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Item Item Knowledge for change (K4C): Face to face residency. March 11-23, 2018(UNESCO Chair, 2018-03-23) Hall, Budd L; Tandon, RajeshItem 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 Editorial: Knowledge democracy for a transforming world(UTS ePRESS, 2020-05-31) Hall, Budd L; Tandon, RajeshThe past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities' knowledge with the need to share knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective.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.Item An emerging global civil society? Implications for learning and work(2000) Hall, Budd LItem The power of collaboration, creativity and art in knowledge mobilization: Reflections from international work(2020) Tandon, Rajesh; Hall, Budd LItem Breaking the monopoly of knowledge: research methods, participation and development(1977) Hall, Budd LThis work critically examines the role of social science research in development, arguing that a historical "monopoly of knowledge" centralized in elite academic institutions undermines the authentic knowledge , by questioning the top-down concept of education and development This monopoly operates by validating external, scientific, and often quantitative knowledge while systematically marginalizing and denying the relevance of the local, experiential, and political knowledge held by the majority. It also critiques orthodox survey research for its inherent ideological bias, its creation of a dominant/alienating researcher-subject relationship, its production of static and irrelevant social data, and its failure to inherently link findings to meaningful action. As a counter-paradigm, the paper advocates for Participatory Research (PR). PR is defined as a unified process of “social investigation”, “educational growth”, and “action for social change”. By transferring control over the research agenda and empowering the community to be studied, PR not only generates more accurate and relevant knowledge but also functions as a political tool. This approach is positioned as a necessary corrective for research, aligning with the principles of self-reliance and the liberation of “human creative potential”Item Participation, planning and international cooperation: reflections on the tanzanian experience(1975-05) Hall, Budd LThis paper examines the developmental strategies employed by Tanzania in the post-Arusha Declaration era, focusing on the interdependent roles of political commitment, national planning, and mass participation. The analysis is framed by President Nyerere's visions of the nation’s core political decision to pursue Socialism and collective self-reliance. Education, particularly adult education, is identified as the principal means for achieving this transition by directly linking learning to increased productivity and political consciousness. The paper presents detailed case studies of two major initiatives: the nationwide Adult Education Network and the highly successful 'Man is Health' mass radio study campaign. The findings demonstrate that a decentralized, participatory approach, utilizing local field staff and organized study groups, resulted in significant, measurable behavioural and structural changes within communities (e.g., improvements in health and sanitation practices). The Tanzanian model is presented as an example for developing nations, demonstrating how strategic planning and international cooperation, when aligned with strong national political ideology and driven by mass participation, can effectively achieve fundamental social transformation.Item Participatory Research - Popular Knowledge and Power(1984-09) Hall, Budd L