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This edited book shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratization of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, the have intentionally chosen to achieve a gender and diversity balance among the contributors. the stories call us to take back the right to imagine and reclaim the public purposes of higher education

I (Budd) was working in Tanzania from 1970-1975 as the head of the research department of the Institute for Adult Education at the University of Dar-es-Salaam. I was part of a community of young researchers, both Tanzanian and expatriates, who had been attracted to work in Tanzania because of the vision of the late President Julius K Nyerere. Mwalimu (teacher) Nyerere was an engaging intellectual as well as the leader of the Independence movement. He had a vision for building Tanzania from an African political framework. His political philosophy was called Ujamaa, a Kiswahili word related to familyhood. His vision was often referred to as African socialism. Among the principles of this approach was the call to build on the knowledge and skills of ordinary women and men. The Tanzanian approach was one of the earliest examples of participatory development. As he said at times, "Poor people do not use money for a weapon, they use ideas and leadership". Over a period of time, we began, as an informal network of researchers, to find that the epistemological tools that we had been trained with, positivist, quantitative, and survey research methods, did not fit well with the Tanzanian emphasis on participatory development. Our research methods, developed in the seats of colonial power, centralized meaning making and the naming of the world. Researchers sitting in the capital city of Dar-es-Salaam were thinking up research topics, gathering data in large-scale field survey, only to make meaning of the subsequent findings based on the logical imagination in the minds of the researchers. Over a period of several years, many of us evolved an approach to research that we believed fit the vision, political aspirations, and reality of the Tanzanian context more adequately. We were encouraged in this work by a visit in 1971 of Paulo Freire who spoke to us about his approach to research that he called thematic investigation. His sophisticated theoretical approach to conscientization and the call to both read and write the world were very similar to the vision and practice that Nyerere was calling for. We called this way of working; participatory research. We first published a series of articles on participatory research in the journal of the International Council of Adult Education, Convergence in 1975 (Hall, 1975).

I (Budd) was working in Tanzania from 1970-1975 as the head of the research department of the Institute for Adult Education at the University of Dar-es-Salaam. I was part of a community of young researchers, both Tanzanian and expatriates, who had been attracted to work in Tanzania because of the vision of the late President Julius K Nyerere. Mwalimu (teacher) Nyerere was an engaging intellectual as well as the leader of the Independence movement. He had a vision for building Tanzania from an African political framework. His political philosophy was called Ujamaa, a Kiswahili word related to familyhood. His vision was often referred to as African socialism. Among the principles of this approach was the call to build on the knowledge and skills of ordinary women and men. The Tanzanian approach was one of the earliest examples of participatory development. As he said at times, "Poor people do not use money for a weapon, they use ideas and leadership". Over a period of time, we began, as an informal network of researchers, to find that the epistemological tools that we had been trained with, positivist, quantitative, and survey research methods, did not fit well with the Tanzanian emphasis on participatory development. Our research methods, developed in the seats of colonial power, centralized meaning making and the naming of the world. Researchers sitting in the capital city of Dar-es-Salaam were thinking up research topics, gathering data in large-scale field survey, only to make meaning of the subsequent findings based on the logical imagination in the minds of the researchers. Over a period of several years, many of us evolved an approach to research that we believed fit the vision, political aspirations, and reality of the Tanzanian context more adequately. We were encouraged in this work by a visit in 1971 of Paulo Freire who spoke to us about his approach to research that he called thematic investigation. His sophisticated theoretical approach to conscientization and the call to both read and write the world were very similar to the vision and practice that Nyerere was calling for. We called this way of working; participatory research. We first published a series of articles on participatory research in the journal of the International Council of Adult Education, Convergence in 1975 (Hall, 1975).

This article raises questions about what the word 'knowledge' refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted. ; Faculty ; Reviewed

Intro -- Learnning and Educationfor a Bettter World: The Role of Social Movements -- TABLE OF CONTENTS -- PREFACE: LEARNING AND EDUCATION FOR A BETTERWORLD: THE ROLE OF SOCIAL MOVEMENTS -- REFERENCES -- INTRODUCTION -- THE CHAPTERS -- CRITIQUE, RESIST, CREATE -- REFERENCES -- SECTION 1: HISTORICISING AND THEORISING, MOVEMENTEDUCATION AND LEARNING -- 1. "WE ARE POOR, NOT STUPID"1: LEARNING FROMAUTONOMOUS GRASSROOTS SOCIAL MOVEMENTSIN SOUTH AFRICA -- INTRODUCTION -- 'LIVING LEARNING' -- THE MOVEMENTS -- THE COURSE -- LEARNING FROM THE MILITANTS -- Learning About Knowledge and Education -- Learning About Pedagogy -- Learning About Curriculum -- Learning About Praxis -- LEARNING AND TEACHING OUT OF ORDER -- CONCLUSIONS -- NOTES -- REFERENCES -- AFFILIATION -- 2. LEARNING TO RESIST: Hegemonic Practice, Informal Learning and Social Movements -- REESISTANCE! -- CRITICAL EDUCATION, POWER AND SOCIETY -- Hegemony and its Subjective Instances of Stability -- A SOMEWHAT DIFFERENT VIEW OF INFORMAL LEARNING PROCESSES -- Learning by Participating in the Social World -- PRACTICE, INFORMAL LEARNING PROCESSES AND CRITICAL EDUCATION -- RESISTANT LEARNING AND LEARNING HOW TO PUT UP RESISTANCE -- Resistant Learning -- "How to Put Up Resistance" has to be Learned as Well -- Developing a Practice of Resistance -- Taking Up and Communitarising Dissident Elements -- LEARNING TO RESIST -A CHALLENGE FOR CRITICAL EDUCATION -- NOTES -- REFERENCES -- 3. SOCIAL LEARNING IN ENVIRONMENTAL JUSTICESTRUGGLES: A POLITICAL ECOLOGYOF KNOWLEDGE -- SOCIAL MOVEMENT THEORIES -- ENVIRONMENTAL JUSTICE STRUGGLES -- POLITICAL ECOLOGY -- CONTRASTING POLITICAL ECOLOGIES OF SOCIAL MOVEMENTS -- IN CONTRAST: SUSTAINABLE DEVELOPMENT LEARNING -- CONCLUSIONS -- REFERENCES -- 4. RECONNECTING INTELLECT AND FEELING:MARX, GRAMSCI, WILLIAMS AND THEEDUCATOR'S ROLE.