Co-construction of Knowledge

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Now showing 1 - 10 of 11
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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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    Evaluation of Adult Education in Tanzania: A Status Report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Since the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed 50 that scarce human and financial resources can be used effectively without needless duplication of past efforts and mistakes. The work oriented literacy project launched at Mwanza in 1967 is presently the only place in Tanzania where large scale evaluation of adult education activities is occurring. However, the Institute of Adult Education at the University of Dar es Salaam has begun evaluating the operation of the "Uchaguzi ni wako" radio citizen education study groups, together with provisions for adult educator training and the problems these educators encounter in the field. Irregular attendance and high dropout rates are a major weakness in literacy teacher training programs; failure of adult education in general to attract youth is another problem. There is evidence that adult education can be most easily organized within a framework of existing village systems and social relationships and that literacy education is not necessarily a prerequisite for rural adult education. (Six references are included.) (LY)
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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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    PRIA's engagements with Higher Educational Institutions (HEIs): Initiatives in Community Based Research (CBR)
    (Participatory Research in Asia (PRIA), 2014) Participatory Research in Asia (PRIA)
    PRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.
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    Linkage between participatory research, participatory evaluation and participatory training
    (1983-05-05)
    As participatory approaches gained ground in the early 1980s, questions emerged about how research, evaluation, and training might intersect in practice. This paper explores the close relationship between these three processes, showing how they often overlap and evolve within the same project rather than remaining separate domains. Through discussions of field experiences, it reflects on the complexity of roles that facilitators, educators, and community members assume, and the tensions that arise in balancing activism, research, and organizational structures. The study also considers the possibilities of applying participatory methods to diverse fields such as primary education, forestry, and women’s empowerment, while highlighting the constraints of time, resources, and institutional support. Instead of drawing final conclusions, it leaves the reader with open questions about how participatory practice can expand its reach while staying true to its empowering intent.