Co-construction of Knowledge
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Item ‘A giant human hashtag’: Learning and the #occupy movement(2011) Hall, Budd LItem Beyond Epistemicide: Knowledge democracy, Higher Education and the path towards pluriversality(UNESCO Chair, 2016) Hall, Budd LItem Against Epistemicide: Decolonising Higher Education(2020) Hall, Budd L; Tandon, RajeshItem Knowledge democracy and epistemic in/justice: Reflections on a conversation(2020) Hall, Budd L; Godrie, Baptiste; Heck, IsabelThe focus of the article is on how knowledge is created, who creates knowledge, how is knowledge co-constructed, whose knowledge is excluded and how is knowledge being used to challenge inequalities and strengthen social movement capacity? This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. The three of us are Baptise Godrie works in a research centre (CREMIS) affiliated with Quebec’s health care and social services system, Isabel Heck with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall from the university of Victoria and the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.Item A river of life: Learning and environmental social movements(Interface: A journal for and about social movement, 2009) Hall, Budd LThis article by Budd L. Hall argues that the catalytic power of learning and knowledge creation is undervalued and undertheorized in the discourse surrounding social movements, yet it is essential for explaining their power and potential. He introduces "social movement learning" as a vital, embodied space—a "river of life"—that connects individuals' knowledge, hopes, and dreams across communities and generations. This learning includes three forms: informal learning by participants, intentional educational efforts by the movements, and public learning resulting from their activities.Item Big Tent Communique VI. Local identities and global citizenship: A message from Catania and challenges for universities(2015-11-04) Hall, Budd LIn a world facing growing inequality, conflict, and environmental strain, the Sixth Big Tent Communiqué reflects on what role universities can play in responding to these challenges. It sees higher education as more than classrooms and research, calling for closer ties with communities and a stronger sense of responsibility to society. The communiqué raises questions about how universities can support young people, create knowledge that connects rather than divides, and rebuild trust in uncertain times. Instead of final answers, it leaves open the possibility that the future of universities will depend on how far they are willing to rethink their purpose.Item Institutionalizing community university research partnerships: A user’s manual(UNESCO Chair, 2015) Tandon, Rajesh; Hall, Budd L