Browsing by Author "Hall, Budd L"
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Item 50th anniversary edition of pedagogy of the oppressed: A review(2020) Hall, Budd LItem ‘A giant human hashtag’: Learning and the #occupy movement(2011) Hall, Budd LItem A Northeastern Brazilian: Memories of Paulo Freire(2018) Hall, Budd LItem A river of life: Learning and environmental social movements(Interface: A journal for and about social movement, 2009) Hall, Budd LItem Against Epistemicide: Decolonising Higher Education(2020) Hall, Budd L; Tandon, RajeshItem An emerging global civil society? Implications for learning and work(2000) Hall, Budd LItem 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, InjairuItem Beyond Epistemicide: Knowledge democracy, Higher Education and the path towards pluriversality(UNESCO Chair, 2016) Hall, Budd LItem 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, RajeshWhile 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.Item Item Building a global learning network: The international council for adult education(International Council for Adult Education, 0000) Hall, Budd LItem Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships(0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, WafaItem Community based participatory research & sustainable development goals(2017) Hall, Budd L; Tandon, RajeshItem Contemporary conversations and movements in adult education: From knowledge democracy to the aesthetic turn(2022) Hall, Budd L; Clover, Darlene EIn this article, two key figures in the history of the International Council for Adult Education, one being the Secretary General, discuss some of the contemporary conversations and movements that we have been a part of and how we are contributing through these areas to the field of adult education. Budd focusses on knowledge democracy, community-based participatory research and social movement learning. Darlene shares new conceptualisations of aesthetics and gender justice and her research and pedagogical work in these two areas.Item Creating Knowledge Breaking the Monopoly(0000) Hall, Budd LThinking about development, education and the role of social investigation has undergone dramatic shifts in the recent past. The "top do concepts of education and development have been widely questioned. Emphasis has shifted from concepts of development based on urbanized expectations to the need to stimulate growth and change in rural areas. The importance and necessity of increased popular involvement in decision making in both rural and urban settings is accepted widely. Development is more and more seen as an awakening process, a process of tapping the creative forces of a much larger proportion of society, a liberating of more persons efforts instead of a "problem" to be solved by the planners and academicians from afar. Along with the shift in thinking about development has come a general questioning in all fields of social science about the relationship between the way in which research is conducted and the overall values the researcher holds.Item Curriculum, higher education, and the public good(2009) Hall, Budd L; Bhatt, Nandita; Lepore, WalterCurriculum change in higher education is an extremely complex process. Influences on the content of what is taught in higher education include new knowledge coming from the various academic disciplines, from the regulatory bodies of many of the professions, from national calls for action, from global challenges, from social movements of the day. This chapter argues that in the search for excellence, engagement and social responsibility that there is no contradiction between responding to local calls for action and global matters. Illustrations of curriculum change which attend to both the local and the global include classroom changes, single university changes, system-wide changes in Canada, Asia, Latin America and New Zealand. We call for more attention to community engaged learning and the creation of central offices for community university engagement.Item Decolonisation of knowledge, epistemicide, participatory research and higher education(2017) Hall, Budd L; Tandon, RajeshThis article raises questions about what the word 'knowledge' refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted.