Decolonised Knowledge
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1070
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Item Starting from Nina: The Poetic Soul of Paulo Freire(Canadian Association for the Study of Adult Education (CASAE)., 2023) Hall, Budd L; Barndt, Deborah; Jackson, Edward; Martin, D’Arcy; Thomas, BarbaraThis collaborative, co-authored article by Budd Hall, Deborah Barndt, Edward Jackson, D’Arcy Martin and Barbara Thomas explores the poetics of the work of Paulo Freire, the legendary Brazilian philosopher and educator. All five authors are themselves poets or people who have used poetry in their work as adult educators and facilitators of social justice. They believe that this is the first English-language publication of the poem “Recife Forever,” written by Freire himself about the city of his birth. It was written in Chile during his years of exile by the Brazilian dictator.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 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 Voices of change: participatory research in the United States and Canada(BERGIN & GARVEY, 1993) Park, Peter; Brydon-Miller, Mary; Hall, Budd L; Jackson, TedThis book is a collection of articles which focus on the North American experience in participatory research. The authors have all been directly engaged in participatory research. Some of us have also been involved in theoretical elaboration and quite a few of us have been involved with creating or maintaining networks, centers, or other structures which support the work of many other organizations and individuals. I would submit that the fact that each of us has been engaged in practical, theoretical, and institutional aspects of the participatory research discourse gives our work its flavor.Item The democratization of research in adult and non-formal education(John Wiley & Sons, 1981) Hall, Budd LItem 50th anniversary edition of pedagogy of the oppressed(2020) Hall, Budd LWhy has Pedagogy of the Oppressed remained one of the most influential works in educational thought for more than five decades? In this review, Dr. Budd L. Hall critically examines the 50th Anniversary Edition of Paulo Freire’s foundational work and explores the reasons for its enduring global impact. Drawing on personal recollections from his time in 1970s Tanzania, Hall reflects on how Freire's philosophy shaped early radical adult literacy initiatives. The review emphasizes that the strength of Freire’s work emerged from its close connection to the experiences of marginalized communities and literacy movements in Brazil, where dialogue and collective reflection became tools for understanding and challenging oppression. This is further enriched by contributions from Donaldo Macedo and Ira Shor, whose writings in the anniversary edition highlight the continuing relevance of Freire’s ideas in a world marked by inequality and political polarization. Ultimately, the review concludes that Freire's work remains significant because it demonstrates how education can enable marginalized communities to understand, challenge, and transform oppressive social conditions.Item A policy brief on knowledge mobilization: The power of creativity and action(UNESCO Chair, 2022-05-11) Hall, Budd L; Tandon, RajeshThis brief fits within the Data and Knowledge Production theme, but also relates to the Futures of Higher Education and the Higher Education and the SDGs themes. If we are to meet the challenges of our times, the research produced within higher education institutions and their partners needs a dramatic shift from the academic mode of knowledge production to a societal mode of knowledge production and sharing. it will require that attention be given to the creation of locally contextualised knowledge with priorities for action that affect the everyday lives of people where they live and work. The Active participation of local stake-holders---community, local governments, local business, women & youth-in co-producing and sharing the knowledge of such local solutions can be facilitated through their involvement in the research process. Knowledge mobilization (KmB) is therefore called for. Our brief provides a context for understanding the need for KmB as well as providing examples of how creative or arts-based approaches to KmB have been proven to be effective.Item Indigenous perspectives on open science and the decolonization of knowledge(UNESCO Chair, 2022-05-11) Hall, Budd L; Tandon, RajeshThis policy brief on Indigenous Perspectives on Open Science and the Decolonization of Knowledge is a contribution to WHEC 22 theme three on Inclusion on Higher Education. It is the product of The World Virtual Indigenous Circle on Open Science and the Decolonization of Knowledge which took place on November 12, 2020. It was organized by the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, co-hosted by the Canadian Commission for UNESCO and the World Indigenous Nations Higher Education Consortium, and the format was designed by Lorna Wanósts'a7 Williams. The Circle featured nearly 20 Indigenous speakers and attracted some 300 registrants from around the world. Its purpose was to inform UNESCO's drafting of a recommendation on open science and, in turn, to ensure Indigenous knowledge is incorporated respectfully and with integrity to help reshape how higher education institutions recognize and use it. The aim of this brief is to share our recommendations on the next of many steps toward ensuring that Indigenous knowledge is better recognized worldwide, so it can guide individuals and institutions in higher education, in research, and in protecting the Earth.Item Knowledge democracy and excellence in engagement(IDS Bulletin, 2016-12) Tandon, Rajesh; Singh, Wafa; Clover, Darlene E; Hall, Budd LWe 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’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.
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