Co-Construction of Knowledge
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Item Adult learning, global civil society and politics. October 15-17, 1997(1979-10-17) Hall, Budd LWhat role can adult education play in strengthening global civil society and advancing social transformation in an increasingly capital driven world? In this paper, Dr. Budd Hall situates this question within a context where globalisation has intensified the dominance of capital while deepening social, ecological and economic instability. He reflects on the contemporary political economy in which global markets appear powerful yet remain fragile and extractive. In response to this expansion of global capitalism, Hall posits that the presence and influence of global civil society have also grown, creating new spaces for resistance, cooperation and collective action. Engaging with debates on development, ecological crisis and democratic participation, and drawing on examples such as the 1992 Global Forum and emerging transnational networks, he examines how global citizens’ action is being shaped across diverse contexts. Hall invites readers to consider how more people can meaningfully contribute to these movements and emphasises the crucial role of adult educators in fostering critical awareness, building solidarities and deepening engagement with global civil society. He urges educators to remain clear that the world is not okay, and that adult education is essential for collective and transformative change.Item Knowledge as a commodity and participatory research(UNESCO, 1979) Hall, Budd LWhat 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.Item Item ‘A giant human hashtag’: Learning and the #occupy movement(2011) Hall, Budd LItem Social movements and the practice of citizenship: Learning in the canadian and global context(0000) Aggarwal, Pramila; Hall, Budd LItem Perspectives on community practices: Living and learning in community(Znanstvena založba Filozofske fakultete Univerze v Ljubljani, 2015) Krašovec, Sabina Jelenc; Štefanc, Damijan; Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, WafaItem 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, WafaItem In from the cold? Reflections on participatory research from 1970 - 2005(Convergence, 2005) Hall, Budd LItem Global trends in training community-based research in higher education institutions and civil society organizations(UNESCO Chair in Community-based Research and Social Responsibility in Higher Education, 2015-07) Lepore, WalterAcross the world, the practice of community-based research is growing, yet the ways in which people learn and are trained for it remain uneven and often informal. This report draws on a global survey of practitioners and institutions to explore how CBR knowledge is acquired, what gaps exist in training, and what possibilities are opening up. The findings suggest both the strength of informal learning networks and the challenges of building more structured opportunities, particularly in regions where resources are scarce. By mapping these trends, the study raises important questions about how future generations of researchers might be supported, and what it would take to make training in CBR truly global and accessible.Item PRIA's engagements with higher educational institutions (HEIs): Initiatives in community based research (CBR)(Participatory Research in Asia (PRIA), 2014) Participatory Research in Asia (PRIA)PRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.