Co-Construction of Knowledge

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Start date: 1990Subject: search.filters.subject.SDG 17: Partnerships for the Goals

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Now showing 1 - 9 of 9
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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
    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.
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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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    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
    (PRIA and University of Victoria, 2015) Tandon, Rajesh; Hall, Budd L
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    Civil society and construction of knowledge systems
    (Participatory Research in Asia (PRIA), 1997-06-01) Tondon, Rajesh
    Modern systems of knowledge have largely been shaped by the state and the market, yet both have left little room for the lived realities of ordinary people. This paper positions civil society as a third arena in which knowledge is generated, one grounded not in abstract theory but in everyday practice, collective memory, and problem-solving. It argues that knowledge forms such as oral, experiential, intergenerational etc, are vital to understanding social life, even as they remain marginalized by formal institutions. By contrasting these dynamics with the dominant knowledge systems of state and corporate actors, the study opens up new questions about how knowledge is produced, legitimized, and used in society.