Knowledge Democracy

Knowledge democracy rests on the principle that knowledge, in all its diverse forms and expressions, must be accessible and usable for the public good. It recognises that knowledge is produced not only in universities but also in communities, civil society, and social movements, through a range of methods. Respecting this plurality, knowledge democracy calls for open, value-based, and decolonized systems where knowledge is shared freely across borders and generations.

This digital platform is a part of that vision. It brings together the rich legacy of Participatory Research (PR), from its early beginnings in the 1970s to its continued practice today, into an open access repository. By digitizing rare writings, reports, and audio-visual resources scattered across personal archives and institutional libraries, and making them easily searchable and globally accessible, the platform provides a living resource for researchers, students, practitioners, and communities alike.

In line with the global Open Science framework, this platform strengthens the movement toward making knowledge transparent, inclusive, and accessible to all.

Communities in DSpace

Select a community to browse its collections.

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Recent Submissions

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Participatory research as a methodology of development
(Participatory Research in Asia (PRIA), 0000) Tandon, Rajesh
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Adult learning, global civil society and politics. October 15-17, 1997
(1979-10-17) Hall, Budd L
What role can adult education play in strengthening global civil society and advancing social transformation in an increasingly capital driven world? In this paper, Dr. Budd Hall situates this question within a context where globalisation has intensified the dominance of capital while deepening social, ecological and economic instability. He reflects on the contemporary political economy in which global markets appear powerful yet remain fragile and extractive. In response to this expansion of global capitalism, Hall posits that the presence and influence of global civil society have also grown, creating new spaces for resistance, cooperation and collective action. Engaging with debates on development, ecological crisis and democratic participation, and drawing on examples such as the 1992 Global Forum and emerging transnational networks, he examines how global citizens’ action is being shaped across diverse contexts. Hall invites readers to consider how more people can meaningfully contribute to these movements and emphasises the crucial role of adult educators in fostering critical awareness, building solidarities and deepening engagement with global civil society. He urges educators to remain clear that the world is not okay, and that adult education is essential for collective and transformative change.
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Knowledge as a commodity and participatory research
(UNESCO, 1979) Hall, Budd L
What is knowledge? How is it formed? Who has the authority to “make” it? and who does it ultimately serve? These are the central questions Dr. Budd Hall raises in this article. He critiques the way traditional intellectuals such as scientists and scholars, often trained in elite universities and supported by international funding agencies, are institutionally positioned as the legitimate producers of knowledge. Embedded within particular class locations, this group often produces knowledge that serves its own class interests and maintains dominant social relations. In this process, organic intellectuals engaged in critical reflection and grassroots organising are sidelined as knowledge makers. Drawing on the works of Freire, Mao and others, Hall reflects on the role of intellectuals. He advances a systematic critique of survey research and outlines the guiding principles of participatory research. The article is a critical inquiry into the nature of knowledge within the new international order. It calls for moving beyond viewing knowledge as intellectual commodities such as papers and conferences and toward recognising and valuing local and indigenous knowledge systems, while developing more decentralised ways of legitimising people as producers of knowledge.
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Participatory research handbook for community groups
(International Council for Adult Education, 1978-06) Barndt, Deborah; Conchelos, Greg; Etherington, Alan; Galindo, June; Hall, Budd L; Harasim, Linda; Jackson, Ted; Marino, Dian; Tobias, Kathy; Vigoda, Al; Correia, Dianne; Icaza, Bernardita; Mansfield, Jennifer
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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.