Knowledge Democracy / Participatory Research
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Welcome to the Knowledge Democracy / Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.
Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.
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Item 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, BarbaraThis 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.Item Inequality, Higher Education and Knowledge Democracy(Newsletter of Association of Commonwealth Universities, 2020) Hall, Budd LIn this article, published in the Spring 2020 newsletter of the Association of Commonwealth Universities, Budd L. Hall looks at inequality and what it asks of higher education. It begins with the scale of poverty and homelessness in places as different as Victoria and India, and with research by Wilkinson and Pickett showing that both rich and poor fare better in more equal societies. The article then asks what a knowledge democracy movement might look like, drawing on John Gaventa’s idea of a knowledge strategy and on the work of Nyerere and Freire. Such a movement is kept apart from the knowledge economy, community engagement and open access to information, which are treated as supports rather than the movement itself. It closes by asking how community-university partnerships can strengthen knowledge democracy.Item Book review on Public Sociology as Educational Practice: Challenges, Dialogues and Counterpublics(2021) Hall, Budd LThis book review by Dr Budd L. Hall discusses Public Sociology as Educational Practice (2020), edited by Eurig Scandrett, which brings together about 40 activist scholars to link public sociology with social movement education and learning. The book is organised into three sections, Publics, Knowledges and Practices, covering topics such as gender justice, domestic abuse survivors, class, participatory research, community engagement and trade union education. Hall finds that the book makes a convincing case for public sociology as a way of challenging exploitation and oppression, and describes it as a major contribution. He also points out that its high price limits access for the very communities it engages with, and encourages readers to request it through their libraries.Item Knowledge democracy: Opening our doors to all knowledge systems(UNESCO, 2020) Hall, Budd L; Tandon, RajeshItem The knowledge for change consortium: A decolonising approach to international collaboration in capacity-building in community-based participatory research(Canadian Journal of Development Studies / Revue canadienne d’études du développement, 2021-11-11) Lepore, Walter; Hall, Budd L; Lepore, WalterTwo questions guide this work: (1) How can academics and community-based knowledge workers contribute to the achievement of the UN SDGs through the co-creation of knowledge that is locally contextualised and globally significant? (2) What are the practical challenges of creating university-community research and training partnerships aimed at developing research skills and capacities that will help address the UN SDGs through participatory approaches to knowledge creation? We answer these questions by analysing the Knowledge for Change (K4C) Consortium on training community-based participatory research. We present lessons and challenges associated to the development of K4C and provide recommendations to help create effective community-university research partnerships that contribute to the attainment of the UN 2030 Agenda.Item Bridging knowledge cultures: Rebalancing power in the Co-Construction of knowledge(Brill, 2024) Lepore, Walter; Hall, Budd L; Tandon, RajeshEstablishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations. This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities. The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.Item Socially responsible higher education: International perspectives on knowledge democracy(Brill Sense, 2021) Hall, Budd L; Tandon, RajeshThis book is built upon a foundation of our thinking and practice over a period of 40 years. Our UNESCO Chair, which sprung from the 2009 UNESCO World Conference, provided us with an organisational framework for the theoretical and practical discourse that we have been engaged in since the 1970s (Hall et al., 2013, 2015, 2017a, 2017b; Tandon et al., 2002, 2016a, 2016b, 2017). As we have followed our mandate to build research capacity in the fields of community-based research and social responsibility in higher education in the global South and the excluded North, we have found ourselves in conversations, in conferences, in research projects and networks in all parts of the world where the question is being asked how should universities respond? What are the changing roles of the university today? Is the university contributing to our global crises or does it offer stories of hope? Our book is a contribution to the on-going debates and policy discussions which are critical for the future, a post-pandemic future, a future which moves the UN Sustainable Development Goals from lip service to action, a future where our climate crisis no longer remains the cry of the few, but the reason for action for the many. We have deliberately sought authors and viewpoints from parts of the world that have seldom been heard in the international literature on higher education and social responsibility. In contrast to books like these that most generally only feature writers from the global North, we have chosen to share the experiences of a broadly representative and globally dispersed set of writers. Importantly we have intentionally chosen to achieve a gender and diversity balance amongst our authors. This book features many younger and emerging scholars.Item 50th anniversary edition of pedagogy of the oppressed(2020) Hall, Budd LWhy has Pedagogy of the Oppressed remained one of the most influential works in educational thought for more than five decades? In this review, Dr. Budd L. Hall critically examines the 50th Anniversary Edition of Paulo Freire’s foundational work and explores the reasons for its enduring global impact. Drawing on personal recollections from his time in 1970s Tanzania, Hall reflects on how Freire's philosophy shaped early radical adult literacy initiatives. The review emphasizes that the strength of Freire’s work emerged from its close connection to the experiences of marginalized communities and literacy movements in Brazil, where dialogue and collective reflection became tools for understanding and challenging oppression. This is further enriched by contributions from Donaldo Macedo and Ira Shor, whose writings in the anniversary edition highlight the continuing relevance of Freire’s ideas in a world marked by inequality and political polarization. Ultimately, the review concludes that Freire's work remains significant because it demonstrates how education can enable marginalized communities to understand, challenge, and transform oppressive social conditions.Item Knowledge democracy and diverse epistemologies: Inspired by the book “Socially responsible higher education: International perspectives on knowledge democracy”(UNESCO Chair, 2021) Tandon, Rajesh; Hall, Budd LItem Social responsibility in higher education: An International perspective(UNESCO Chair, 2022-03-06) Tandon, Rajesh; Hall, Budd L; Gauthier, Maéva; Kaul, NiharikaIn this post-pandemic world, it is important to have a new, more inclusive and robust framework of social responsibility in higher education. This brief will highlight key features of socially responsible higher education pertaining to the World High Education Conference (WHEC) themes of Inclusion in Higher Education, Higher Education Governance, Quality and Relevance of Programmes, and the Futures of Higher Education. Key elements include 1) Recognition of diversities of knowledge systems and epistemologies; 2) Integration of teaching, research and engagement missions; 3) Contextually responsive, locally rooted, place based and linguistically plural; 4) Socially inclusive, seeking diversity amongst students and academics; 5) Pluriversality replacing universality; 6) Transcending rankings and 7) Reclaiming the purpose of higher education as a common good. This policy brief, will review these key elements in more detail to advance the prevalent discourse on social responsibility of higher education. This set of principles strengthens a new, more societally oriented, knowledge democracy perspective on social responsibility of higher education. In the emerging aftermath of COVID- 19, such a knowledge democracy perspective is required to re-position and re- align higher education institutions, policies and systems around the world.