Co-Construction of Knowledge

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

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Start date: 2020

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Now showing 1 - 10 of 13
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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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    Research for impact approaches in CLARE: Bridging science and action
    (International Development Research Centre, 2024) Rawden, Laura; Carter, Suzanne
    Achieving research impact in the adaption and resilience field requires novel and inclusive approaches that can lead to transformational impact. This working paper provides insight into the methods being used by 19 research projects under the CLARE programme. The approaches mentioned here are not exhaustive but reflect on five broad types of approaches, namely: Co-creation labs, climate risk narratives, visual storytelling, citizen science, and behavioural science and psychology. Specific examples from each project are provided, detailing the problems they are seeking to address, the tools and methods applied as well as the communities and stakeholders they are working with to find joint solutions. Some early results are shared in the form of mini case studies, pointing to the effectiveness of the approaches.
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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. 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.
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