Co-Construction of Knowledge

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Start date: 2010

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Now showing 1 - 10 of 20
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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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    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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    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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    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.