Co-Construction of Knowledge

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

Browse

Filters

Settings

End date: 2009Subject: search.filters.subject.Global

Search Results

Now showing 1 - 10 of 14
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    A river of life: Learning and environmental social movements
    (Interface: A journal for and about social movement, 2009) Hall, Budd L
    What 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.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Who is driving development? Reflections on the transformative potential of asset-based community development?
    (Coady International Institute, St. Francis Xavier University, 2003-10) Mathie, Alison; Cunningham, Gord
    Arising out of a critique of needs-based approaches to development, Asset-Based Community Development (ABCD) offers a set of principles to mobilize and sustain community economic development. This paper draws attention to the connections between these principles and practices and (i) current interest in sustainable livelihoods as a conceptual framework, (ii) the concept of social capital, (iii) the social psychology of mobilization, (iv) the enhancement capacity and agency to engage as citizens with the entitlements of citizenship, (v) the role of multiple stakeholders; and (vi) the issue of control over the development process. Finally the paper points to the challenges for NGOs employing an asset-based, community-driven approach given the needs-based, problem-solving paradigm in which they operate.
  • Thumbnail Image
    Item
    Should participatory research be taught in a university?
    (Society for Participatory Research In Asia (PRIA), 2003) Tandon, Rajesh
    This excerpt is based on a keynote address delivered by Rajesh Tandon in February 2003, reflecting on whether and how participatory research can be taught. It questions the limits of conventional research, opens up debates on methodology and power, and invites readers to think of knowledge as something shaped through dialogue rather than instruction.
  • Thumbnail Image
    Item
    Notes on participatory research methodology for forest studies
    (1982-09) Tandon, Rajesh
    This document outlines a participatory research framework for studying the impact of forest legislation on forest-dwelling communities in India. It emphasizes involving local activists and residents directly in data collection, analysis, and reporting so that research becomes both documentation and a tool for mobilization.
  • Thumbnail Image
    Item
    Participatory research for people's empowerment
    (Participatory Research in Asia (PRIA), 1999) Prasad, B. Devi; Rao, K. Visweswara