Co-construction of Knowledge

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End date: 2009Subject: search.filters.subject.Knowledge Democracy

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Now showing 1 - 6 of 6
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    A river of life: Learning and environmental social movements
    (Interface: A journal for and about social movement, 2009) Hall, Budd L
    This 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.
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    Evaluation of Adult Education in Tanzania: A Status Report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Since the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed 50 that scarce human and financial resources can be used effectively without needless duplication of past efforts and mistakes. The work oriented literacy project launched at Mwanza in 1967 is presently the only place in Tanzania where large scale evaluation of adult education activities is occurring. However, the Institute of Adult Education at the University of Dar es Salaam has begun evaluating the operation of the "Uchaguzi ni wako" radio citizen education study groups, together with provisions for adult educator training and the problems these educators encounter in the field. Irregular attendance and high dropout rates are a major weakness in literacy teacher training programs; failure of adult education in general to attract youth is another problem. There is evidence that adult education can be most easily organized within a framework of existing village systems and social relationships and that literacy education is not necessarily a prerequisite for rural adult education. (Six references are included.) (LY)
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    Doing research with people: Approaches to participatory research, an introduction
    (Society for Participatory Research in Asia (PRIA), 2000) Pinto, Maya
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    From clarity to anarchy: Participatory research approach (A critique of "The Methodology of the Participatory Research Approach")
    (1979) Tandon, Rajesh
    This paper presents conceptual arguments to delineate the methodology of participatory research approach. After presenting an excellent analysis of the social and professional contexts of the origin of PRA, the authors describe various points of view which are broadly subsumed under PRA. The degree of researcher's political activism is seen as the main dimension on which these various points of view differ.
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    Who is driving development? Reflections on the transformative potential of asset-based community development?
    (Coady International Institute, St. Francis Xavier University, 2003-10) Mathie, Alison; Cunningham, Gord
    Arising out of a critique of needs-based approaches to development, Asset-Based Community Development (ABCD) offers a set of principles to mobilize and sustain community economic development. This paper draws attention to the connections between these principles and practices and (i) current interest in sustainable livelihoods as a conceptual framework, (ii) the concept of social capital, (iii) the social psychology of mobilization, (iv) the enhancement capacity and agency to engage as citizens with the entitlements of citizenship, (v) the role of multiple stakeholders; and (vi) the issue of control over the development process. Finally the paper points to the challenges for NGOs employing an asset-based, community-driven approach given the needs-based, problem-solving paradigm in which they operate.