Call-Cummings, M. (2015). Exploring the intersections and implications of pedagogies of empowerment and critical PAR through youth research on racism in schools (Doctoral dissertation, Indiana University).

Dennis, B. (2018). Validity as research praxis: A study of self-reflection and engagement in qualitative inquiry. Qualitative Inquiry, 24(2), 109-118.

de Sousa Santos, B. (Ed.) (2008). Another knowledge is possible: Beyond Northern epistemologies. Verso.

Fals Borda, O. (1979). Investigating reality in order to transform it: The Colombian experience. Dialectical Anthropology, 4(1), 33–55.

Fals Borda, O. (Ed.). (1998). People’s participation: Challenges ahead. The Apex Press.

Fals Borda, O., & Mora-Osejo, L. E. (2003). Context and diffusion of knowledge: A critique of Eurocentrism. Action Research, 1(1), 29–37.

Fals Borda, O., & Rahman, M. A. (Eds.). (1991). Action and knowledge: Breaking the monopoly with participatory action-research. Apex Press.

Fine, M., Torre, M.E., Frost, D.M., & Cabana, A.L. (2018). Queer solidarities: New activisms erupting at the intersection of structural precarity and radical misrecognition. Journal of Social and Political Psychology, 6(2), 608-630.

Frost, D. M., Fine, M., Torre, M.E., & Cabana, A. (2019). Minority stress, activism, and health in the context of economic precarity: Results from a national participatory action survey of lesbian, gay, bisexual, transgender, queer, and gender non-conforming youth. American Journal of Community Psychology, 63(3-4), 511-526.

Gaventa, J. (1991). Toward a knowledge democracy: Viewpoints on participatory research in North America. In O. Fals-Borda & M. A. Rahman (Eds.), Action and knowledge: Breaking the monopoly with participatory action-research (pp. 121–131). Apex Press.

Giroux, H.A. (2014). The violence of organized forgetting: Thinking beyond America’s disimagination machine. City Lights Books.

Hall, B. L. (1992, Winter). From margins to center? The development and purpose of participatory research. The American Sociologist, 23, 15–28.

Hall, B. & Tandon, R. (n.d.). Are we killing knowledge systems? Knowledge, democracy and transformation. Retrieved August 8, 2016 from http://www.politicsofevidence.ca/349/

Hong, E., & Rowell, L. (2019). Challenging knowledge monopoly in education in the U.S. through democratizing knowledge production and dissemination. Educational Action Research, 27 (1), 125-143.

Larrabee, M.A.R.Y. (2006). “I know what a slave knows”: Mary Prince’s epistemology of resistance. Women’s Studies, 35(5), 453-473.

Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and the social imagination. Oxford University Press.

Milojević, I., & Inayatullah, S. (2018). From skilling for new futures to empowering individuals and communities. Journal of Futures Studies, 22(4), 1-14.

Rappaport, J. (2017). Participation and the work of the imagination: A Colombian retrospective. In L.L. Rowell, C. D. Bruce, J.M. Shosh, & M.M. Riel (Eds.). The Palgrave international handbook of action research (pp. 147-160). New York: Palgrave Macmillan.

Rowell, L., & Hong, E. (2017). Knowledge democracy and action research: Pathways for the twenty-first century. In L. Rowell, C. D. Bruce, J. M. Shosh, & M. M. Riel (Eds.), The Palgrave international handbook of action research (pp. 63-83). Palgrave Handbooks.

Seeley, J., McAteer, M., Sanchez, C., & Kenfield, Y. (2019). Creating a space for global dialogue on knowledge democracy: Experiences from the inaugural global assembly for knowledge democracy. Educational Action Research, 27(1), 22-39.

Stern, T. (2019). Participatory action research and the challenges of knowledge democracy. Educational Action Research, 27(3), 435-451.

Swantz, L. M. (1996). A personal position paper on participatory research: Personal quest for living knowledge. Qualitative Inquiry, 2(1), 120–136.

Tandon, R. (1982). A critique of monopolistic research. In B. Hall, A. Gillette, & R. Tandon (Eds.), Creating knowledge: A monopoly? (pp. 79–86). Society for Participatory Research in Asia.

Wood, L., & McAteer, M. (2017). Levelling the playing fields in PAR: The intricacies of power, privilege, and participation in a university–community–school partnership. Adult Education Quarterly67(4), 251-265.

Wood, L., McAteer, M., & Whitehead, J. (2019). How are action researchers contributing to knowledge democracy? A global perspective. Educational Action Research, 27(1), 7-21.