Co-Construction of Knowledge

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1081

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Start date: 2010Subject: search.filters.subject.SDG 4: Quality Education

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Now showing 1 - 10 of 15
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    Learning to listen: Foundations of teaching and facilitating of participatory and community based research
    (University of Toronto Press, 2014) Hall, Budd L
    This chapter by Budd L. Hall was published in Learning and Teaching Community-Based Research: Linking Pedagogy to Practice, edited by Catherine Etmanski and Teresa Dawson. Hall looks back on how he learned and later taught participatory and community-based research (CBR). It draws on his early work in Tanzania in the 1970s, where the evaluation of a health education campaign exposed the limits of conventional survey methods. The chapter outlines five learning objectives: knowing who we are, learning to listen, the centrality of values and commitment, openness to multiple ways of creating and representing knowledge, and the meaning of action. It uses exercises like the Power Flower and poetry to help students listen better. The chapter concludes that CBR is a set of principles rather than a fixed method and that its results should belong to the community.
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    Inequality, Higher Education and Knowledge Democracy
    (Newsletter of Association of Commonwealth Universities, 2020) Hall, Budd L
    In this article, published in the Spring 2020 newsletter of the Association of Commonwealth Universities, Budd L. Hall looks at inequality and what it asks of higher education. It begins with the scale of poverty and homelessness in places as different as Victoria and India, and with research by Wilkinson and Pickett showing that both rich and poor fare better in more equal societies. The article then asks what a knowledge democracy movement might look like, drawing on John Gaventa’s idea of a knowledge strategy and on the work of Nyerere and Freire. Such a movement is kept apart from the knowledge economy, community engagement and open access to information, which are treated as supports rather than the movement itself. It closes by asking how community-university partnerships can strengthen knowledge democracy.
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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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    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.
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    Knowledge democracy and excellence in engagement
    (IDS Bulletin, 2016-12) Tandon, Rajesh; Singh, Wafa; Clover, Darlene E; Hall, Budd L
    We often come across theories and aspects related to ‘knowledge’, but seldom do we try to understand its hidden implications. Knowledge as understood generally is about the information of facts and understanding of a subject. This article essentially argues against this understanding. It explores the multiple dimensions of ‘knowledge’ through a literature review and illustrations of practical examples. It makes a case for how important the process of knowledge creation is, especially given current societal challenges. It also outlines the importance of co-creation of knowledge, through acknowledgement and valuation of alternate paradigms of knowledge. Further, it discusses the concept of ‘knowledge democracy’, and how institutions of higher education, by abiding by its principles, can help achieve ‘excellence in engagement’. The article concludes with the findings of two studies undertaken by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, which were based on the principles of ‘knowledge democracy’ and ‘excellence in engagement’
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    ‘A giant human hashtag’: Learning and the #occupy movement
    (2011) Hall, Budd L
    How do forms of learning evolve in social movements? In this chapter, Dr. Budd L. Hall discusses the pedagogical significance of the ways in which learning takes place both within a movement and as a result of it. Taking the case of the Occupy Movement, which he considers one of the most important social movements of the twentieth and twenty first centuries in rich countries, Hall highlights the synchronised scale with which it aligned purpose and process. Viewing every participant as both a learner and a teacher, he reflects on how the organising structure of the movement differed from preceding movements against global capitalism. He discusses several defining characteristics of the movement, including collective thinking, direct democracy, decentralised leadership, and the creation of new forms of knowledge. Hall also emphasises the important role played by social media platforms as spaces of knowledge creation and dissemination. In developing his argument, he draws extensively on tweets shared under hashtags such as #Occupy, #OccupyMovement, and #OWS, among others. Through this exploration, Hall demonstrates how social movement learning holds transformative potential at both theoretical and practical levels, showing how the two remain in sustained dialogue within movements like Occupy.
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    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, Wafa
    This book presents the findings of the 2015 European Society for Research on the Education of Adults conference and brings together a rich collection of research that explores how communities learn, organise, resist and transform across varied contexts. It covers themes such as adult learning and wellbeing, intergenerational spaces of experience, feminist work in public museums, learning cities and regions, community resilience, applied theatre and transformative learning, and the co-construction of knowledge in community–university partnerships. Contributions such as Adult Learning and Wellbeing: Between Body Politics and the Body Politic, Community Building as Forum and Arena, and Challenges in the Co-Construction of Knowledge foreground tensions between policy, participation, power and everyday practice. The strength of this book lies in its plurality. It holds together critical, empirical and practice-based insights, making it an important resource for understanding community learning in complex and changing times.
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    Reflections on the impact of Mwalimu Nyerere’s vision on adult and non-formal education
    (2021) Kassam, Yusuf; Hall, Budd L
    How 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.