Co-Construction of Knowledge

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

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Start date: 2020Subject: search.filters.subject.Participatory Research

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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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    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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    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.