Knowledge Democracy
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1076
Browse
98 results
Search Results
Item Inequality, Higher Education and Knowledge Democracy(Newsletter of Association of Commonwealth Universities, 2020) Hall, Budd LIn this article, published in the Spring 2020 newsletter of the Association of Commonwealth Universities, Budd L. Hall looks at inequality and what it asks of higher education. It begins with the scale of poverty and homelessness in places as different as Victoria and India, and with research by Wilkinson and Pickett showing that both rich and poor fare better in more equal societies. The article then asks what a knowledge democracy movement might look like, drawing on John Gaventa’s idea of a knowledge strategy and on the work of Nyerere and Freire. Such a movement is kept apart from the knowledge economy, community engagement and open access to information, which are treated as supports rather than the movement itself. It closes by asking how community-university partnerships can strengthen knowledge democracy.Item Book review on Global Inequalities and Higher Education: Whose Interests are We Serving?(2010) Hall, Budd LThis book review by Budd L. Hall discusses Global Inequalities and Higher Education: Whose Interests are We Serving? edited by Elaine Unterhalter and Vincent Carpentier. The book grew out of a 2007 conference in London and asks whose interests are served by a globalised higher education system. The editors frame the challenge as a “tetralemma” of economic growth, equity, democracy and sustainability. The chapters cover internationalization, the neo-liberal university, pedagogy, university rankings, student mobility, gender and the exclusion of Indigenous knowledge. Hall finds the book timely and describes it as an essential text for higher education classroomsItem Book review on Public Sociology as Educational Practice: Challenges, Dialogues and Counterpublics(2021) Hall, Budd LThis 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.Item Decolonisation of higher education: Knowledge, democracy and values(0000) Hall, Budd LThis paper, written by Dr Budd L. Hall examines how colonial ideas shaped whose knowledge counts in higher education. Hall links the enclosure of common land in Europe to the enclosure of knowledge in early universities. Drawing on the idea of epistemicide, the killing of knowledge systems, he explains how Western thought came to dominate the world. The paper then presents examples from PRIA, the Honey Bee Network, Mpambo Afrikan Multiversity, Abahlali baseMjondolo and the Lil’wat First Nation, which show that knowledge also grows outside the academy. It concludes with seven principles of knowledge democracy, including the recognition of multiple ways of knowing, the co-construction of knowledge, community rights over knowledge and open access to research. These principles call on universities to reconsider whose knowledge they recognise and to support more inclusive approaches to research and education.Item Book review of Che on My Mind by Margaret Randall(2014) Hall, Budd LIf you only read one book about Che Guevara, this is the book that I strongly recommend. Margaret Randall, one of the most compelling and articulate voices of freedom, feminism, revolution and love begins her book with these lines.Item Gracias Companero: An appreciation of Orlando Fals Borda(SAGE Publications, 2008) Hall, Budd LI first met Orlando Fals Borda in April of 1977. He was standing in the lobby of an older colonial style hotel in the city of Cartagena, Columbia. He was sur-rounded by a group of very earnest younger and older Latin Americans who were holding very heated discussions about the nature of knowledge, the role of intellectuals in revolutionary change and the age-old question in times of need: 'What is to be done?". The occasion was a meeting of 56 scholar-activists from all over the world, whom Orlando Fals Borda had brought together to this Caribbean city of coastal Colombia to embark on a daring new idea: to break the positivist hold on science by means of recognizing channels of valid knowledge production by and with the common people, with the purpose of social recon-struction and participation. Some of those scholars had been working to these ends since the late 1960s outside of academic confines. Orlando traced his lineage in Participatory Action Research and related approaches from that meeting. At the time, I was a newly appointed research officer working with the International Council for Adult Education, fresh from five years working in Tanzania where a number of us began the work which we coined 'participatory research'. A number of us were working on the building of an international par-ticipatory research network and we needed Orlando's ideas and support to move our work forward.Item Despite knowledge democracy and community-based participatory action research: Voices from the global south and excluded north still missing(Sage Publications, 2015) Openjuru, George Ladaah; Jaitli, Namrata; Tandon, Rajesh; Hall, Budd LThe primary purpose for this special issue of Action Research Journal (ARJ) focusing on knowledge democracy, community-based participatory action research (CBPAR) was to draw attention to and raise debate about knowledge exclusion of and alternative forms of knowing in the global South as well as to bring to the fore the perspective of authors from the global South. We understand the global South to include the excluded epistemologies from the global North such as Indigenous Researchers from the First Nations People from Canada. Reflecting on the 12 submissions that were made for this special issue reveals how even within supportive knowledge and research paradigms that are meant to promote marginalized scholarships, the global South and excluded North still remains excluded.Item Voices of change: participatory research in the United States and Canada(BERGIN & GARVEY, 1993) Park, Peter; Brydon-Miller, Mary; Hall, Budd L; Jackson, TedThis book is a collection of articles which focus on the North American experience in participatory research. The authors have all been directly engaged in participatory research. Some of us have also been involved in theoretical elaboration and quite a few of us have been involved with creating or maintaining networks, centers, or other structures which support the work of many other organizations and individuals. I would submit that the fact that each of us has been engaged in practical, theoretical, and institutional aspects of the participatory research discourse gives our work its flavor.Item Reconnecting society and science: Trajectories of the knowledge democracy movement(Sage, 2026-02-12) Tandon, RajeshAs 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.Item Bridging knowledge cultures: Rebalancing power in the Co-Construction of knowledge(Brill, 2024) Lepore, Walter; Hall, Budd L; Tandon, RajeshEstablishing 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.