Knowledge Democracy

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1076

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Author: search.filters.author.Tandon, RajeshSubject: search.filters.subject.SDG 4: Quality Education

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Now showing 1 - 10 of 19
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    Knowledge democracy: Reclaiming voices for all
    (2014-08-26) Tandon, Rajesh
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    Knowledge for change: Mentorship training program
    (UNESCO Chair, 2019) Hall, Budd L; Tandon, Rajesh
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    Strengthening Community University Research Partnerships: A global study of effective institutional arrangements for the facilitation and support of research partnership between community groups and universities.
    (UVic & PRIA, 2015-07) Tremblay, Crystal; Hall, Budd L; Tandon, Rajesh; Singh, Wafa
    The practices of community-based research (CBR) and all of its variations have developed and evolved over the past 35 years. With roots in the Global South the practices have spread throughout the international development community and supporting bodies such as IDRC. Over the past 15 years, CBR has been ‘discovered’ in the Global North as the Carnegie and WK Kellogg Foundations, the European Union, the Research Councils of the UK and Canada and the AUCC have been promoting research partnerships as key engagement strategies for higher education. A variety of institutional structures are being created to facilitate authentic and respectful research partnerships. Community-University research partnerships are therefore no longer a South or a North issue, but are an evolving global field of action with several global networks supporting them, including the Canadian-based Global Alliance for Community Engaged Research (GACER). Our ability to benefit from the promises of drawing the resources of universities further into the solution of community problems on their terms depends in part on our answers to several questions: 1. What are the institutional arrangements and processes that show the most promise in facilitating effective, respectful and impactful community university research partnerships? 2. What are the institutional policies needed to mainstream CBR? What are the most promising policies that national governments and funding bodies could implement to improve the quality of CBR and create effective structures and processes? To answer these questions we have carried out five steps: A global survey, case studies, systematisation process, knowledge dissemination and policy dialogues. The deliverables will include recommendations for the future development of the field shared on virtual platforms of the UNESCO Chair and through regional policy dialogues, development of targeted policy briefs, a practical e-handbook on best practices and an e-book on the theory and practices of facilitating community university partnerships. This final report provides an overview of progress and project activities, research outcomes and knowledge mobilization efforts and highlights the main research findings from a global survey (phase I) and country case studies (phase II). We have completed all research activities and are currently in the process of finalizing the open source e-book highlighting the main research findings and a practical handbook. The case studies illustrate how country policies on community-university partnerships are being institutionalized and practiced at the level of Higher Education Institutions and Civil Society Organizations.
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    Knowledge democracy and excellence in engagement
    (IDS Bulletin, 2016-12) Tandon, Rajesh; Singh, Wafa; Clover, Darlene E; Hall, Budd L
    We often come across theories and aspects related to ‘knowledge’, but seldom do we try to understand its hidden implications. Knowledge as understood generally is about the information of facts and understanding of a subject. This article essentially argues against this understanding. It explores the multiple dimensions of ‘knowledge’ through a literature review and illustrations of practical examples. It makes a case for how important the process of knowledge creation is, especially given current societal challenges. It also outlines the importance of co-creation of knowledge, through acknowledgement and valuation of alternate paradigms of knowledge. Further, it discusses the concept of ‘knowledge democracy’, and how institutions of higher education, by abiding by its principles, can help achieve ‘excellence in engagement’. The article concludes with the findings of two studies undertaken by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, which were based on the principles of ‘knowledge democracy’ and ‘excellence in engagement’
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    The power of creativity, knowledge and action in knowledge mobilization: Reflections from international work
    (Canadian Commission for UNESCO, 2020-05) Tandon, Rajesh; Hall, Budd L
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    International collaboration for changing the culture of research: UN SDGs and knowledge for change consortium
    (2020) Hall, Budd L; Tandon, Rajesh
    Universities are experiencing changes in the culture of research as they have known them. The theory of change being put forward in this article is based on the concept of international networking from and for the deepening of local participatory knowledge creation for social change.
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    From action research to knowledge democracy Cartagena 1977-2017
    (Colombian Journal of Sociology (RCS), 2018) Hall, Budd L; Tandon, Rajesh
    What can we learn from the histories of participatory research? In this article, Dr. Budd Hall and Dr. Rajesh Tandon reflect on the historical and political trajectories that shaped participatory action research in its current form. In conversation with pioneers such as Orlando Fals Borda, they situate participatory research within wider struggles for adult education, liberation and democratic knowledge production. Drawing from personal reflections and histories of adult education institutions, Hall and Tandon write about their own journeys into participatory research and the relationships that sustained these practices across continents. The article highlights the need for a non-fragmented methodology of action research, rooted in political praxis and committed to societal transformation. Through the work of Borda, particularly the landmark 1977 Cartagena conference that brought together over 4000 delegates to deliberate on people’s participation, the authors highlight the importance of challenging unequal relations of power and control. In revisiting these histories, the article affirms participatory action research as an ongoing project of epistemic justice and social transformation