Co-Construction of Knowledge

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End date: 1999Subject: search.filters.subject.Global

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    The democratization of research in adult and non-formal education
    (John Wiley & Sons, 1981) Hall, Budd L
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    Knowledge as a commodity and participatory research
    ( Prospects, UNESCO, 1979) Hall, Budd L
    What is knowledge? How is it formed? Who has the authority to “make” it? and who does it ultimately serve? These are the central questions Dr. Budd Hall raises in this article. He critiques the way traditional intellectuals such as scientists and scholars, often trained in elite universities and supported by international funding agencies, are institutionally positioned as the legitimate producers of knowledge. Embedded within particular class locations, this group often produces knowledge that serves its own class interests and maintains dominant social relations. In this process, organic intellectuals engaged in critical reflection and grassroots organising are sidelined as knowledge makers. Drawing on the works of Freire, Mao and others, Hall reflects on the role of intellectuals. He advances a systematic critique of survey research and outlines the guiding principles of participatory research. The article is a critical inquiry into the nature of knowledge within the new international order. It calls for moving beyond viewing knowledge as intellectual commodities such as papers and conferences and toward recognising and valuing local and indigenous knowledge systems, while developing more decentralised ways of legitimising people as producers of knowledge.
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    Transformative learning through environmental action: An overview of an IDRC sponsored project
    (1995) Hall, Budd L
    Dr. Budd L. Hall presents an overview of a research project on transformative learning in environmental action, carried out with colleagues at the Ontario Institute for Studies in Education, York University, and partner organizations in Brazil. The project grew out of work around the 1992 Earth Summit in Rio de Janeiro and the Treaty on Environmental Education for Sustainable Societies and focused on what people learn through environmental campaigns linked to food production, distribution, and consumption. Drawing on case studies from India, Sudan, Germany, Canada, Brazil, Venezuela, and El Salvador, along with an international survey and a collective workshop, Hall and his co-researchers look at what needs to change in current systems, including life conditions, power relations, and ways of thinking, and set out ten principles of transformative learning, among them recovering a sense of place, reconnecting with nature, and recognizing historical struggles. The paper also describes practical methods used across the case studies, such as community meetings, learning from elders, and seed festivals, along with possible indicators of success. Hall notes that although computer networking was planned as a central tool, it ultimately played only a minor role in the project.
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    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, Wafa
    In 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.
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    Participatory research international networking memo, August 1, 1987
    (1987-08-01) Participatory Research in Asia (PRIA)
    The August 1987 issue of the Participatory Research International Networking Memo, circulated by PRIA, reports on the May 1987 arrest of Vincent Cheng Kim Chuan and fifteen others by Singapore's Internal Security Department. It presents the network's response to the arrests and includes an appeal for letters of support. The issue also announces the International Forum on Participatory Evaluation, planned for New Delhi in March 1988 with the International Council for Adult Education and ASPBAE, seeking regional input on structure, case studies, and funding. A regional update section surveys developments across Africa, Asia, the Caribbean, Europe, Latin America, and North America, including the founding assembly of the African Association of Literacy and Adult Education, an Indonesian action research network, a Philippine community project, the 1986 J. Roby Kidd Award to Anthya Madiath, and the planned CEAAL assembly in Mexico. It closes with notices of new publications and a proposal for an international anthology on participatory research.
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    Notes on participatory research methodology for forest studies
    (1982-09) Tandon, Rajesh
    This document outlines a participatory research framework for studying the impact of forest legislation on forest-dwelling communities in India. It emphasizes involving local activists and residents directly in data collection, analysis, and reporting so that research becomes both documentation and a tool for mobilization.
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    Participatory research for people's empowerment
    (Participatory Research in Asia (PRIA), 1999) Prasad, B. Devi; Rao, K. Visweswara
    As new ways of linking knowledge with social change were being sought, participatory research emerged as an approach that questioned the distance between academic inquiry and people’s lived realities. This paper examines participatory research as an approach to knowledge creation that is closely tied to community involvement and social change. Drawing from field experiences, the research demonstrates how engaging people directly in the research process challenges traditional academic hierarchies and foregrounds the realities of the marginalized groups. By placing communities at the center, participatory research shifts the role of the researcher from being an external expert to a facilitator of collective inquiry and action. This approach generates new knowledge while building local capacity and solidarity, and identifying and implementing practical, contextualized solutions to pressing issues. At the same time, PR highlights the tensions between academic institutions that emphasize objectivity and technical expertise, and community groups that prioritize lived experience and immediate outcomes. Despite these differences, PR demonstrates its strength in bridging gaps between theory and practice, institutions and communities, and knowledge and action- making research a transformational process.
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    Entry for new pergammon encyclopaedia of adult education: Social movement learning
    (0000) Hall, Budd L; Clover, Darlene E.
    This encyclopedia entry by Budd L. Hall and Darlene E. Clover examines social movement learning as an under-recognized domain of adult education. It asks how social movements function as "epistemic communities" that generate new knowledge, worldviews, and transformative learning for both participants and broader society. The article defines and expands on social movement learning as occurring in two ways, learning by people who are part of social movements, and by people outside movements as a result of movement actions or existence. It further traces the historical and theoretical roots of social movement learning, drawing on key figures including Antonio Gramsci and Paulo Freire, who both saw learning flourishing within social movement contexts. The article also elaborates on other theories about how new social movements catalyze personal transformation, define future topics of adult education, and serve as privileged sites of transformative learning. It argues that contemporary social movements are increasingly radical, complex, and inclusive of overlapping issues, cognizant of globalization and interconnected struggles. It ends with stating how social movement learning helps answer critical questions about how best to use scarce resources for movement purposes and how to strengthen the power of social movements.
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    Adult education, culture development and social movements: The contemporary challenge
    ( Society for Participatory Research In Asia (PRIA), 1993-04-27) Tandon, Rajesh
    This article by Dr. Rajesh Tandon examines the challenges in adult education amidst the context of global cultural homogenization, social movements, and development, and highlights the importance of cultural identity in social transformation. Dr. Tandon describes the current global scenario as unipolar in nature, with a rise in global media that has led to the homogenization of culture and destruction of indigenous knowledge systems throughout the world, resulting in growing alienation of individuals, families, and communities. In this context, the article describes a craving within people and communities for their historical roots and identities. It also identifies a neglect in social movements since World War II, which focused primarily on economic and political issues instead of cultural dimensions of oppression and addresses the rise of new social movements in the past few decades for closure of this gap. The article concludes by linking the role of education with sustaining cultural identities urging adult educators to bring the issue of culture into development discourse.
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    Issues and experiences in participatory research in Asia
    (1979-06-25) Tandon, Rajesh
    In this paper Dr. Rajesh Tandon examines characteristics and issues of participatory research as practised across Asia during the late 1970s, drawing on meetings held in India and Thailand alongside field reports from researchers. Practitioners engaging with participatory research bring varied motivations, ranging from disillusioned social scientists seeking relevance beyond classical research paradigms to activists redirecting failed development strategies toward decentralized alternatives and educators treating research itself as a vehicle for social transformation. Rural settings dominate the Asian experience, reflecting both the scale of rural populations and the concentration of documented efforts in land, health, and adult education. The paper situates participatory research in close and often uncomfortable relation to social action, tracing the political consequences that follow from this link across varied Asian contexts. It also addresses the largely unorganized condition of underprivileged groups and the corresponding need to build organization alongside inquiry, along with the personal values and behavioural skills researchers need to genuinely facilitate participation rather than reproduce authoritarian patterns. The paper closes by treating these issues as unresolved questions for the ongoing evolution of participatory research in the region, rather than settled conclusions.