Knowledge Democracy
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Item Participatory research as a methodology of development(Participatory Research in Asia (PRIA), 0000) Tandon, RajeshThis paper questions how development research has usually been done. It points out that classical research keeps a firm line between the researcher and the people being studied, treats the researcher's own values as something to be kept out of the picture, and leaves control of the whole process in the researcher's hands alone. Participatory research is put forward as a way of working that sets these assumptions aside. Here the problem to be studied comes from the community itself, the people affected take an active part in the inquiry, and the researcher works alongside them rather than above them. Three examples from India carry the idea forward. In West Bengal, sharecroppers were registered through village camps under what became known as Operation Barga. In southern Rajasthan, twelve tribal families built a shared irrigation system by reviving an old local practice of water-sharing. In Maharashtra, an organisation called Shramik Sanghatana brought together landless labourers and tribal women around wages, land rights and the effects of alcoholism on their households. Through these cases, the paper highlights some of the more challenging issues that participatory research raises, such as its closeness to political action, the difficulty of applying it in unorganized communities, and the need for a researcher's personal perspective before people are willing to trust the process.Item Knowledge as a commodity and participatory research( Prospects, UNESCO, 1979) Hall, Budd LWhat 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.Item Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships(0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, WafaWhat does it mean to institutionalise the co-construction of knowledge between universities and communities at a global level? This paper begins from the premise that knowledge democracy requires moving beyond expert driven models towards collaborative processes that recognise the knowledge generating capacities of each human being and of every community. Community university research partnerships are presented as a key pathway for this shift, as they create structures through which research questions, methods, processes and outcomes can be shaped jointly. Drawing on a global survey and national case studies across Europe, Africa, Asia and the Americas, the authors examine the histories, discourses and institutional forms that support or constrain such partnerships. This paper further analyses models such as Science Shops, centers of community-based research and national policy frameworks, while identifying tensions and practical challenges in embedding such work within universities. It highlights the importance of facilitative structures, supportive leadership, transnational networks and sustained institutional commitment. In doing so, it argues that institutionalising community-based research is not only a technical exercise but a political and ideological process that reshapes how universities understand knowledge, partnership and their responsibilities to society.Item Entry for new pergammon encyclopaedia of adult education: Social movement learning(0000) Hall, Budd L; Clover, Darlene E.