Co-construction of Knowledge

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

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Start date: 2000Has files: Yes

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Now showing 1 - 10 of 15
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    Against Epistemicide: Decolonising Higher Education
    (2020) Hall, Budd L; Tandon, Rajesh
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    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.
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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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    Global trends in training community-based research in higher education institutions and civil society organizations
    (UNESCO Chair in Community-based Research and Social Responsibility in Higher Education, 2015-07) Lepore, Walter
    Across the world, the practice of community-based research is growing, yet the ways in which people learn and are trained for it remain uneven and often informal. This report draws on a global survey of practitioners and institutions to explore how CBR knowledge is acquired, what gaps exist in training, and what possibilities are opening up. The findings suggest both the strength of informal learning networks and the challenges of building more structured opportunities, particularly in regions where resources are scarce. By mapping these trends, the study raises important questions about how future generations of researchers might be supported, and what it would take to make training in CBR truly global and accessible.
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    Doing research with people: Approaches to participatory research, an introduction
    (Society for Participatory Research in Asia (PRIA), 2000) Pinto, Maya
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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).