Co-Construction of Knowledge
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Item Learning from community-university research partnerships: A Canadian study on community impact and conditions for success(International Journal of Action Research, 2014) Hall, Budd L; Tremblay, CrystalThis article by Crystal Tremblay and Budd L. Hall, published in the International Journal of Action Research, looks at community-university research partnerships in Canada. It is based on twenty in-depth interviews with university and community partners who held grants from the Social Sciences and Humanities Research Council. The authors describe how these partnerships have affected communities, through stronger relationships, greater organisational capacity, better services, policy change and extra funding. They also identify conditions for success, including shared governance, trust and mutual respect, flexible arrangements, participatory methods, and a fair sharing of power and resources. Drawing on knowledge democracy, the article points to a new architecture of knowledge and notes the challenges that remain, such as career pressures on academics and the limited research capacity of community organisation.Item Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships(0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, WafaIn this paper, Budd Hall, Rajesh Tandon, Crystal Tremblay and Wafa Singh present a global study on structures that support community-university research partnerships. The study draws on an international survey and national case studies from twelve countries, examining how universities institutionalise community engagement and where this engagement connects with actual research practice. The authors turn to the discourse of knowledge democracy, arguing that community-based research offers a way to address long-standing inequities in whose knowledge counts within the academy. Survey findings point to a gap between universities' stated commitment to co-constructing knowledge and the reality that very few research projects originate from communities themselves. The paper reviews facilitative structures across universities in Argentina, Brazil, Canada, India and elsewhere, and considers the role of national networks and policies in strengthening these partnerships. It closes with recommendations for national policy, higher education institutions, and community and civil society organisations.Item Reflections on the impact of Mwalimu Nyerere’s vision on adult and non-formal education(2021) Kassam, Yusuf; Hall, Budd LHow does Mwalimu Julius Nyerere’s vision of adult education guide us in planning development in changing times? In this chapter, Dr. Budd Hall and Yusuf Kassam revisit the work, vision, principles and institutional innovations that shaped adult and non-formal education in Tanzania during the 1970s. Writing from their own lived involvement at the Institute of Adult Education, the University of Dar es Salaam and later the International Council for Adult Education, the authors recount the literacy campaigns, radio learning groups and the training of adult educators under Nyerere’s leadership. Such initiatives led to dramatic reductions in illiteracy in the 1970s. Central to Nyerere’s vision was the integration of education into everyday life as a process rooted in socialist development. However, as capital driven priorities have reshaped Tanzania’s development trajectory, the authors ask what remains of this vision. They argue for reinvigorating literacy and adult education as critical tools to address contemporary challenges including climate change and deepening socio-economic inequalities. The preface is written by Budd L. Hall for Reigniting Hope: 50 Years of Adult Education in Tanzania (Dar es Salaam University Press, 2022). Hall opens with the 1976 World Assembly of Adult Education in Dar es Salaam, where Julius Nyerere gave the keynote speech. He describes the book as a celebration of Nyerere’s vision and of the people who put it into practice, and also as a critical look at what has happened to adult education over fifty years. He notes that funding has shrunk, while university enrolment has grown, and he links the future of adult education to a move from a knowledge economy towards knowledge democracy.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(PRIA and University of Victoria, 2015) Tandon, Rajesh; Hall, Budd LThis manual on Institutionalizing Community University Research Partnerships is both a handy reference and a ready tool-kit for university and college administrators interested in establishing and improving Community University Research Partnership initiatives in their institutions. It provides practical guidelines and steps that will help deliver on policy commitments made to promote Community University Engagement/Community University Research Partnerships in higher educa-tional institutions. These guidelines, supplemented with best practices (in boxes) from around the world, are intended to show a way forward, and are not necessarily prescriptive; they offer insights into how institutions can build and sustain Community University Research Partnership practices and structures. These best practices are a snapshot of current administra-tive structures and institutional policies that are facilitative of Community University Research Partnerships. A section on Frequently Asked Questions provides ready answers to questions that may arise in the process of institutionalizing Community University Research Partnerships. Resources and further readings at the end of the manual are an aid to fur-ther learning. The content of the manual has been carefully drawn from available global literature, much of it culled from products of the International Development Research Centre (IDRC) funded global study on 'Mainstreaming Community University Research Partnerships' conducted under the aegis of the UNESCO Chair on Community Based Research and Social Responsibility in Higher Education. This global study documented case studies across 12 countries and a comparative analysis of the cases high-lighted the practices and exemplars for institutionalizing Community University Research Partnerships. This easy-to-use manual is an effort of the UNESCO Co-Chairs towards co-creating knowledge, capacities and partnerships between universities (academics), communities (civil society) and government (policymakers). We hope it will be beneficial to all universities, colleges and other higher educational institutions that are sensitive to the issue of social responsibility and the potential of community based research to provide local solutions to global problems for local communities. We look forward to your comments and feedback once you have started on the journey of institutionalizing Community University Research Partnerships in your institution.