Co-Construction of Knowledge

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Start date: 2020Subject: search.filters.subject.Co-Construction of Knowledge

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    Reflections on the impact of Mwalimu Nyerere’s vision on adult and non-formal education
    (2021) Kassam, Yusuf; Hall, Budd L
    How does Mwalimu Julius Nyerere’s vision of adult education guide us in planning development in changing times? In this chapter, Dr. Budd Hall and Yusuf Kassam revisit the work, vision, principles and institutional innovations that shaped adult and non-formal education in Tanzania during the 1970s. Writing from their own lived involvement at the Institute of Adult Education, the University of Dar es Salaam and later the International Council for Adult Education, the authors recount the literacy campaigns, radio learning groups and the training of adult educators under Nyerere’s leadership. Such initiatives led to dramatic reductions in illiteracy in the 1970s. Central to Nyerere’s vision was the integration of education into everyday life as a process rooted in socialist development. However, as capital driven priorities have reshaped Tanzania’s development trajectory, the authors ask what remains of this vision. They argue for reinvigorating literacy and adult education as critical tools to address contemporary challenges including climate change and deepening socio-economic inequalities.
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    Against epistemicide: Decolonising higher education
    (2020) Hall, Budd L; Tandon, Rajesh
    How have knowledge systems been shaped by histories of enclosure and dispossession? In this reflective essay, Dr. Budd Hall and Dr. Rajesh Tandon examine how colonisation and the enclosing of knowledge are embedded within the same paradigm through which capital was accumulated by dispossession, as theorised by David Harvey. Drawing parallels with the enclosure movement in England, they argue that common lands were gradually privatised, displacing those who depended on them. In a similar way, wealth extracted through colonisation helped build universities that enclosed knowledge within their walls, regulating who could access it and who could legitimately produce it. These enclosures determined which knowledge systems were recognised and legitimised and which were dismissed as irrational, reinforcing distinctions between knowers and non-knowers. The essay traces how these processes continue to shape contemporary academic institutions and their authority over what counts as legitimate knowledge. In response, the authors describe the establishment of the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education as a deliberate effort to reverse the colonisation of knowledge systems by creating structures and processes for the co-creation of knowledge with social movements and civil society partners, grounded in a commitment to epistemic justice.
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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.