Knowledge Democracy
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Item Knowledge Democracy, Transformation and Higher Education(2013-05-15) Hall, Budd LIn this paper, Budd Hall examines what the waning confidence in a one size fits all global economy and the Western canon means for higher education and its social responsibility. Drawing on examples from Durban’s shack dwellers’ university, South Africa’s traditional healers, and PRIA in India, he introduces knowledge democracy as an alternative to the “knowledge economy” and “knowledge society”. The concept rests on three ideas: plural ways of knowing, plural forms of expression, and the use of knowledge to deepen democracy. He then turns to the community-university engagement movement as a promising site for institutional change. The paper closes with the 2013 Barcelona meeting of global engagement networks, convened by Guni to advance a shared agenda for action.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 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 Mobilisation des connaissances de la communauté et du milieu universitaire en vue d’un changement en profondeur : L’évolution de la Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur | Mobilizing community and university knowledge for transformative change: The evolution of the UNESCO Chair in community-based research and social responsibility in higher education(Commission canadienne pour l’UNESCO, 2017) Hall, Budd L; Tandon, RajeshLa Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur a été créée en juin 2012 dans la foulée de la 2e Conférence mondiale de l’UNESCO sur l’enseignement supérieur, qui s’est déroulée à Paris en juillet 2009. Rajesh Tandon, Ph. D. et Budd Hall, Ph. D., ont été nommés cotitulaires de cette chaire. Cet article retrace les origines de la chaire et examine les contributions apportées jusqu’à ce jour ainsi que les leçons stratégiques que l’UNESCO, les décideurs politiques, les praticiens et les universitaires peuvent en tirer.Item Understanding design of organisation(Participatory Research in Asia (PRIA), 2001-08-25) Tandon, RajeshThis text by Dr. Rajesh Tandon presents a comprehensive analysis of the structure and process of understanding organizations and NGOs and navigates strategies to their management. The text describes models as conceptual tools for analyzing organizational behaviour, emphasizing the organization as an open social system and provides a systems theory for it. It explains missions and purposes of an organisation and lists its required inputs and desired outputs. The text further identifies and describes five key components of organizational design, technology, tasks, human resources, formal organizational structure, and informal organization. It analyses the concept of congruence, arguing that organizational effectiveness depends on the degree to which these components fit together and presents the congruence hypothesis arguing that greater the fit between components, the more effective the organization will be in achieving its mission. The text identifies types of NGOs and addresses several critical issues for NGO management such as compatibility with organizing elements, size and informal structure, hierarchy, and organisational changes. It further discusses the differences arising from different ideologies and operational strategies and the need for NGOs to manage relationships with multiple constituencies. The text concludes that organizations are complex social systems requiring analysis at multiple levels and aspects and that a successful organisation requires effective division of work and integration of efforts.Item Socially responsible higher education: International perspectives on knowledge democracy(Brill Sense, 2021) Hall, Budd L; Tandon, RajeshThis book is built upon a foundation of our thinking and practice over a period of 40 years. Our UNESCO Chair, which sprung from the 2009 UNESCO World Conference, provided us with an organisational framework for the theoretical and practical discourse that we have been engaged in since the 1970s (Hall et al., 2013, 2015, 2017a, 2017b; Tandon et al., 2002, 2016a, 2016b, 2017). As we have followed our mandate to build research capacity in the fields of community-based research and social responsibility in higher education in the global South and the excluded North, we have found ourselves in conversations, in conferences, in research projects and networks in all parts of the world where the question is being asked how should universities respond? What are the changing roles of the university today? Is the university contributing to our global crises or does it offer stories of hope? Our book is a contribution to the on-going debates and policy discussions which are critical for the future, a post-pandemic future, a future which moves the UN Sustainable Development Goals from lip service to action, a future where our climate crisis no longer remains the cry of the few, but the reason for action for the many. We have deliberately sought authors and viewpoints from parts of the world that have seldom been heard in the international literature on higher education and social responsibility. In contrast to books like these that most generally only feature writers from the global North, we have chosen to share the experiences of a broadly representative and globally dispersed set of writers. Importantly we have intentionally chosen to achieve a gender and diversity balance amongst our authors. This book features many younger and emerging scholars.