Knowledge Democracy

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Start date: 2000Subject: search.filters.subject.Community-Based Participatory Research

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Now showing 1 - 10 of 15
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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
    Dr. 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.
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    Knowledge, democracy and action: Community university research partnerships in global perspectives
    (2013) Hall, Budd L
    How are knowledge, democracy and action intertwined in a world increasingly centered around economic development? This introductory chapter to Knowledge, Democracy and Action: Community–University Research Partnerships in Global Perspectives, written by Dr. Budd L. Hall, examines the shifting relationship between knowledge and society and the evolving role of higher education institutions within this context. As knowledge becomes central to economic growth, universities are increasingly positioned as key producers of expertise aligned with state priorities and global development agendas. Drawing on intellectual traditions shaped by John Gaventa, Paulo Freire and others, the chapter interrogates the political and pedagogical dimensions of knowledge production. Framed in the landscape of poverty reduction strategies and the Millennium Development Goals, it asks three foundational questions about the role of knowledge, the responsibilities of universities and the contributions of community–university research partnerships. It argues that these partnerships are integral to an emerging knowledge democracy movement that seeks to transform how knowledge is produced, shared and mobilised across diverse global contexts.
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    Editorial: Knowledge democracy for a transforming world
    (UTS ePress, 2020) Hall, Budd L; Tandon, Rajesh
    The 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.
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    The power of collaboration, creativity and art in knowledge mobilization: Reflections from international work
    (2020) Tandon, Rajesh; Hall, Budd L
    In this paper, Dr. Budd Hall and Dr. Rajesh Tandon examine how knowledge mobilization (KMb) can become a more effective tool for social transformation when it is integrated throughout the research process rather than treated as a final dissemination activity. Drawing on over four decades of community-based participatory research (CBPR) across the global South and excluded North, the authors contend that KMb is most powerful when embedded in research from the outset, rather than added after the fact. Working within a knowledge democracy framework through the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, the paper explores how creative and arts-based methods have served as powerful vehicles for sharing research with communities, policymakers, and the broader public. Through four case studies—domestic workers in India using a hand-stitched saree to document sexual harassment, waste recyclers in Brazil producing participatory videos for policy advocacy, immigrant women in Toronto presenting through spoken word at City Hall, and a community health fair in rural South Africa the paper illustrates how art reaches people and places that conventional academic outputs cannot. The paper concludes that creativity is not decorative in KMb; it is essential, particularly when research aims at social transformation and meaningful community change.
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    Beyond epistemicide: Knowledge democracy, higher education and the path towards pluriversality
    (UNESCO Chair, 2016) Hall, Budd L
    How have our knowledge systems been shaped by histories of colonisation, enclosure and dispossession, and what might it mean to move beyond them? In this lecture delivered in Brighton, Dr. Budd L. Hall traces how contemporary knowledge systems are rooted in long histories of land theft, colonial expansion and epistemicide. Beginning with a personal account of his family’s migration to Canada and the acquisition of Indigenous land through illegal and immoral means, he situates his own access to higher education within the material histories of dispossession that financed universities and consolidated Western knowledge systems as dominant. Drawing on David Harvey’s notion of accumulation by dispossession and Boaventura de Sousa Santos’ concept of epistemicide, Hall argues that universities have functioned as sites of enclosure, determining who is authorised to produce knowledge and whose knowledge systems are dismissed. Through examples from India, Uganda, South Africa and beyond, the lecture highlights alternative knowledge systems that persist despite marginalisation. It calls for transforming knowledge systems through knowledge democracy, co-creation and a sustained commitment towards epistemic justice.
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    A Canadian approach to higher education, community-engagement and the public good: The future of continuing education
    (2009) Hall, Budd L
    What is the relationship between society and universities in the 21st century? In this article, Budd L Hall reflects on the future direction of Canadian higher education and its responsibility to the public good. Situating his argument within long-standing debates in continuing education, he examines how universities are increasingly shaped by market pressures, corporatisation, and funding constraints. Instead of framing social justice and economic concerns as oppositional, Hall calls for a more integrated approach that recognises the interdependence of markets, communities, and democratic life. Drawing on decades of work in community-based research and engagement, he argues that universities must move towards institutionalising meaningful partnerships with communities. Community-based research, he suggests, should be embedded within teaching and research practices as a pathway to social action. In conclusion, this article invites readers to reconsider how higher education institutions can remain socially relevant by strengthening their civic role and deepening their accountability to the communities they serve.
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    Citizen report card: Citizen feedback for effective service delivery. An operational manual
    (Society for Participatory Research in Asia (PRIA), 2013) Participatory Research in Asia (PRIA)
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    Global thematic review on training in community-based research: Indigenous people and perspectives in Latin American
    (Participatory Research in Asia (PRIA) and Unversity of Victoria, 2016) Haffenden, Johanna Andrea
    The review examines CBR in Latin America regarding indigenous people and indigenous perspectives around the core themes of democracy, water governance and sustainability. In Latin America as a result of decades of continuous political activity and in the name of democracy indigenous populations have been recognised with an active political role without having to abandon their cultural identity (Korovkin, 2001) to the point that it has also become a tool of power to change existing structures. In addition, it is argued that the current political participation of indigenous peoples in Latin American constitutes the development of postliberal citizens (Jorge Hernandez Díaz, 2010). Within this context CBR involving indigenous people and indigenous perspectives in Latin America frequently refers to the idea of recovering indigenous identities and discourses that intend to subvert systems that still serve privileged and white social classes over indigenous people. It is in this context that CBR, encompassed by universities and intellectuals committed to alter the current dynamics, develops and shapes social initiatives. Within the CBR framework indigenous peoples are visible actors who possess perspectives that are part of a culture that can offer solutions to environmental issues created by the ‘other.