Decolonised Knowledge

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

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Start date: 1975Subject: search.filters.subject.SDG 4: Quality Education

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Now showing 1 - 10 of 18
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    50th anniversary edition of pedagogy of the oppressed
    (2020) Hall, Budd L
    Why 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.
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    International webinar series on open science and the decolonization of knowledge
    (2020-10-28) Canadian Commission for UNESCO; UNESCO Chair
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    Indigenous perspectives on open science and the decolonization of knowledge
    (UNESCO Chair, 2022-05-11) Hall, Budd L; Tandon, Rajesh
    This 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.
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    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’
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    The democratization of the production of knowledge
    (1988-05-03) Hall, Budd L
    Dr. Budd L. Hall delivered the opening address at a participatory research workshop held at the University of Calgary in May 1988. In this address, he reflects on his journey in participatory research, beginning with his work in Tanzania in the early 1970s, where he met Paulo Freire, to his role in founding the International Participatory Research Network in 1977. By the time of the address, he headed the International Council for Adult Education. . Participatory research is framed through three connected dimensions: a theoretical grounding aimed at building popular hegemony rather than serving ruling classes, an epistemological understanding of knowledge formed through the interaction of research, education and action, and a political practice built on working directly with communities. Feminist, Indigenous, and worker perspectives run through the address, including a Montreal poultry workers' union that studied its own workplace health conditions instead of relying on outside experts, illustrating that there are many ways of knowing beyond formal Western science. John Gaventa's observation appears too that social movements often falter either by rejecting research altogether or by depending too heavily on outside experts. A six-step method developed by Joao Francisco de Souza runs from context and justification through to the collectivization of the knowledge produced. Participatory research is presented, in the end, as a difficult but necessary strategy within the larger struggle over who controls knowledge and power