Knowledge Democracy / Participatory Research

Permanent URI for this communityhttp://192.9.200.215:4000/handle/123456789/123

Welcome to the Knowledge Democracy / Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.

Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.

Browse

Now showing 1 - 14 of 14

Challenging the master’s tools: Pedagogies of community-based participatory research
(2014) Hall, Budd L; Etmanski, Catherine
Early childhood care and development programs as hook and hub for community development: Promising practices in first nations
(University of Victoria, 2004) Ball, Jessica
This report summarizes key findings of a year-long investigation into the steps taken by Lil’wat Nation, Tl’azt’en Nation, and six of the First Nations in the Treaty 8 Tribal Association to strengthen their capacity to provide early childhood care and development programs, in ways that reinforce their cultures and languages and promote the well-being of young children and their parents or other caregivers.
Everything old is new again: The importance of engagement to University-based Adult Education in Canada
(2010) Hall, Budd L
What place does engagement hold in the history and future of university-based adult education in Canada? In this paper, Dr. Budd L. Hall traces the historical roots and contemporary revival of engagement within Canadian adult and continuing education. Beginning with the British extramural tradition and early extension movements at institutions such as the University of Alberta, St. Francis Xavier, McGill and Toronto, he situates adult education as deeply embedded in community life and democratic practice. He reflects on the professionalisation of adult education in the 1960s and 70s, alongside the growth of academic research and national scholarly networks. Hall then examines the emergence of community–university engagement as a renewed and institutionalised force, highlighting initiatives such as the SSHRC Community University Research Alliance, Service aux Collectivités in Québec, and newer community-based research structures across Canadian universities. Drawing on historical analysis, institutional developments and diverse scholarship, he argues that engagement is not a new add-on but a return to foundational commitments. The paper encourages adult educators to reclaim and strengthen their role within this growing movement toward democratic, community-engaged higher education.
Higher education, community engagement, and the public good: Building the future of continuing education in Canada
(Canadian Journal of University Continuing Education, 2009) Hall, Budd L
This article is about the potential for university-community engagement to serve the public good by transforming the health and well-being of our communities. It documents contemporary expressions of and renewed calls for community university engagement. It includes a detailed treatment of community based research, discussed in the overall context of community-university engagement. The article also explores some other important and growing dimensions of community university engagement, including the development of structures for the support of community-based research and community-service learning. It concludes with an argument that university-community engagement, while not the only current trend in higher education that affects our work in continuing education, is nonetheless a very important new development in which continuing education has much to offer and much to gain.
“I AM NOT A PEACENIK”: Adult learning of development education in English-speaking Canada
(Canadian and International Education, 1983) Hall, Budd L
What can development education look like in a changing world order? In this article, Dr. Budd Hall reflects on the meaning of development education and the approaches of adult learning within it. Drawing on thinkers such as Freire, Tawney, Marx and others, he examines their fundamental principles and approaches to education, and considers how adult learning can be understood through their perspectives. He foregrounds the persistent and difficult questions that confront development educators across the world, particularly those related to power, positionality, access, influence and reflexivity. Through examples ranging from Gatt Fly in Canada to educators in Tanzania, he traces common threads across varied experiences. Reflecting on his own work, the experiences of other educators, and major intellectual traditions, Hall reflects upon how development education must respond to the challenges of a changing world order. He also emphasises the interdependence of countries and argues that development education must fundamentally recognise and engage with this reality. Situated in the 1980s, the article offers a critical reflection on the direction and responsibilities of development education.
In the face of neoliberalism and other evil things: Canadian adult education as a social movement
(2016) Hall, Budd L
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.
Looking back, looking forward: Reflections on the origins of the international participatory research network and the participatory research group in Toronto, Canada
(1997) Hall, Budd L
Participatory research: Canadian adult educators build a global movement
(0000) Hall, Budd L; Jackson, Edward T
Recognizing excellence in community engaged scholarship at the University of Victoria. Peer review guidelines for faculty promotion and tenure & impact rubric
(University of Victoria, 2017-05-23) Tremblay, Crystal
This document provides an overview and suggested guidelines for evaluation and documentation in promotion and tenure of Community Engaged Scholarship (CES) at the University of Victoria. Te impact rubric and guidelines are based on a comprehensive literature review and empirical research conducted by the Office of Community University Engagement (OCUE) between August-December 2016 (See Impact Stories, an institutional assessment of CER at UVic). It is the intention that these tools be used to support a meaningful consultation process for reviewing and implementing tenure, promotion and merit policies for Community-engaged Scholarship at UVic.
Research, commitment and action: The role of participatory research
(International Review of Education, 1985-09) Hall, Budd L
The author discusses the development and practice of participatory research as both a method and strategy of social investigation and social action within an adult education framework. Participatory research is compared with traditional research strategies, and its defining principles are outlined, together with specific examples of its application and practical issues both today and in the future.
Social movements and the practice of citizenship: Learning in the canadian and global context
(0000) Aggarwal, Pramila; Hall, Budd L
Towards a knowledge democracy movement
(2016) Hall, Budd L
What would it mean to build a democracy of knowledge in a world marked by deep inequality and exclusion? In this paper, Dr. Budd L. Hall examines the emergence of a knowledge democracy movement, connecting traditions of adult education with practices of community-based research and community–university engagement. Placing his argument within global concerns such as poverty, ecological crisis and democratic strain, he challenges dominant assumptions that position universities as the primary producers of legitimate knowledge. Drawing on institutional experience, international networks and illustrative case examples including the Office of Community Based Research at the University of Victoria and global alliances for community engaged research, Hall combines historical analysis with empirical insights. The paper brings together intellectual traditions in adult education with examples from engaged scholarship to demonstrate how knowledge is created across multiple sites. Hall argues that knowledge democracy requires recognizing communities, Indigenous peoples and social movements as knowledge producers in their own right. By foregrounding plural epistemologies and participatory research, he calls for rethinking the architecture of knowledge to advance social action, citizenship and social justice in the twenty-first century.
Towards a new architecture of knowledge: The creation of an office of community-based research at the University of Victoria
(2007) Hall, Budd L; Lydon, Maeve; Trapero, Joaquin