Decolonised Knowledge

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

Browse

Filters

Settings

Subject: search.filters.subject.SDG 4: Quality Education

Search Results

Now showing 1 - 10 of 19
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Non-formal adult education as an entry point for community organisation
    (0000) Ginny; Shrivastava, Om
    How can adult education be leveraged to organise communities? Non formal adult education, by virtue of its flexibility and close alignment with local needs, offers a strong entry point for community organisation. In this article, Ginny and Om Srivastava outline how adult education can be operationalised not merely as a literacy intervention but as a participatory process rooted in people’s lived realities aimed towards individual and social development. They emphasise that the core aim is not limited to reading and writing, but to enable individuals to understand their social conditions, develop critical awareness, and begin to act collectively. Literacy, functional knowledge, and consciousness raising are seen as interconnected pathways through which people can recognise their own potential and organise for change. The article further details how such programmes must be grounded in the community through immersion, participatory methods, and locally relevant materials. Adult education centres, when designed as shared spaces of dialogue and reflection, can evolve into forums for collective decision making and action. In this sense, adult education becomes not an end in itself, but a starting point for building confidence, leadership, and sustained community organisation.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    International webinar series on open science and the decolonization of knowledge
    (2020-10-28) Canadian Commission for UNESCO; UNESCO Chair
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
  • 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