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 Leave no one behind. Repositioning Higher Education for achieving SDGs(UNESCO Chair, 2022-11-05) Vargiu, Andrea; Tandon, Rajesh; Kaul, NiharikaRecent global disruptions connected to financial turbulence, pandemic outbreak, and global political instability up for hybrid warfare put the 2030 Agenda's vision at risk. Higher Education (HE) is central to the 2030 Agenda, but its potential hasn't been fully deployed thus far. A stronger role of HE in tackling the world's most pressing issues is therefore necessary. Which requires the repositioning of HE and the reshaping of its principles and practices. By referring to extensive experience on the ground of the Knowledge for Change Consortium members, and a wide range of contributions from the Global South and the excluded North, this policy brief approaches this need by discussing four interrelated themes: 1. HE for the public good 2. Socially inclusive HE 3. Diversity of epistemologies and knowledge systems 4. Contextual responsiveness and place-based learning This policy brief calls on HE leaders and actors to promote transformations within their institutions and HE systems, using the recommendations to critically reflect and act to reposition HE for achieving the 2030 Agenda.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.Item Bridging the gap between the researcher and the community: PRIA’s engagements in promoting community based research and social responsibility in higher educational institutions(Participatory Research in Asia (PRIA), 2014) Tandon, Rajesh; Singh, Wafa; Srinivasan, SumitraPRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.Item Knowledge democracy: Reclaiming voices for all(2014-08-26) Tandon, RajeshItem Knowledge for change: Mentorship training program(UNESCO Chair, 2019) Hall, Budd L; Tandon, RajeshItem 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 India launch of the UNESCO Chair in community-based research and social responsibility in higher education(UNESCO Chair, 2012-12) Hall, Budd L; Tandon, RajeshItem Strengthening Community University Research Partnerships: A global study of effective institutional arrangements for the facilitation and support of research partnership between community groups and universities.(UVic & PRIA, 2015-07) Tremblay, Crystal; Hall, Budd L; Tandon, Rajesh; Singh, WafaThe practices of community-based research (CBR) and all of its variations have developed and evolved over the past 35 years. With roots in the Global South the practices have spread throughout the international development community and supporting bodies such as IDRC. Over the past 15 years, CBR has been ‘discovered’ in the Global North as the Carnegie and WK Kellogg Foundations, the European Union, the Research Councils of the UK and Canada and the AUCC have been promoting research partnerships as key engagement strategies for higher education. A variety of institutional structures are being created to facilitate authentic and respectful research partnerships. Community-University research partnerships are therefore no longer a South or a North issue, but are an evolving global field of action with several global networks supporting them, including the Canadian-based Global Alliance for Community Engaged Research (GACER). Our ability to benefit from the promises of drawing the resources of universities further into the solution of community problems on their terms depends in part on our answers to several questions: 1. What are the institutional arrangements and processes that show the most promise in facilitating effective, respectful and impactful community university research partnerships? 2. What are the institutional policies needed to mainstream CBR? What are the most promising policies that national governments and funding bodies could implement to improve the quality of CBR and create effective structures and processes? To answer these questions we have carried out five steps: A global survey, case studies, systematisation process, knowledge dissemination and policy dialogues. The deliverables will include recommendations for the future development of the field shared on virtual platforms of the UNESCO Chair and through regional policy dialogues, development of targeted policy briefs, a practical e-handbook on best practices and an e-book on the theory and practices of facilitating community university partnerships. This final report provides an overview of progress and project activities, research outcomes and knowledge mobilization efforts and highlights the main research findings from a global survey (phase I) and country case studies (phase II). We have completed all research activities and are currently in the process of finalizing the open source e-book highlighting the main research findings and a practical handbook. The case studies illustrate how country policies on community-university partnerships are being institutionalized and practiced at the level of Higher Education Institutions and Civil Society Organizations.Item Training the next generation of community based researchers: A guide for trainers(Participatory Research in Asia (PRIA) & University of Victoria, 2016) Tandon, Rajesh; Hall, Budd L; Lepore, Walter; Singh, Wafa