Knowledge Democracy

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End date: 1999Subject: search.filters.subject.Knowledge Democracy

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    Participatory research as a methodology of development
    (Participatory Research in Asia (PRIA), 0000) Tandon, Rajesh
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    Knowledge as a commodity and participatory research
    (UNESCO, 1979) Hall, Budd L
    What is knowledge? How is it formed? Who has the authority to “make” it? and who does it ultimately serve? These are the central questions Dr. Budd Hall raises in this article. He critiques the way traditional intellectuals such as scientists and scholars, often trained in elite universities and supported by international funding agencies, are institutionally positioned as the legitimate producers of knowledge. Embedded within particular class locations, this group often produces knowledge that serves its own class interests and maintains dominant social relations. In this process, organic intellectuals engaged in critical reflection and grassroots organising are sidelined as knowledge makers. Drawing on the works of Freire, Mao and others, Hall reflects on the role of intellectuals. He advances a systematic critique of survey research and outlines the guiding principles of participatory research. The article is a critical inquiry into the nature of knowledge within the new international order. It calls for moving beyond viewing knowledge as intellectual commodities such as papers and conferences and toward recognising and valuing local and indigenous knowledge systems, while developing more decentralised ways of legitimising people as producers of knowledge.
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    Creating Knowledge: A Monopoly? Participatory Research in Development
    (Participatory Research in Asia (PRIA), 1982-06) Hall, Budd L; Gillete, Arthur; Tandon, Rajesh
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    The democratization of the production of knowledge
    (1988-05-03) Hall, Budd L
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    African studies, the formation of knowledge and political commitment
    (University of Ottawa, 1978-05-04) Hall, Budd L
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    Research, commitment and action: The role of participatory research
    (International Review of Education, 1985-09) Hall, Budd L
    The author discusses the development and practice of participatory research as both a method and strategy of social investigation and social action within an adult education framework. Participatory research is compared with traditional research strategies, and its defining principles are outlined, together with specific examples of its application and practical issues both today and in the future.
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    “I AM NOT A PEACENIK”: Adult learning of development education in English-speaking Canada
    (Canadian and International Education, 1983) Hall, Budd L
    What can development education look like in a changing world order? In this article, Dr. Budd Hall reflects on the meaning of development education and the approaches of adult learning within it. Drawing on thinkers such as Freire, Tawney, Marx and others, he examines their fundamental principles and approaches to education, and considers how adult learning can be understood through their perspectives. He foregrounds the persistent and difficult questions that confront development educators across the world, particularly those related to power, positionality, access, influence and reflexivity. Through examples ranging from Gatt Fly in Canada to educators in Tanzania, he traces common threads across varied experiences. Reflecting on his own work, the experiences of other educators, and major intellectual traditions, Hall reflects upon how development education must respond to the challenges of a changing world order. He also emphasises the interdependence of countries and argues that development education must fundamentally recognise and engage with this reality. Situated in the 1980s, the article offers a critical reflection on the direction and responsibilities of development education.
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    Tanzania mass education campaign
    (Institute of Adult Education, 1974) Hall, Budd L
    Engaging millions of people in an education campaign is a difficult yet powerful step in realising the full potential of adults in any country. This article offers a glimpse into how mass education campaigns were formulated, organised, and implemented, as well as the effects they produced in Tanzania. It delves into the processes that were central to the operation of the radio study group campaigns, including the recruitment and training of group leaders, the production and distribution of study materials, and the financial infrastructure that sustained the project. The programmes also placed emphasis on disseminating information related to health and political education through discussions around the radio programmes in the study groups. Drawing on Dr. Budd Hall’s experience and observations, the article gives a sense of what education, when decentered from colonial frameworks, looked like in practice, and how it functioned within the Tanzanian context.