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.

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Author: search.filters.author.Hall, Budd LSubject: search.filters.subject.India

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Now showing 1 - 7 of 7
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    Knowledge for change (K4C): Face to face residency. March 11-23, 2018
    (UNESCO Chair, 2018-03-23) Hall, Budd L; Tandon, Rajesh
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    Promoting fair and equitable research partnerships to respond to global challenges
    (Rethinking Research Collaborative, 2018) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; 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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    Towards a knowledge democracy movement
    (2016) Hall, Budd L
    Based on a comparative international research project examining community-university research partnerships, this paper argues for the emergence of a "knowledge democracy movement." The movement is framed as a crucial response to global social inequities, such as homelessness, illiteracy, and climate change disproportionately impacting marginalized populations. It bridges the traditional gap between Adult Education theory and practice with contemporary literature in Community-Based Research (CBR). It links the learning processes inherent in social movements and civic engagement to the production of knowledge that serves citizenship and social change. The central thesis is that a commitment to knowledge democracy—where knowledge is co-created, shared, and mobilized for public good—is essential for universities to transcend their role as mere knowledge repositories and become effective agents of social transformation. This movement represents a practical pathway for linking life experience, academic inquiry, and hope for a more equitable future.
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    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.
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    “I AM NOT A PEACENIK”: Adult learning of development education in English-speaking Canada
    (Canadian and International Education, 1983) Hall, Budd L
    Dr. Budd Hall examines the landscape of Development Education within English-speaking Canada during the early 1980s, framing its purpose as essential for national survival in an increasingly interdependent global context. The analysis talks about the fact that the industrialized world's well-being is intricately tied to the economic health of the Third World, necessitating a "new internationalism" supported by public understanding. Development Education is defined as the range of educational activities designed to promote awareness, critical understanding, and action regarding the relationship between the developed and developing worlds. The paper highlights the difficulties faced by Development Education practitioners, who compete against dominant media narratives, misinformation, and the interests of powerful institutions with severely limited financial and institutional support. Furthermore, it addresses the challenge of impact evaluation, noting the shift from traditional evaluation within formal educational systems to the necessity of assessing the tangible outcomes of Development Education programs on both Canadian individuals and their relationship with the developing world. The article concludes by underscoring the vital role of Development Education in fostering the collective societal understanding required to address global problems and effect social change.

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