Current debates on development practice call for social justice through decolonisation, localisation and shifting power to the grassroots. This research contributes to these debates, challenging widely held notions of deficiency in development discourse and practice through a critical examination of development practice in two rural communities in Zambia, with a view to exploring their collective experience of knowledge democracy in community led development practice. Informed by reflexive and critical theory philosophies, the research specifically explores processes of knowledge production and consumption, and the nature of collective participation, decision-making and empowerment in community philanthropy and community-led development practice in these communities. This research specifically recognises and explores the critical role of collective learning, education and knowledge in achieving the social justice on which a thriving global community depends. The participatory approach and critical ethnographic intent reflect a commitment to issues of social justice and equality which are central to knowledge democracy. This qualitative research engaged with residents of two rural communities, Nyankanga and Kaminembe in Zambia, and with ZGF, a local civil society organisation, through group discussion, semistructured interview, observation and critical reflexive practice. We adopted a co-creative approach which recognises community members as citizen knowers, decision makers and knowledge producers, counter to deficit models of development and extractive research processes. Findings reveal evidence of a locally initiated and led community philanthropy model of development drawing from diverse local collective knowledge and assets. Decisions and agendas are shaped collectively, with strong participation and ownership, despite some experiences of exclusion at the margins. Consistent attention to power dynamics and the creation of inclusive enabling spaces are essential. Solidarity relations of mutuality, partnership and long-term commitment foster essential community confidence and trust and reinforce a truly community-driven approach. This empirical evidence further justifies a change from hierarchical and deficit-based models of development research, education and practice to grounded asset-based models and approaches, such as community philanthropy, which recognise and value capability rather than vulnerability. Inclusion and meaningful participation which values and supports local knowledge, capacity and agency in community-led development is key. The importance of solidarity rather than charity relations is amplified, emphasising a need for continuity and long-term commitment which is not tied to funding cycles. Finally, a commitment to transformative rather than technical approaches to localisation in practice is advocated. In conclusion, this study contributes to the fields of epistemic justice, knowledge democracy, development studies and transformative education, emphasising the value and worth inherent in diverse ontologies and epistemologies, and their imperative to social justice when integrated with inclusive and truly locally led development. This research proposes a manifesto for knowledge democracy for citizens, educators, researchers, policy makers, and development workers to advance just development and social change.