Knowledge Democracy
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1076
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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.Item Participatory research: Where have we been, where are we going? – A dialogue(UCL IOE Press, 2017-07) Hall, Budd L; Tandon, RajeshRajesh Tandon and Budd Hall, the UNESCO Co-Chairs in Community-Based Research, have worked together on the theory and practice of participatory research since they first met in Caracas, Venezuela in 1978. This article is a conversation between the two of them that took place in New Delhi, India in 2015. It covers the creation of the concept of participatory research, a coming to awareness of the importance and power of local knowledge, the creation of the International Participatory Research Network and their thoughts on some of the challenges facing community and academic partners today. Of note is the fact that the early roots of participatory research were found in the global South, specifically in Africa, Asia and Latin America. Of further interest is the fact that for the first 20 to 25 years, participatory research was a discourse located almost entirely outside formal academic circles but rather in social movement structures and civil society circles.Item Decolonization of knowledge, epistemicide, participatory research, and higher education(UCL Press, 2017) Hall, Budd L; Tandon, RajeshThis article raises questions about what the word ‘knowledge’ refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted.Item Creating knowledge: A monopoly? Participatory research in development(Participatory Research in Asia (PRIA), 1982-06) Hall, Budd L; Gillete, Arthur; Tandon, RajeshThis book is about participatory research as a political process bound up with questions of power and knowledge production, rather than merely a set of methods. It opens with the Jamaican Drama for Progress literacy project, where a shift from delivering pre-written messages to villagers toward enabling them to write and perform their own material captures the move from research done on people to research done with them. Drawing on the Latin American tradition of investigación acción and Paulo Freire's thematic investigation, the collection questions who is authorised to produce knowledge about poverty and underdevelopment. Five theoretical essays address participation, power and alternative methods, followed by seven case studies from Indonesia, Senegal, Tanzania, England, Chile, Canada and India, and a concluding section of critical reactions. Rather than success stories, what emerges are unresolved questions about initiating participatory work, sustaining ties with political organisations, and balancing theory with praxis in research committed to social transformation.Item The democratization of the production of knowledge(1988-05-03) Hall, Budd LDr. Budd L. Hall delivered the opening address at a participatory research workshop held at the University of Calgary in May 1988. In this address, he reflects on his journey in participatory research, beginning with his work in Tanzania in the early 1970s, where he met Paulo Freire, to his role in founding the International Participatory Research Network in 1977. By the time of the address, he headed the International Council for Adult Education. . Participatory research is framed through three connected dimensions: a theoretical grounding aimed at building popular hegemony rather than serving ruling classes, an epistemological understanding of knowledge formed through the interaction of research, education and action, and a political practice built on working directly with communities. Feminist, Indigenous, and worker perspectives run through the address, including a Montreal poultry workers' union that studied its own workplace health conditions instead of relying on outside experts, illustrating that there are many ways of knowing beyond formal Western science. John Gaventa's observation appears too that social movements often falter either by rejecting research altogether or by depending too heavily on outside experts. A six-step method developed by Joao Francisco de Souza runs from context and justification through to the collectivization of the knowledge produced. Participatory research is presented, in the end, as a difficult but necessary strategy within the larger struggle over who controls knowledge and powerItem International collaboration for changing the culture of research: UN SDGs and knowledge for change consortium(2020) Hall, Budd L; Tandon, RajeshDr. Budd L. Hall and Dr. Rajesh Tandon explore the role of international networks in advancing participatory knowledge creation for social change in higher education. They trace the evolution of participatory research from its origins in the 1970s to its institutional development today. . They describe a series of global studies produced under the Chair that document community-university research partnerships across multiple countries and connect this work to the policy debates around the UN Sustainable Development Goals, including the European Union's Responsible Research and Innovation framework. The article outlines three practical ways community-based participatory research (CBPR) can support SDG-linked knowledge, framing research locally, building community knowledge partnerships, and developing new researcher competencies. It also details the Knowledge for Change (K4C) Consortium's Mentor Training Program, which has built research capacity across the global South and the "excluded North" through hubs in eleven countries. Hall and Tandon call for a transformation of research culture toward justice, equity, and community relevance.Item Engaged excellence and the challenge of democratizing knowledge: Reflections on the history and practice of participatory research(UNESCO Chair, 2016) Hall, Budd LWhat can we learn from the histories and practices of participatory research in our efforts to democratize knowledge? In this lecture, Dr. Budd Hall traces the political, methodological and personal journeys that shaped participatory research across continents. Through his work in Tanzania under Julius K. Nyerere and in dialogue with thinkers such as Paulo Freire and Orlando Fals Borda, he reflects on how participatory research emerged through collective efforts guided by a vision of social transformation. Extending Freire’s argument that methodology is never neutral but shaped by ideology and power, Hall examines how knowledge production is structured by the social positions researchers occupy. Speaking as a white, male academic from a wealthy country, he reflects on how universities reward publications and professional recognition, while community collaborators rarely receive similar benefits. Recalling key developments such as the 1977 Cartagena conference convened by Orlando Fals Borda, the lecture situates participatory research as a politically grounded practice shaped by struggles for justice. Hall affirms that it deserves a place within universities while remaining accountable to communities, and calls for sustained critical engagement with power, inequality and the ethical responsibilities of knowledge creation.Item Contemporary conversations and movements in adult education: From knowledge democracy to the aesthetic turn(2022) Hall, Budd L; Clover, Darlene EWhat does it mean to contribute meaningfully to the evolving field of adult education today? In this article, Dr. Budd Hall and Darlene E Clover examine and engage with several contemporary conversations and movements in which they have been active participants, describing our respective contributions to the field of adult education. Hall focuses on the interconnected frameworks of knowledge democracy, community-based participatory research, and social movement learning. Clover advances new understandings at the intersection of aesthetics and gender justice, drawing upon her research and teaching work across both areas. Together, their reflections demonstrate the diverse ways in which adult education can contribute to social transformation and democratic engagement. Through a reflective examination of their scholarly and practical contributions, the article explores how adult educators can engage with questions of knowledge, justice, and social change. .Item Editorial: Knowledge democracy for a transforming world(UTS ePress, 2020) Hall, Budd L; Tandon, RajeshThe past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy - the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities' knowledge with the need to share knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy -from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective.Item A river of life: Learning and environmental social movements(Interface: A journal for and about social movement, 2009) Hall, Budd LWhat and how can we learn from social movements? According to Dr. Budd Hall, social movements are intense locations for knowledge to come together and for learning to happen. They are seen as one of the best routes to social transformation because they bring together action, learning and social change. In this 2009 paper, Dr. Hall reflects on the epistemic value of social movements in the creation of knowledge. He begins by exploring what a social movement is and outlines its characteristic features as discussed by different schools of thought. The paper is a collaborative effort involving teams from three organisations and presents qualitative analyses based on case studies of environmental social movements from countries like Venezuela, Brazil, Sudan, India, Canada and many more. From these cases, the paper formulates key principles of environmental social movement learning, including seeing humans as part of nature rather than separate from it, deconstructing power relations in our relationship with nature and with each other as a first step toward transforming them, and several other interconnected insights. Through both theoretical reflection and grounded case studies, Hall argues that social movements, while leading to social transformation, also facilitate deep personal transformation by creating powerful spaces for learning.