Browsing by Author "Hall, Budd L"

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50th anniversary edition of pedagogy of the oppressed: A review
(2020) Hall, Budd L
A Call for a dialogue between knowledges
(2020) Hall, Budd L
A Canadian approach to higher education, community-engagement and the public good: The future of continuing education
(2009) Hall, Budd L
This work addresses the vital role of Community-University Engagement (CUE) in Canadian higher education as a critical strategy for responding to major global challenges like social injustice and climate change. It is argued that the collective resources of universities are the largest under-utilized assets for community change and sustainability. This work introduces the CUE Factor as a triangle encompassing “Community-Based Experiential Learning”, “Community-Based Research (CBR), and Community-Based Continuing Education” , defining CBR as a collaborative, democratizing process aimed at “social action and justice”. While Continuing Education (CE) units have over a century of experience and a strong base in lifelong learning, they face significant challenges, including declining institutional support and a perceived distance from the university's core academic and research functions. Therefore, this paper proposes an agenda for action to position CE centrally within the CUE movement, recommending that CE units strengthen their research profiles, lead university-wide discussions on civic engagement, and forge action alliances with community organizations to ensure universities meet their obligation to contribute to social transformation.
‘A giant human hashtag’: Learning and the #occupy movement
(2011) Hall, Budd L
A Northeastern Brazilian: Memories of Paulo Freire
(2018) Hall, Budd L
A policy brief on knowledge mobilization: The power of creativity and action
(UNESCO Chair, 2022-05-11) Hall, Budd L; Tandon, Rajesh
This brief fits within the Data and Knowledge Production theme, but also relates to the Futures of Higher Education and the Higher Education and the SDGs themes. If we are to meet the challenges of our times, the research produced within higher education institutions and their partners needs a dramatic shift from the academic mode of knowledge production to a societal mode of knowledge production and sharing. it will require that attention be given to the creation of locally contextualised knowledge with priorities for action that affect the everyday lives of people where they live and work. The Active participation of local stake-holders---community, local governments, local business, women & youth-in co-producing and sharing the knowledge of such local solutions can be facilitated through their involvement in the research process. Knowledge mobilization (KmB) is therefore called for. Our brief provides a context for understanding the need for KmB as well as providing examples of how creative or arts-based approaches to KmB have been proven to be effective.
A reflective book review-Challenging the professionalization of adult Education: John ohliger and contradictions in modern practice
(2010) Hall, Budd L
A river of life: Learning and environmental social movements
(Interface: A journal for and about social movement, 2009) Hall, Budd L
What and how can we learn from social movements? According to Dr. Budd Hall, social movements are intense locations for knowledge to come together and for learning to happen. They are seen as one of the best routes to social transformation because they bring together action, learning and social change. In this 2009 paper, Dr. Hall reflects on the epistemic value of social movements in the creation of knowledge. He begins by exploring what a social movement is and outlines its characteristic features as discussed by different schools of thought. The paper is a collaborative effort involving teams from three organisations and presents qualitative analyses based on case studies of environmental social movements from countries like Venezuela, Brazil, Sudan, India, Canada and many more. From these cases, the paper formulates key principles of environmental social movement learning, including seeing humans as part of nature rather than separate from it, deconstructing power relations in our relationship with nature and with each other as a first step toward transforming them, and several other interconnected insights. Through both theoretical reflection and grounded case studies, Hall argues that social movements, while leading to social transformation, also facilitate deep personal transformation by creating powerful spaces for learning.
Adult learning, global civil society and politics. October 15-17, 1997
(1979-10-17) Hall, Budd L
What role can adult education play in strengthening global civil society and advancing social transformation in an increasingly capital driven world? In this paper, Dr. Budd Hall situates this question within a context where globalisation has intensified the dominance of capital while deepening social, ecological and economic instability. He reflects on the contemporary political economy in which global markets appear powerful yet remain fragile and extractive. In response to this expansion of global capitalism, Hall posits that the presence and influence of global civil society have also grown, creating new spaces for resistance, cooperation and collective action. Engaging with debates on development, ecological crisis and democratic participation, and drawing on examples such as the 1992 Global Forum and emerging transnational networks, he examines how global citizens’ action is being shaped across diverse contexts. Hall invites readers to consider how more people can meaningfully contribute to these movements and emphasises the crucial role of adult educators in fostering critical awareness, building solidarities and deepening engagement with global civil society. He urges educators to remain clear that the world is not okay, and that adult education is essential for collective and transformative change.
African studies, the formation of knowledge and political commitment
(University of Ottawa, 1978-05-04) Hall, Budd L
Against epistemicide: Decolonising higher education
(2020) Hall, Budd L; Tandon, Rajesh
How have knowledge systems been shaped by histories of enclosure and dispossession? In this reflective essay, Dr. Budd Hall and Dr. Rajesh Tandon examine how colonisation and the enclosing of knowledge are embedded within the same paradigm through which capital was accumulated by dispossession, as theorised by David Harvey. Drawing parallels with the enclosure movement in England, they argue that common lands were gradually privatised, displacing those who depended on them. In a similar way, wealth extracted through colonisation helped build universities that enclosed knowledge within their walls, regulating who could access it and who could legitimately produce it. These enclosures determined which knowledge systems were recognised and legitimised and which were dismissed as irrational, reinforcing distinctions between knowers and non-knowers. The essay traces how these processes continue to shape contemporary academic institutions and their authority over what counts as legitimate knowledge. In response, the authors describe the establishment of the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education as a deliberate effort to reverse the colonisation of knowledge systems by creating structures and processes for the co-creation of knowledge with social movements and civil society partners, grounded in a commitment to epistemic justice.
Among equals: Strengthening community-based knowledge mobilization through international cooperation
(2005) Hall, Budd L
An emerging global civil society? Implications for learning and work
(2000) Hall, Budd L
An introduction to the Ekoln letter on universities in the era of climate change
(2021) Masschelein, Jan; Lotz-Sisitka, Heila; Hall, Budd L; O’Brien, Karen; Dinerstein, Ana; Andreo, Vanessa; Thiel, Pella; Eiríksdó r, Lovísa; Chabay, Ilan; Hine, Dougald; Wright, Sue; Barrineau, Sanna; Barne, Ronald; Stein, Sharon; Stoddard, Isak; Webster, Noah Sobe; Facer, Keri; Kulundu-Bolus, Injairu
Beyond epistemicide: Knowledge democracy and higher education
(UNESCO Chair, 2015) Hall, Budd L
As universities grapple with their role in a world marked by inequality and ecological crisis, the question of whose knowledge counts has become impossible to ignore. This paper situates higher education within a longer history of epistemicide, the systematic erasure of indigenous and marginalized ways of knowing, and examines how knowledge democracy offers a path toward repair. By drawing on examples of community-based research and indigenous scholarship, it argues for reimagining universities as sites of dialogue rather than dominance, where multiple epistemologies can coexist. The study underscores both the transformative promise and the unresolved tensions of this shift, positioning knowledge democracy less as a finished framework than as an unfolding experiment in rebalancing power and voice.
Beyond epistemicide: Knowledge democracy, higher education and the path towards pluriversality
(UNESCO Chair, 2016) Hall, Budd L
How have our knowledge systems been shaped by histories of colonisation, enclosure and dispossession, and what might it mean to move beyond them? In this lecture delivered in Brighton, Dr. Budd L. Hall traces how contemporary knowledge systems are rooted in long histories of land theft, colonial expansion and epistemicide. Beginning with a personal account of his family’s migration to Canada and the acquisition of Indigenous land through illegal and immoral means, he situates his own access to higher education within the material histories of dispossession that financed universities and consolidated Western knowledge systems as dominant. Drawing on David Harvey’s notion of accumulation by dispossession and Boaventura de Sousa Santos’ concept of epistemicide, Hall argues that universities have functioned as sites of enclosure, determining who is authorised to produce knowledge and whose knowledge systems are dismissed. Through examples from India, Uganda, South Africa and beyond, the lecture highlights alternative knowledge systems that persist despite marginalisation. It calls for transforming knowledge systems through knowledge democracy, co-creation and a sustained commitment towards epistemic justice.
Beyond partnerships: Embracing complexity to understand and improve research collaboration for global development
(2021) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; Tandon, Rajesh
While there is a burgeoning literature on the benefits of research collaboration for development, it tends to promote the idea of the ‘partnership’ as a bounded site in which interventions to improve collaborative practice can be made. This article draws on complexity theory and systems thinking to argue that such an assumption is problematic, divorcing collaboration from wider systems of research and practice. Instead, a systemic framework for understanding and evaluating collaboration is proposed. This framework is used to reflect on a set of principles for fair and equitable research collaboration that emerged from a programme of strategic research and capacity strengthening conducted by the Rethinking Research Collaborative (RRC) for the United Kingdom (UK)’s primary research funder: UK Research and Innovation (UKRI). The article concludes that a systemic conceptualisation of collaboration is more responsive than a ‘partnership’ approach, both to the principles of fairness and equity and also to uncertain futures.
Big Tent Communique VI. Local identities and global citizenship: A message from Catania and challenges for universities
(2015-11-04) Hall, Budd L
In a world facing growing inequality, conflict, and environmental strain, the Sixth Big Tent Communiqué reflects on what role universities can play in responding to these challenges. It sees higher education as more than classrooms and research, calling for closer ties with communities and a stronger sense of responsibility to society. The communiqué raises questions about how universities can support young people, create knowledge that connects rather than divides, and rebuild trust in uncertain times. Instead of final answers, it leaves open the possibility that the future of universities will depend on how far they are willing to rethink their purpose.
Breaking the monopoly of knowledge: research methods, participation and development
(1977) Hall, Budd L
What is the objective of our research? Dr. Budd Hall delves deeply into this question while critiquing the dominant, top-down approach to conducting research in adult education. This essay explores how knowledge obtained through survey research can be inaccurate, alienating, and inadequate for guiding social action. Drawing from the works of radical scholars such as Freire, Glaser and Strauss, Oliveiras, and others, along with his own reflections, Hall discusses what an alternative participatory research approach can look like and what its fundamental principles would be. These lessons are guided by the principle of liberation to realize the full human creative potential, to continually inquire on this front, and to break away from dominant frameworks.
Bridging knowledge cultures: A guide for community practitioners and community organizations
(UNESCO Chair, 2024) Lepore, Walter; Hall, Budd L; Tandon, Rajesh