Knowledge Democracy / Participatory Research
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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.
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Item Adult learning, global civil society and politics. October 15-17, 1997(1979-10-17) Hall, Budd LWhat role can adult education play in strengthening global civil society and advancing social transformation in an increasingly capital driven world? In this paper, Dr. Budd Hall situates this question within a context where globalisation has intensified the dominance of capital while deepening social, ecological and economic instability. He reflects on the contemporary political economy in which global markets appear powerful yet remain fragile and extractive. In response to this expansion of global capitalism, Hall posits that the presence and influence of global civil society have also grown, creating new spaces for resistance, cooperation and collective action. Engaging with debates on development, ecological crisis and democratic participation, and drawing on examples such as the 1992 Global Forum and emerging transnational networks, he examines how global citizens’ action is being shaped across diverse contexts. Hall invites readers to consider how more people can meaningfully contribute to these movements and emphasises the crucial role of adult educators in fostering critical awareness, building solidarities and deepening engagement with global civil society. He urges educators to remain clear that the world is not okay, and that adult education is essential for collective and transformative change.Item Knowledge as a commodity and participatory research(UNESCO, 1979) Hall, Budd LWhat is knowledge? How is it formed? Who has the authority to “make” it? and who does it ultimately serve? These are the central questions Dr. Budd Hall raises in this article. He critiques the way traditional intellectuals such as scientists and scholars, often trained in elite universities and supported by international funding agencies, are institutionally positioned as the legitimate producers of knowledge. Embedded within particular class locations, this group often produces knowledge that serves its own class interests and maintains dominant social relations. In this process, organic intellectuals engaged in critical reflection and grassroots organising are sidelined as knowledge makers. Drawing on the works of Freire, Mao and others, Hall reflects on the role of intellectuals. He advances a systematic critique of survey research and outlines the guiding principles of participatory research. The article is a critical inquiry into the nature of knowledge within the new international order. It calls for moving beyond viewing knowledge as intellectual commodities such as papers and conferences and toward recognising and valuing local and indigenous knowledge systems, while developing more decentralised ways of legitimising people as producers of knowledge.Item Participatory research handbook for community groups(International Council for Adult Education, 1978-06) Barndt, Deborah; Conchelos, Greg; Etherington, Alan; Galindo, June; Hall, Budd L; Harasim, Linda; Jackson, Ted; Marino, Dian; Tobias, Kathy; Vigoda, Al; Correia, Dianne; Icaza, Bernardita; Mansfield, JenniferItem Knowledge for change: Mentorship training program(UNESCO Chair, 2019) Hall, Budd L; Tandon, RajeshItem India launch of the UNESCO Chair in community-based research and social responsibility in higher education(UNESCO Chair, 2012-12) Hall, Budd L; Tandon, RajeshItem Strengthening Community University Research Partnerships: A global study of effective institutional arrangements for the facilitation and support of research partnership between community groups and universities.(UVic & PRIA, 2015-07) Tremblay, Crystal; Hall, Budd L; Tandon, Rajesh; Singh, WafaThe practices of community-based research (CBR) and all of its variations have developed and evolved over the past 35 years. With roots in the Global South the practices have spread throughout the international development community and supporting bodies such as IDRC. Over the past 15 years, CBR has been ‘discovered’ in the Global North as the Carnegie and WK Kellogg Foundations, the European Union, the Research Councils of the UK and Canada and the AUCC have been promoting research partnerships as key engagement strategies for higher education. A variety of institutional structures are being created to facilitate authentic and respectful research partnerships. Community-University research partnerships are therefore no longer a South or a North issue, but are an evolving global field of action with several global networks supporting them, including the Canadian-based Global Alliance for Community Engaged Research (GACER). Our ability to benefit from the promises of drawing the resources of universities further into the solution of community problems on their terms depends in part on our answers to several questions: 1. What are the institutional arrangements and processes that show the most promise in facilitating effective, respectful and impactful community university research partnerships? 2. What are the institutional policies needed to mainstream CBR? What are the most promising policies that national governments and funding bodies could implement to improve the quality of CBR and create effective structures and processes? To answer these questions we have carried out five steps: A global survey, case studies, systematisation process, knowledge dissemination and policy dialogues. The deliverables will include recommendations for the future development of the field shared on virtual platforms of the UNESCO Chair and through regional policy dialogues, development of targeted policy briefs, a practical e-handbook on best practices and an e-book on the theory and practices of facilitating community university partnerships. This final report provides an overview of progress and project activities, research outcomes and knowledge mobilization efforts and highlights the main research findings from a global survey (phase I) and country case studies (phase II). We have completed all research activities and are currently in the process of finalizing the open source e-book highlighting the main research findings and a practical handbook. The case studies illustrate how country policies on community-university partnerships are being institutionalized and practiced at the level of Higher Education Institutions and Civil Society Organizations.Item Training the next generation of community based researchers: A guide for trainers(Participatory Research in Asia (PRIA) & University of Victoria, 2016) Tandon, Rajesh; Hall, Budd L; Lepore, Walter; Singh, WafaItem Knowledge for change (K4C): Face to face residency. March 11-23, 2018(UNESCO Chair, 2018-03-23) Hall, Budd L; Tandon, RajeshItem Challenging the master’s tools: Pedagogies of community-based participatory research(2014) Hall, Budd L; Etmanski, CatherineItem Knowledge democracy and excellence in engagement(IDS Bulletin, 2016-12) Tandon, Rajesh; Singh, Wafa; Clover, Darlene E; Hall, Budd LWe often come across theories and aspects related to ‘knowledge’, but seldom do we try to understand its hidden implications. Knowledge as understood generally is about the information of facts and understanding of a subject. This article essentially argues against this understanding. It explores the multiple dimensions of ‘knowledge’ through a literature review and illustrations of practical examples. It makes a case for how important the process of knowledge creation is, especially given current societal challenges. It also outlines the importance of co-creation of knowledge, through acknowledgement and valuation of alternate paradigms of knowledge. Further, it discusses the concept of ‘knowledge democracy’, and how institutions of higher education, by abiding by its principles, can help achieve ‘excellence in engagement’. The article concludes with the findings of two studies undertaken by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, which were based on the principles of ‘knowledge democracy’ and ‘excellence in engagement’