Knowledge Democracy / Participatory Research

Permanent URI for this communityhttp://192.9.200.215:4000/handle/123456789/123

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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Start date: 2020Subject: search.filters.subject.SDG 17: Partnerships for the Goals

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Now showing 1 - 10 of 35
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    Realizing sustainable development goals through higher education institutions. Vol. 60, No. 12, March 21–27, 2022.
    (Association of Indian Universities, 2022-03-27) Association of Indian Universities
    Sistla Rama Devi Pani opens this special issue of University News at a moment when the pandemic has strained the social fabric that Sustainable Development Goals are meant to repair, pushing higher education institutions to ask what their role in that repair looks like. The issue sets the ambition of a universal 2030 agenda against the harder question of how individual universities, working with limited resources and local realities, can act on it at all. Bringing together the AIU Vice Chancellors Meet deliberations, it moves across all seventeen goals through essays on gender equality, employment, clean energy, biodiversity, and inclusive education, alongside institutional profiles and thesis summaries. The contributions show how universities take up the SDGs within their own local contexts and resource constraints. Collectively, the issue frames SDG implementation not as a uniform institutional mandate but as an ongoing process shaped by diverse, locally grounded efforts across higher education institutions.
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    Knowledge democracy: Opening our doors to all knowledge systems
    (UNESCO, 2020) Hall, Budd L; Tandon, Rajesh
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    Bridging knowledge cultures: Rebalancing power in the Co-Construction of knowledge
    (Brill, 2024) Lepore, Walter; Hall, Budd L; Tandon, Rajesh
    Establishing 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.
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    Involving communities in planning and assessing the impacts of development programmes: Report on a pacific NGO workshop on participatory approaches to development, Nadi, Fiji, 23–25 June
    (2023-06-23) Quinn, Marion; Clark, Kevin
    This report documents a Pacific NGO workshop on participatory approaches to development held in Fiji in 2003, aimed at strengthening the capacities of civil society organisations to use participatory impact assessment, stakeholder analysis, indicator setting, and community based monitoring in their own contexts. Its central concern is how development can move beyond expert driven models toward processes where primary stakeholders influence decisions, resources, and outcomes. The report covers practical sessions on identifying stakeholders, understanding gender relations, designing meaningful indicators, collecting and analysing data, and using participatory tools such as mapping, ranking, focus groups, seasonal calendars, and time use studies. Through examples from Pacific countries, it shows how communities can define priorities, generate knowledge, and evaluate change on their own terms. This report offers an important lesson that monitoring and evaluation are not merely technical exercises but democratic processes linked to power, voice, and accountability. It demonstrates that when communities participate from the beginning of a project cycle, development interventions become more relevant, more sustainable, and more responsive to local realities.
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    Leave no one behind. Repositioning Higher Education for achieving SDGs
    (UNESCO Chair, 2022-11-05) Vargiu, Andrea; Tandon, Rajesh; Kaul, Niharika
    Recent 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.
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    International webinar series on open science and the decolonization of knowledge
    (2020-10-28) Canadian Commission for UNESCO; UNESCO Chair
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