Co-construction of Knowledge

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End date: 2017Subject: search.filters.subject.SDG 17: Partnerships for the Goals

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Now showing 1 - 10 of 10
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    A river of life: Learning and environmental social movements
    (Interface: A journal for and about social movement, 2009) Hall, Budd L
    This article by Budd L. Hall argues that the catalytic power of learning and knowledge creation is undervalued and undertheorized in the discourse surrounding social movements, yet it is essential for explaining their power and potential. He introduces "social movement learning" as a vital, embodied space—a "river of life"—that connects individuals' knowledge, hopes, and dreams across communities and generations. This learning includes three forms: informal learning by participants, intentional educational efforts by the movements, and public learning resulting from their activities.
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    From clarity to anarchy: Participatory research approach (A critique of "The Methodology of the Participatory Research Approach")
    (1979) Tandon, Rajesh
    This paper presents conceptual arguments to delineate the methodology of participatory research approach. After presenting an excellent analysis of the social and professional contexts of the origin of PRA, the authors describe various points of view which are broadly subsumed under PRA. The degree of researcher's political activism is seen as the main dimension on which these various points of view differ.
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    Impact Assessment. Community-engaged Research (CER) at the University of Victoria, 2009-2015
    (University of Victoria, 2017-05-23) Tremblay, Crystal
    This Impact Assessment report is based on several consultations and research (empirical and document analysis) that took place between July – December 2016 with former Directors, Associate Directors and Research Affiliates from the Office of Community-based Research (OCBR) and the Institute for the Studies and Innovation in Community University Engagement (ISICUE) at the University of Victoria. This assessment is prepared for the Office of the Vice President Research (OVPR) by the Office of Community University Engagement (OCUE), in partnership with Research Partnership Knowledge Mobilization (RPKM) unit at the University of Victoria (UVic). The main objective is to assess the various levels (e.g. micro, messo, macro) and broad range of impact resulting from Community-Engaged Research between 2009-2015. This includes direct outputs and outcomes of the OCBR (2008-2012) and ISICUE (2012-2015), as well as a full academic unit scan across the campus drawing from the Enhanced Planning Tool document (2014-15). Impact is documented by 5 indicators including: 1) external research funding, 2) academic unit scan, 3) reputation, 4) 12 in-depth impact case studies, and 5) community-engaged learning metrics. The occurrences of impact are applied to OCUE’s 5 pillars of engagement: Community-engaged Research, Community-engaged Learning, Knowledge Mobilization, Good Neighbour and Institutional Policies and Support, the United Nations Sustainable Development framework (17 goals), as well as UVic’s International Plan (4 areas) The results point to a wide range and diversity of impact to society in each of the 5 OCUE pillars across the academic units in almost all the UN Sustainable Development Goals. Impact narratives from 12 in-depth case studies across the campus (e.g. Business, Engineering, Geography, History) demonstrate significant institutional and community benefit as an outcome of CER. The results highlight key institutional supports (e.g., RPKM, ORS) and provide an enhanced understanding of key contextual features of successful Community-engaged Research (CER) initiatives. The results inform criteria to support the assessment of community engaged scholarship in reviewing grant applications, partnership proposals, and faculty tenure, promotion, and merit applications. An impact rubric and guidelines for promotion and tenure are a valuable outcome of this project. This assessment is not exhaustive of all CER activities on campus. Appendix II provides some insight into the numerous research partnerships excluded from this study due to not having enough information that fit the criteria (See methodology).
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    Big Tent Communique VI. Local identities and global citizenship: A message from Catania and challenges for universities
    (2015-11-04) Hall, Budd L
    In a world facing growing inequality, conflict, and environmental strain, the Sixth Big Tent Communiqué reflects on what role universities can play in responding to these challenges. It sees higher education as more than classrooms and research, calling for closer ties with communities and a stronger sense of responsibility to society. The communiqué raises questions about how universities can support young people, create knowledge that connects rather than divides, and rebuild trust in uncertain times. Instead of final answers, it leaves open the possibility that the future of universities will depend on how far they are willing to rethink their purpose.
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    Participatory Research International networking memo, August 1, 1987
    (1987-08-01) Participatory Research in Asia (PRIA)
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    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.
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    Institutionalizing community university research partnerships: A user’s manual
    (UNESCO Chair, 2015) Tandon, Rajesh; Hall, Budd L
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    Participatory Evaluation and Research: Main Concepts and Issues
    (Indian Social Institute, 1981) Tandon, Rajesh
    From the days in the 1930s when the University of Bombay first introduced a post-graduate course in sociology, to our days, there has been a gradual change to the professionalization of the social sciences. With professionalization came specialisation and its acceptance as a science that can be considered objective by creating a distance between the researcher and the 'object' of study i.e., the people studied—actors in the social setting.