, John; Merrifield, Juliet; Madiath, Anthya; Belamide, Eileen; Bryceson, Deborah; Manicom, Linzi; Kassam, Yusuf; Vio Grossi, Francisco; Hirabai Hiralal, Mohan; Tare, Savita; Batliwala, Srilatha; Patel, Sheela; Khot, SeemantineeIt has been nearly a quarter of a century since the early formulations of participatory research began to be presented hesitatingly and tentatively. Those early proposals were essentially a reaction to the classical methodology of research and inquiry which had alienated the social science research enterprise from the very people about whom research was being carried out. In a simple way, stated then, participatory research challenged the 'monopoly of knowledge' which has been vested in the elites of our society. The production of knowledge, its certification and dissemination have been controlled by intellectual elites in all human societies, since a long period of time. The Brahmanical order justified its hierarchy by making the distinction between intellectual work and physical work. Brahmins were the repositories of knowledge and wisdom, could use the language of God's 'Sanskrit', and interpret the religious scriptures to prescribe the social norms and behaviour for the rest of society. Similar Brahmanical orders have existed in other cultures and other histories. Therefore, the first significant contribution of participatory research has been to challenge the mythical and artificial divide between mental labour and manual labour, intellectual pursuits and physical pursuits. It has questioned the belief that capacity for intellectual work resides in only a few. It argued that popular knowledge, ability to produce and use knowledge, is a universal human phenomenon, and such capacity exists in all human beings, so argued participatory research then.