Publications
Permanent URI for this collectionhttp://192.9.200.215:4000/handle/123456789/196
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Item Participatory research handbook for community groups(International Council for Adult Education, 1978-06) Barndt, Deborah; Conchelos, Greg; Etherington, Alan; Galindo, June; Hall, Budd L; Harasim, Linda; Jackson, Ted; Marino, Dian; Tobias, Kathy; Vigoda, Al; Correia, Dianne; Icaza, Bernardita; Mansfield, JenniferItem African studies, the formation of knowledge and political commitment(University of Ottawa, 1978-05-04) Hall, Budd LItem Global foundations of community based research(0000) Tandon, Rajesh; Hall, Budd LItem Participatory research: Canadian adult educators build a global movement(0000) Hall, Budd L; Jackson, Edward TItem Building a global learning network: The international council for adult education(International Council for Adult Education, 0000) Hall, Budd LItem Breaking the monopoly of knowledge: research methods, participation and development(1977) Hall, Budd LThis work critically examines the role of social science research in development, arguing that a historical "monopoly of knowledge" centralized in elite academic institutions undermines the authentic knowledge , by questioning the top-down concept of education and development This monopoly operates by validating external, scientific, and often quantitative knowledge while systematically marginalizing and denying the relevance of the local, experiential, and political knowledge held by the majority. It also critiques orthodox survey research for its inherent ideological bias, its creation of a dominant/alienating researcher-subject relationship, its production of static and irrelevant social data, and its failure to inherently link findings to meaningful action. As a counter-paradigm, the paper advocates for Participatory Research (PR). PR is defined as a unified process of “social investigation”, “educational growth”, and “action for social change”. By transferring control over the research agenda and empowering the community to be studied, PR not only generates more accurate and relevant knowledge but also functions as a political tool. This approach is positioned as a necessary corrective for research, aligning with the principles of self-reliance and the liberation of “human creative potential”Item Participation, planning and international cooperation: reflections on the tanzanian experience(1975-05) Hall, Budd LThis paper examines the developmental strategies employed by Tanzania in the post-Arusha Declaration era, focusing on the interdependent roles of political commitment, national planning, and mass participation. The analysis is framed by President Nyerere's visions of the nation’s core political decision to pursue Socialism and collective self-reliance. Education, particularly adult education, is identified as the principal means for achieving this transition by directly linking learning to increased productivity and political consciousness. The paper presents detailed case studies of two major initiatives: the nationwide Adult Education Network and the highly successful 'Man is Health' mass radio study campaign. The findings demonstrate that a decentralized, participatory approach, utilizing local field staff and organized study groups, resulted in significant, measurable behavioural and structural changes within communities (e.g., improvements in health and sanitation practices). The Tanzanian model is presented as an example for developing nations, demonstrating how strategic planning and international cooperation, when aligned with strong national political ideology and driven by mass participation, can effectively achieve fundamental social transformation.Item Participatory research: An approach for change(International Council for Adult Education, 1975) Hall, Budd LItem Tanzania mass education campaign(Institute of Adult Education, 1974) Hall, Budd LApart from agriculture, Adult Education has been emphasized for continued and sustainable economic growth and development in Tanzania. This work talks about the elements of Mass Adult Education that were popularized in Rural Tanzania. They include- establishing a national co-ordinating committee, integrating Radio programmes for greater accessibility, distributing Printed Materials, and Manuals.The idea of this campaign is rooted in coordination and co-operation which is further highlighted by its aim of self-reliance and national development. It also elaborates how identifying the target group, the visibility of the programme, training groups and recruitment helps in effective dissemination of knowledge, by reaching a large number of people who have not yet been exposed to formal education and traditional adult education approaches. The article also presents an alternative view of the conventional teaching-learning pedagogy where only the teacher “knows”, and the student “learns” ; instead offering a different vision based on dynamic engagement where participation and construction of knowledge is not exclusive.Item Mass adult education: a necessary element in the development of socialism in Tanzania(Ufahamu: A Journal of African Studies, 1972) Hall, Budd LIn line with President Nyerere’s vision of Adult Education in Tanzania , also reflected by the second five year plan– Mass Adult Education had been a socio-political agenda. This article examines the ambitious and distinct approach to mass adult education implemented in Tanzania during the 1960s and early 1970s, particularly the programs supported by the Institute of Adult Education (IAE) at the University of Dar es Salaam. It shows how the Tanzanian model, rooted in President Julius Nyerere's philosophy of "Education for Self-Reliance" and the Arusha Declaration, was not narrowly focused on literacy alone but aimed for holistic rural transformation and socialist development through education. The IAE's mission was to reach the workers and peasants to encourage their active participation in the nation's political, economic, and social life.