Decolonised Knowledge

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1070

Browse

Start date: 2010End date: 2019

Search Results

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    Guidelines for ethical research in Australian indigenous studies
    (Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), 2012)
    The AIATSIS Guidelines for Ethical Research in Australian Indigenous Studies offer a set of rules for carrying out research in and about Indigenous peoples of Australia. According to the guidelines, the diversity, rights, perspectives and self-determination of Indigenous peoples, as well as the protection of cultural heritage, traditional knowledge, cultural expressions and intellectual property of Indigenous peoples should be recognised. Moreover, the guidelines state that Indigenous knowledge, practices and innovations should be acknowledged throughout the process of research. Finally, consultation, negotiation and free, prior and informed consent are set as basic principles of research, meaning that Indigenous peoples should be engaged in the process of research as equals. Consultation, common understanding, cultural appropriateness of research methodology and agreements about ownership, access, publication and research results are highlighted by the guidelines.
  • Thumbnail Image
    Item
    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’
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Decolonization of knowledge, epistemicide, participatory research, and higher education
    (UCL Press, 2017) Hall, Budd L; Tandon, Rajesh
    This 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.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Beyond epistemicide: Knowledge democracy and higher education
    (UNESCO Chair, 2015) Hall, Budd L
    As universities grapple with their role in a world marked by inequality and ecological crisis, the question of whose knowledge counts has become impossible to ignore. This paper situates higher education within a longer history of epistemicide, the systematic erasure of indigenous and marginalized ways of knowing, and examines how knowledge democracy offers a path toward repair. By drawing on examples of community-based research and indigenous scholarship, it argues for reimagining universities as sites of dialogue rather than dominance, where multiple epistemologies can coexist. The study underscores both the transformative promise and the unresolved tensions of this shift, positioning knowledge democracy less as a finished framework than as an unfolding experiment in rebalancing power and voice.