KEL Video

Knowledge Equity Lab Video

The Knowledge Equity Lab will be an opportunity to ground synergistic movements in a more structured, intentional, and collaborative way. Housed in the Centre for Critical Development Studies at the University of Toronto Scarborough, community partners, activists, and knowledge makers and holders will be supported with institutional resources including meeting space, materials, and research training via partnerships with faculty and students from the University of Toronto. In addition to being a space for knowledge co-creation and circulation, the lab will act as a hub for values associated with knowledge equity and inclusion.

Faculty will have the opportunity to engage outside of academia, challenging the incentive structures which only legitimate knowledge packaged in the standard of academic papers and journals.

Students will participate in critical, pedagogical exercises that challenge the ‘banking model of education’ — the notion that students are empty containers for knowledge, but rather active co-producers whose efforts lead to actionable, tangible social change. This is particularly fitting for students of Critical Development Studies, who are trained to analyze power relations to redress issues of social, environmental, economic and epistemic injustice. 

The Knowledge Equity Lab will be an opportunity to ground synergistic movements in a more structured, intentional, and collaborative way. Housed in the Centre for Critical Development Studies at the University of Toronto Scarborough, community partners, activists, and knowledge makers and holders will be supported with institutional resources including meeting space, materials, and research training via partnerships with faculty and students from the University of Toronto. In addition to being a space for knowledge co-creation and circulation, the lab will act as a hub for values associated with knowledge equity and inclusion.

Faculty will have the opportunity to engage outside of academia, challenging the incentive structures which only legitimate knowledge packaged in the standard of academic papers and journals.

Students will participate in critical, pedagogical exercises that challenge the ‘banking model of education’ — the notion that students are empty containers for knowledge, but rather active co-producers whose efforts lead to actionable, tangible social change. This is particularly fitting for students of Critical Development Studies, who are trained to analyze power relations to redress issues of social, environmental, economic and epistemic injustice. 

What type of knowledge might you grow?

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