Knowledge Democracy
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1076
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Item Regionalizing the UNESCO knowledge for change consortium: K4C at the ESC!(UNESCO Chair, 2023-10-05) Mercy, NkathaItem Editorial: Knowledge democracy for a transforming world(UTS ePRESS, 2020-05-31) Hall, Budd L; Tandon, RajeshThe past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities' knowledge with the need to share knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective.Item Decolonization of knowledge, epistemicide, participatory research, and higher education(UCL Press, 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.Item The story of participatory research: History and future(Participatory Research in Asia (PRIA), 2021-12-16) Participatory Research in Asia (PRIA)Item An introduction to the history, theory and practice of participatory action research(Department of Politics and International Relations, 2025) Díaz-Arévalo, Juan MarioItem International collaboration for changing the culture of research: UN SDGs and knowledge for change consortium(2020) Hall, Budd L; Tandon, RajeshUniversities are experiencing changes in the culture of research as they have known them. The theory of change being put forward in this article is based on the concept of international networking from and for the deepening of local participatory knowledge creation for social change.Item Engaged excellence and the challenge of democratizing knowledge: Reflections on the history and practice of participatory research(2016) Hall, Budd LWhat can we learn from the histories and practices of participatory research in our efforts to democratize knowledge? In this lecture, Dr. Budd Hall traces the political, methodological and personal journeys that shaped participatory research across continents. Through his work in Tanzania under Julius K. Nyerere and in dialogue with thinkers such as Paulo Freire and Orlando Fals Borda, he reflects on how participatory research emerged through collective efforts guided by a vision of social transformation. Extending Freire’s argument that methodology is never neutral but shaped by ideology and power, Hall examines how knowledge production is structured by the social positions researchers occupy. Speaking as a white, male academic from a wealthy country, he reflects on how universities reward publications and professional recognition, while community collaborators rarely receive similar benefits. Recalling key developments such as the 1977 Cartagena conference convened by Orlando Fals Borda, the lecture situates participatory research as a politically grounded practice shaped by struggles for justice. Hall affirms that it deserves a place within universities while remaining accountable to communities, and calls for sustained critical engagement with power, inequality and the ethical responsibilities of knowledge creation.Item 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 Mobilizing community and academic knowledge for transformative change: The story of the UNESCO Chair in community based research and social responsibility in higher education(UNESCO Chair, 2017) Hall, Budd L; Tandon, RajeshItem A river of life: Learning and environmental social movements(Interface: A journal for and about social movement, 2009) Hall, Budd LWhat 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.