Towards a Knowledge Democracy Movement? Budd L Hall, Global Alliance for Community Engaged Research CRADALL, University of Glasgow, October 18, 2010

Background My location Office of Community-Based Research, University of Victoria Global Alliance for Community-Engaged Research Comparative-International Study of Community- University Research Partnerships (SSHRC + IDRC) Some preliminary implications of our research

Knowledge is hot, hot, hot Knowledge economy Knowledge society Knowledge commons Knowledge exchange Knowledge mobilisation Knowledge translation Knowledge WHATEVER!

Why a knowledge democracy ‘movement’? Transformation? Values? Impact in vulnerable communities? Place-based? Privileges alternative knowledge creation? ?????

Elements of a knowledge movement Structures of community engagement, knowledge mobilisation and impact Linkages between activist- scholars and local/global social movements Rich range of participatory action research practices Knowledge access movement Adult Education traditions/discourse

Community Engaged Scholarship Offices of Community University Partnership and Research Recognition of excellence in action research Recognition of diverse sites of knowledge creation Global Alliance for Community Engaged Research and others

Linkages to movements Climate Change Gap between the rich and the poor Housing and Housing Affordability Food Security Inclusion of all Growing Islamophobia

Multitude of Engaged Research Approaches o Arts-based-theatre, poetry Photo-Voice Indigenous Research Collaborative Inquiry Participatory Feminist Community based

Knowledge Access Movement Public knowledge project Digital democracy Beyond patriarchal Euro- centric knowledge Indigenous Commons Multitude of allies, resources, skills

How do we move forward? Increased support for civil society research capacity Deepened recognition in higher education Increased North-South and South-South collaboration Organic links with social movements Long term partnerships

Call for North-South Collaboration 1. All higher education institutions express a strategic commitment to genuine community engagement, societal relevance of research and education and social responsibility as a core principle. 2. Community engagement activities be based on two- way communication and guided by values of inclusion, mutual respect, integrity, freedom and democratic decision-making. 3. Recognise and support the role of community partners in the creation and co-creation of knowledge.

Enhanced North-South Collaboration 4. Scholars, researchers, students, practitioners, communities and their networks be enabled to participate in public engagement activities through appropriate training, and support. 5. Scholars, researchers, students, practitioners, communities and their networks be recognised and valued for their involvement with public engagement.

6. In the interest of achieving global targets and world equity challenges as expressed by the Millennium Development Goals and other such statements, investment be strengthened to build community- university engagement capacities especially in the global South with attention to vulnerable populations and less wealthy countries. 7. Rather than world-ranking systems for higher education that are often ineffective in advancing engagement practices, we support appraisal systems such as the Alternative University Appraisal system (in collaboration with the United Nations University) as development tools.

We believe that the transformative potential of our community sector organisations and our higher education institutions is enhanced when we combine our collective knowledge, global connections, skills and resources to address the myriad of social, economic, cultural, health and environmental challenges in our places and regions.