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Community based research, engaged scholarship, social movement learning and more are all means to deepen and bring to life a more democratic engagement with knowledge. Democracy is about more than engagement, more than citizenship, more than rallies and more than plugging us all into the global economic assembly line. In an era which some people have described as one of the 'feral rich', an era when the ultra-rich seem to have escaped and slipped the bounds of earth and become disconnected with the rest of us, we are examining or have a cause to examine all the tools of meaning making at our disposal. Whose knowledge counts? How is knowledge created? What is the link between knowledge and justice and equality and what does this have to do with CU Expo, the colour of flowers in spring and the meaning of a poet's words? Please bring your stories, your hopes and your passion to a conversation about knowledge and the world we want.

The past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy – the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities' knowledge with the need to share knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy – from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective.

The past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy – the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities' knowledge with the need toshare knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy – from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective.

La educación superior en Canadá y Estados Unidos forma parte de la globalización y responde a sus potentes fluctuaciones, que no siempre satisfacen a todas las partes. La globalización ha creado formas nuevas de mercados globales. El conocimiento fluye de forma instantánea por todo el mundo, con cables y sin ellos. Sin embargo, las diferencias entre ricos y pobres siguen creciendo, prolifera el uso insostenible de la energía, especialmente en América del Norte, y la proporción de los recursos nacionales que se dedican a la seguridad y a gastos de índole militar en Estados Unidos es preocupante. Al mismo tiempo, en esta contradictoria región del mundo está emergiendo una de las innovaciones más creativas y transformadoras que se han visto nunca en los círculos de la educación superior. Las tensiones entre las fuerzas del mercado como impulsoras de la educación superior y su consideración como bien público son del todo evidentes en esta región del mundo. Dado que el 25 % de todos los estudiantes internacionales del mundo estudian en Estados Unidos, lo que sucede con la educación superior en este país acaba afectando a todo el mundo. Este artículo se centra especialmente en el contexto actual, los retos de la globalización, la función de la educación superior de considerar las preocupaciones humanas y sociales, la implicación cívica, la investigación basada en la comunidad, la «ambientalización de las universidades» y sugerencias para nuevas direcciones para el futuro. ; Peer Reviewed

La educación superior en Canadá y Estados Unidos forma parte de la globalización y responde a sus potentes fluctuaciones, que no siempre satisfacen a todas las partes. La globalización ha creado formas nuevas de mercados globales. El conocimiento fluye de forma instantánea por todo el mundo, con cables y sin ellos. Sin embargo, las diferencias entre ricos y pobres siguen creciendo, prolifera el uso insostenible de la energía, especialmente en América del Norte, y la proporción de los recursos nacionales que se dedican a la seguridad y a gastos de índole militar en Estados Unidos es preocupante. Al mismo tiempo, en esta contradictoria región del mundo está emergiendo una de las innovaciones más creativas y transformadoras que se han visto nunca en los círculos de la educación superior. Las tensiones entre las fuerzas del mercado como impulsoras de la educación superior y su consideración como bien público son del todo evidentes en esta región del mundo. Dado que el 25 % de todos los estudiantes internacionales del mundo estudian en Estados Unidos, lo que sucede con la educación superior en este país acaba afectando a todo el mundo. Este artículo se centra especialmente en el contexto actual, los retos de la globalización, la función de la educación superior de considerar las preocupaciones humanas y sociales, la implicación cívica, la investigación basada en la comunidad, la «ambientalización de las universidades» y sugerencias para nuevas direcciones para el futuro. ; Peer Reviewed

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