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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Now showing 1 - 10 of 28

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.
Book review on Public Sociology as Educational Practice: Challenges, Dialogues and Counterpublics
(2021) Hall, Budd L
This 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.
Participatory democracy and participatory research
(European Political Science Review, 2025) Asenbaum , Hans; Bussu, Sonia; Escobar, Oliver; Harris,Clodagh
While normative theories of participatory democracy and practical experiences of participatory research share a common democratic commitment, the two fields have emerged and to date exist in isolation from each other. This article bridges this divide and asks what participatory democracy and participatory research can learn from one another. It argues that participatory democracy can learn how to realize its own democratic ideals within its research practice and participatory research can deepen its normative commitment by connecting its practices to a larger participatory vision. The article illustrates this by engaging with three examples in which participatory democracy researchers conduct participatory research projects. It finally reflects critically on how the shared participatory commitments of both fields can be realized within the neoliberal university embedded in competitive market economies.
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.
Reconnecting society and science: Trajectories of the knowledge democracy movement
(Sage, 2026-02-12) Tandon, Rajesh
As interrelated global wicked problems increasingly engulf all sections of life on this planet, searching for knowledge solutions to address them has become urgent. While scientists in modern science establishments (labs) are busy finding answers to COVID (and other pandemics) and climate disruptions, communities and societies continue to struggle and use their own wisdom and capacity to find meaningful measures for local adaptations. This disconnect between societal actors and science has become critical. So, professional science communicators have critical responsibilities for rebuilding mutually respectful connections between society (and its diverse actors) and science. How can science communicators play such important roles in bridging society and science? Let me illustrate the ways it is being attempted in diverse contexts.
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, Walter
Two 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.
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.
Socially responsible higher education: International perspectives on knowledge democracy
(Brill Sense, 2021) Hall, Budd L; Tandon, Rajesh
This 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.
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.
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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