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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Author: search.filters.author.Hall, Budd LSubject: search.filters.subject.SDG 13: Climate Action

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    The future begins today: Nature as teacher in environmental adult popular education
    (Elsevier, 1997) Hall, Budd L; Clover, Darlena E
    The 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).
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    An introduction to the Ekoln letter on universities in the era of climate change
    (2021) Masschelein, Jan; Lotz-Sisitka, Heila; Hall, Budd L; O’Brien, Karen; Dinerstein, Ana; Andreo, Vanessa; Thiel, Pella; Eiríksdó r, Lovísa; Chabay, Ilan; Hine, Dougald; Wright, Sue; Barrineau, Sanna; Barne, Ronald; Stein, Sharon; Stoddard, Isak; Webster, Noah Sobe; Facer, Keri; Kulundu-Bolus, Injairu
    When we think about the climate crisis and the big changes happening to our planet, we must ask ourselves, What should universities do to help?" The authors of The Ekoln Letters: Universities in the Era of Climate Change, including Keri Facer and other contributors, try to answer this question. They wrote this paper as an introduction to a collection of letters that scholars, activists, artists, and educators exchanged with each other in 2020 after a big meeting they planned got cancelled because of the COVID-19 pandemic. The paper looks at how universities can do more than just address individual aspects of the climate crisis. It considers the broader social, cultural, and ecological changes that are needed in response to these challenges. The authors explore themes of sustainability, institutional transformation, and the role of universities in responding to ecological and social change. They critically examine how universities are currently structured and reimagine what they might become in the future. Through these reflections and exchanges, the paper highlights the need for universities to become spaces of dialogue, collective care, and shared responsibility, capable of engaging meaningfully with the uncertainty and complexity that define the era of climate change.

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