Co-Construction of Knowledge

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Start date: 2000Has files: Yes

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Now showing 1 - 10 of 32
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    Reconnecting society and science: Trajectories of the knowledge democracy movement
    (Sage, 2026-02-12) Tandon, Rajesh
    As interrelated global wicked problems increasingly engulf all sections of life on this planet, searching for knowledge solutions to address them has become urgent. While scientists in modern science establishments (labs) are busy finding answers to COVID (and other pandemics) and climate disruptions, communities and societies continue to struggle and use their own wisdom and capacity to find meaningful measures for local adaptations. This disconnect between societal actors and science has become critical. So, professional science communicators have critical responsibilities for rebuilding mutually respectful connections between society (and its diverse actors) and science. How can science communicators play such important roles in bridging society and science? Let me illustrate the ways it is being attempted in diverse contexts.
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    Doing participatory research: A feminist approach
    (Center for International Education, University of Massachusetts., 2000) Maguire, Patricia
    In this text the author traces her beginnings as a student researcher trying to understand the biases of traditional research by engaging in participatory research with a group of battered women in Gallup, New Mexico. Using Paulo Freire's concept of dialogue, Pat talks with former battered women in their kitchens, transcribes the interviews and presents the women in their own words. Together they move through a cycle of reflection and action, reaching for a solution to the problem-how to move forward after living with violent men. This highly creative work will involve the reader in theory and practice.
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    Higher education, community engagement and the world we want: A policy brief to the world conference on higher education
    (2009-06) Global Alliance on Community Engaged Research
    At this critical time in human and sustainable development for the world, it is imperative that we harness the potential of community higher education partnerships to inform progress. There is a large aggregate trend to unite civil society and higher education institutions and networks in common efforts to co-create knowledge, mobilize it to inform practice and policy, and enhance the social, economic and environmental conditions of people, communities, nations and the world. However, these efforts are fragmented and face many unnecessary barriers. We therefore propose an Action Plan for University-Community Engagement for Societal Change and Development, one that unleashes the resources of higher education and government, in collaboration with civil society and its socio-economic development actors to create the sustainable world we want.
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    La sistematización como investigación participativa [Systematization as Participatory Research]
    (CLACSO, 2019) Carrillo, Alfonso Torres
    El artículo presenta una panorámica de la sistematización como investigación participativa que emerge en América Latina, como metodología que busca comprender y potenciar prácticas de transformación social. A partir de reconocer la influencia de la IAP como matriz de referencia para dicha metodología, se expone su origen y trayectoria histórica, los sentidos que la animan y sus fundamentos epistémicos y rasgos metodológicos como investigación cualitativa y participativa. Finalmente, se señala que como modalidad investigativa en construcción, continúa creciendo y fortaleciendo, desde la práctica y la reflexión de sus practicantes en los nuevos campos sociales y profesionales donde hoy se desenvuelva.
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    From clients to citizens: Asset-based community development as a strategy for community-driven development
    (The Coady International Institute, St. Francis Xavier University, 2002-01) Mathie, Alison; Cunningham, Gord
    Asset-based community development (ABCD) is presented as an alternative to needs-based approaches to development. Following an overview of the principles and practice of ABCD, five major elements of ABCD are examined in the light of current literature on relevant research and practice. This involves exploring: the theory and practice of appreciative inquiry; the concept of social capital as an asset for community development; the theory of community economic development, such as the sustainable livelihoods approach; lessons learned from two decades of international development in the participatory paradigm; and the theory and practice of building active citizenship engagement and stronger civil society. How ABCD both reflects recent trends in these areas and stands to benefit from the insights generated from this work is outlined.
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    Relevance of community‑based participatory research in community medicine training
    (Indian Journal of Community Medicine, 2020) Krishnan, Anand; Tandon, Rajesh; Nongkynrih, Baridalyne
    Community-based participatory research (CBPR) is an approach in which researchers undertake research in partnership with those affected by the issue being studied, for the purpose of taking action or effecting so-cial change. It can also incorporate those who will use the results to change practice and inform policy. The practice of CBPR is primarily fo-cused on "Knowledge for Change." Most research projects in such CBPR partnerships are funded through the academic partners. In many situations, academic and professional researcher institutions and researchers find it difficult to share the information and resources or to di-rectly engage with local community and other local stakeholders. In practice, finding an intermediary partner who has good rapport with lo-cal community and local government can be very effective. While there are good initiatives in selected medical colleges for community orien-tation of medical undergraduates and postgraduates in community medicine, these are not immersive enough to cause an attitudinal change. It is time that we exposed our graduates and postgraduates to CBPR concepts and practice
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    The funding and development of community university research partnerships in Canada: Evidence-based investment in knowledge, engaged scholarship, innovation and action for Canada's future
    (OCBR, University of Victoria; Community Based Research Canada, 2009-10) Office of Community-Based Research, University of Victoria; Community Based Research Canada
    The purpose of this report is to map out the sources and types of funding that have been created to support community university research partnerships, describe the current state of development of arrangements between public post secondary institutions and community organizations, to collaborate in research and knowledge mobilization, and suggest some conclusions as to how effective partnership work of this kind might be strengthened in the future.
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    Participatory impact assessment: A pilot programme in South Asia.
    (Voluntary Agencies Support Scheme (VASS), 2002-03) Quinn, Marion; Clark, Kevin
    This report documents a South Asian pilot programme on Participatory Impact Assessment and argues that evaluation must move beyond expert-led measurement of outputs toward a continuous and democratic process in which communities themselves analyse change, define priorities, and shape future action. Drawing on experiences from India and Bangladesh, it shows how participatory approaches deepen both the quality and meaning of impact assessment by placing people’s lived realities at the center. Through methods such as group discussions, mapping, interviews, ranking, and reflective exercises, communities were able to examine shifts in confidence, leadership, access to services, household decision making, and collective organisation. The process also brought forward unintended outcomes, local constraints, and concerns that are often overlooked in conventional evaluations. A key contribution of the report is its insistence that impact assessment should happen throughout the project cycle rather than only at the end. When undertaken in a participatory manner, evaluation becomes not just a tool of measurement but a means of learning, accountability, and institutional improvement. It strengthens community capacities, deepens ownership, and helps organisations remain responsive to changing realities. This report is an important resource for understanding how people centered approaches can make development practice more accountable, reflective, and meaningful.
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    Conference report. Producing evidence for development in Brexit Britain. 27th -28th March 2017, UCL-Institute of education, London
    (The Christian Aid Centre for Excellence for Research, Evidence and Learning and the Open University, Institute of Educational Technology, 2017-04) Newman, Kate; Fransman, Jude
    This conference report is about a two-day conference held in March 2017 at UCL-Institute of Education, marking the final event in the Rethinking Research Partnerships seminar series. Around a hundred academics, NGO practitioners, funders, and policymakers gathered to consider how research partnerships between universities and international NGOs might produce better evidence for development, set against the uncertainty of Brexit Britain. The first day shared findings from seven case studies on establishing partnerships, designing research, communicating findings, and sustaining relationships beyond funded projects. The second day turned to policy, with workshops on funding innovation, cross-sector collaboration, and the shifting place of evidence in a post-truth climate. Perspectives from Nigeria, Qatar, Tanzania, South Africa, and India broadened the UK-focused discussion. The report closes with sector manifestos from NGOs, academics, and funders, outlining commitments toward more equitable and trusting research collaborations.