Co-construction of Knowledge

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1081

Browse

Author: search.filters.author.Hall, Budd LSubject: search.filters.subject.SDG 4: Quality Education

Search Results

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Against Epistemicide: Decolonising Higher Education
    (2020) Hall, Budd L; Tandon, Rajesh
  • Thumbnail Image
    Item
    Knowledge democracy and epistemic in/justice: Reflections on a conversation
    (2020) Hall, Budd L; Godrie, Baptiste; Heck, Isabel
    The focus of the article is on how knowledge is created, who creates knowledge, how is knowledge co-constructed, whose knowledge is excluded and how is knowledge being used to challenge inequalities and strengthen social movement capacity? This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. The three of us are Baptise Godrie works in a research centre (CREMIS) affiliated with Quebec’s health care and social services system, Isabel Heck with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall from the university of Victoria and the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.
  • Thumbnail Image
    Item
    Evaluation of Adult Education in Tanzania: A Status Report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Since the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed 50 that scarce human and financial resources can be used effectively without needless duplication of past efforts and mistakes. The work oriented literacy project launched at Mwanza in 1967 is presently the only place in Tanzania where large scale evaluation of adult education activities is occurring. However, the Institute of Adult Education at the University of Dar es Salaam has begun evaluating the operation of the "Uchaguzi ni wako" radio citizen education study groups, together with provisions for adult educator training and the problems these educators encounter in the field. Irregular attendance and high dropout rates are a major weakness in literacy teacher training programs; failure of adult education in general to attract youth is another problem. There is evidence that adult education can be most easily organized within a framework of existing village systems and social relationships and that literacy education is not necessarily a prerequisite for rural adult education. (Six references are included.) (LY)