Multiple Epistemologies

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Start date: 2000Subject: search.filters.subject.Decolonised Knowledge

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Now showing 1 - 4 of 4
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    Starting from Nina: The Poetic Soul of Paulo Freire
    (Canadian Association for the Study of Adult Education (CASAE)., 2023) Hall, Budd L; Barndt, Deborah; Jackson, Edward; Martin, D’Arcy; Thomas, Barbara
    This collaborative, co-authored article by Budd Hall, Deborah Barndt, Edward Jackson, D’Arcy Martin and Barbara Thomas explores the poetics of the work of Paulo Freire, the legendary Brazilian philosopher and educator. All five authors are themselves poets or people who have used poetry in their work as adult educators and facilitators of social justice. They believe that this is the first English-language publication of the poem “Recife Forever,” written by Freire himself about the city of his birth. It was written in Chile during his years of exile by the Brazilian dictator.
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    Knowledge Democracy, Transformation and Higher Education
    (2013-05-15) Hall, Budd L
    In this paper, Budd Hall examines what the waning confidence in a one size fits all global economy and the Western canon means for higher education and its social responsibility. Drawing on examples from Durban’s shack dwellers’ university, South Africa’s traditional healers, and PRIA in India, he introduces knowledge democracy as an alternative to the “knowledge economy” and “knowledge society”. The concept rests on three ideas: plural ways of knowing, plural forms of expression, and the use of knowledge to deepen democracy. He then turns to the community-university engagement movement as a promising site for institutional change. The paper closes with the 2013 Barcelona meeting of global engagement networks, convened by Guni to advance a shared agenda for action.
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    Injustices épistémiques et recherche participative: un agenda de recherche à la croisée de l’université et des communautés | Epistemic injustices and participatory research: a research agenda at the crossroads of the university and communities
    (UTS ePRESS, 2020-05-31) Godrie, Baptiste; Boucher, Maxime; Bissonnette, Sylvia; Chaput, Pierre; Flores, Javier; Dupéré, Sophie; Gélineau, Lucie; Piron, Florence; Bandini, Aude
    Cet article présente un cadre d'analyse innovant ancré dans le concept d'injustices épistémiques pour évaluer les recherches participatives. Composé d'une méthodologie de travail et d'un outil d'autoévaluation, ce cadre d'analyse a été développé au fil d'un processus participatif de production et de mobilisation des savoirs qui a pris place au cours des deux dernières années. Lëquipe multidisciplinaire ayant entrepris ce processus est composée des chercheur-es et des représentant-es du Groupe de recherche et de formation sur la pauvreté au Québec travaillant à l'élaboration d'un programme scientifique de recherche sur les injustices épistémiques et les recherches participatives.
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    Beyond epistemicide: Knowledge democracy and higher education
    (UNESCO Chair, 2015) Hall, Budd L
    As universities grapple with their role in a world marked by inequality and ecological crisis, the question of whose knowledge counts has become impossible to ignore. This paper situates higher education within a longer history of epistemicide, the systematic erasure of indigenous and marginalized ways of knowing, and examines how knowledge democracy offers a path toward repair. By drawing on examples of community-based research and indigenous scholarship, it argues for reimagining universities as sites of dialogue rather than dominance, where multiple epistemologies can coexist. The study underscores both the transformative promise and the unresolved tensions of this shift, positioning knowledge democracy less as a finished framework than as an unfolding experiment in rebalancing power and voice.