Multiple Epistemologies
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Item The future begins today: Nature as teacher in environmental adult popular education(Elsevier, 1997) Hall, Budd L; Clover, Darlena EThe future begins today is a review of the importance and role of learning, specifically environmental adult and popular education, in working with communities and community-based organizations on planning, organizing and revisioning life from an ecological perspective. The authors report on their work based at the Transformative Learning Centre in Toronto, Canada which explores the role of nature as both teacher and site of learning. Theoretical and practical illustrations are included. All education, up to our present moment, has never countenanced the possibility of planetary destruction from the destruction of the life-support system. This viability of planetary existence was never an issue for educators because it was not, until now, part of our cultural understanding. (Hall and O'Sullivan, Transformative Learning: Contexts and Practices, 1994) The human enterprise cannot be separated from the natural world even in our minds because no such separation exists in nature.(Wackernagel and Rees, Our Ecological Footprint, 1995).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 Programme Evaluation and Review Techniques (PERT) & Critical Path Method (CPM) August 20-25, 2001(Participatory Research in Asia (PRIA), 2001-08-20) Bandyopadhyay, K. KThis paper by Dr. K.K Bandyopadhyay examines Programme Evaluation and Review Technique (PERT) and Critical Path Method (CPM) as project management techniques for planning, scheduling, and controlling projects and helps in determining project duration, identifying critical activities, and managing flexibility in scheduling. The paper traces the historical development of both techniques, noting that PERT was developed in the United States during the 1950s to plan and accelerate ballistic missile development, while CPM was developed independently and focuses on obtaining trade-offs between cost and completion date. It introduces key terminologies for an in-depth understanding of PERT and CPM through an example of the budgeting process of an organization called DEEP, demonstrating how projects are broken down into jobs with immediate predecessor relationships and time estimates. Activity-on-node (AON) diagrams are used to portray these relationships graphically. The paper also explains how PERT calculates the expected value of activity duration as a weighted average and provides a formula for it. Further, it examines the concept of the critical path, or the longest path of the network project, arguing that its length determines the duration of a project and must be shortened to reduce project completion time. It analyses concepts like job slack and presents an algorithm for finding the Critical path. The paper concludes by demonstrating an example of a watershed project to identify the critical path.Item Land and people No. 3, July-September 1988(Participatory Research in Asia (PRIA), 1988-09) Participatory Research in Asia (PRIA)This report covers the third issue of Land and People, a PRIA newsletter on land ownership and alienation, published between July and September 1988. It opens with the Supreme Court's August 1988 ruling ordering the closure of limestone mines in the Doon Valley after nearly three decades of local resistance. It examines India's National Water Policy, questioning whether its emphasis on river-basin planning and large-scale groundwater recharge benefits marginal farmers or reinforces their exclusion. The focus article revisits land reform four decades after independence, highlighting the gap between legal provisions and the land held by small and tenant farmers. A review of Vijay Paranjpye's study of the Tehri Dam questions official estimates of economic returns, displacement, and ecological risks. It also reports on protests against the Narmada Valley Project in Bombay, a fast at the Sardar Sarovar dam site, and a march in North Bihar over recurring floods and drinking water scarcity. It concludes with a letter from Thailand's Project for Ecological Recovery on the shelving of the Nam Choan dam following sustained cross-border solidarity, and a report on the first International Rivers Network conference in San Francisco.Item Participatory research: An emerging alternative methodology in social science research(Participatory Research in Asia (PRIA), 1982) Kassam, Yusuf; Mustafa, KemalItem Promoting fair and equitable research partnerships to respond to global challenges(Rethinking Research Collaborative, 2018) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; Tandon, RajeshThis research report presents the findings from a programme of strategic research, funded by UKRI through the GCRF. The research sought to elicit a 'partners' perspective' on participation in UKRI-funded research by generating data from three groups of partners: i) academics based in the global South; ii) civil society practitioners based in the global South; and iii) international NGOs and research capacity providers based in the UK. Drawing on this data, the report identifies eight principles for understanding and improving fair and equitable research collaboration which form the basis of a series of targeted learning modules for 6 groups of stakeholders: UK-based research funders; UK-based academics; research brokers and capacity providers; international NGOs; academics based in the global South; and civil society practitioners based in the global South.Item Beyond epistemicide: Knowledge democracy and higher education(UNESCO Chair, 2015) Hall, Budd LAs 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.Item Participatory evaluation of the M. Puthur rural expansion project of national Y.W.C.A.(Society for Participatory Research in Asia (PRIA) , 1986-08) Manilal V.The evaluation is participatory, and it was carried out for the Rural Expansion Project of the National Y.W.C.A in Thottiyam, Tiruchirapalli district, Tamil Nadu. The project’s main goals were related to adult education, development of village-based organizations and local leadership, women’s emancipation, youth activism, and economic development. The assessment revealed that adult education centers play an essential role in the growth of leadership and village-based organizations, as well as the power of women in the community. For instance, Mahila Mandals and Youth Clubs were formed in many villages, but the level of their development varies significantly. Moreover, the project facilitated access to government developmental schemes and loans, and it helped animate the staff and the village animators. The findings also indicated weaknesses related to group organization, collective action, staff coordination, and the transition from government dependence to self-sustaining. The evaluation recommended developing the staff’s and animators’ conceptual and practical knowledge of group organization and action, getting involved in the development of the village-based organizations, and working on time-bounded strategies for their progressive sustainability.