Community-University Engagement
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Item Action research in universities and higher education worldwide(SAGE Publications, 2015) Boden, Rebecca; Greenwood, Davydd J; Hall, Budd L; Levin, Morten; Marshall, Judi; Wright, SusanThis chapter, by Rebecca Boden, Davydd Greenwood, Budd L. Hall, Morten Levin, Judi Marshall, and Susan Wright, appears in The SAGE Handbook of Action Research. It looks at how action research has found a place in universities, whether in managing them, in building action research centers, or in training new researchers. The examples include Mondragón University, Danish universities under new financial controls, search conferences, centers in the UK and Norway, and doctoral programs in Norway. The authors show that action research struggles in universities shaped by managerialism, while it has a stronger and older presence in the majority world. They end by pointing to new global networks and to the possibilities that remain for more engaged universities.Item Imagine/Learning: Thoughts from Two adult educators(Canadian Association for the Study of Adult Education, 2014) Hall, Budd L; Clover, Darlene E.Does it matter where the academic home of the study of adult education is? In this paper we share our reflections on the implications of the institutional location of the discipline of adult education within universities in Canada and elsewhere. We speak of the historic tensions between the less structured and often transformational vision of adult education and the highly regulated learning contexts of schooling, and we suggest adult education theory and practice can be found in many other disciplinary clusters in all our universities. Wherever the formal study for adult education is located, its purpose is always to strengthen capacity for resistance and transformation.Item Reflections on the impact of Mwalimu Nyerere’s vision on adult and non-formal education(2021) Kassam, Yusuf; Hall, Budd LHow does Mwalimu Julius Nyerere’s vision of adult education guide us in planning development in changing times? In this chapter, Dr. Budd Hall and Yusuf Kassam revisit the work, vision, principles and institutional innovations that shaped adult and non-formal education in Tanzania during the 1970s. Writing from their own lived involvement at the Institute of Adult Education, the University of Dar es Salaam and later the International Council for Adult Education, the authors recount the literacy campaigns, radio learning groups and the training of adult educators under Nyerere’s leadership. Such initiatives led to dramatic reductions in illiteracy in the 1970s. Central to Nyerere’s vision was the integration of education into everyday life as a process rooted in socialist development. However, as capital driven priorities have reshaped Tanzania’s development trajectory, the authors ask what remains of this vision. They argue for reinvigorating literacy and adult education as critical tools to address contemporary challenges including climate change and deepening socio-economic inequalities. The preface is written by Budd L. Hall for Reigniting Hope: 50 Years of Adult Education in Tanzania (Dar es Salaam University Press, 2022). Hall opens with the 1976 World Assembly of Adult Education in Dar es Salaam, where Julius Nyerere gave the keynote speech. He describes the book as a celebration of Nyerere’s vision and of the people who put it into practice, and also as a critical look at what has happened to adult education over fifty years. He notes that funding has shrunk, while university enrolment has grown, and he links the future of adult education to a move from a knowledge economy towards knowledge democracy.Item Strengthening community university research partnerships: Global perspectives(University of Victoria and PRIA, 2015-08) Hall, Budd L; Tandon, Rajesh; Tremblay, CrystalUniversities everywhere are being called to engage more closely with the communities around them. This book looks at what that actually means in practice. Bringing together perspectives from fifty countries and case studies from twelve, it explores how reciprocal research partnerships are built, supported, and sustained. The chapters show both the opportunities and the tensions of collaboration, and suggest how such partnerships can strengthen knowledge democracy while reshaping the role of higher education. By tracing patterns across regions, the book highlights the policies and structures that make engagement possible, while also pointing to the deeper cultural shifts that such collaboration demands.Item Global trends in support structures for community university research partnerships(UNESCO Chair, 2014-09) Tremblay, Crystal; Hall, Budd L; Tandon, RajeshThis report presents findings from a 2014 global survey on institutional structures behind Community University Research Partnerships (CURP), It was run under the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, with funding from IDRC. It draws on 336 responses from 53 countries, looking at how universities and civil society organisations set up and sustain partnership mechanisms, from centralised university centres to independent bodies like science shops. Institutionalisation looks patchy across the board. And there's a real gap between universities' talk of co-creating knowledge and what happens on the ground: community-originated research stays rare, and CSOs keep running into limited funding and little say in decisions. What respondents value most is trust and mutual respect, even as mismatched timelines and clashing institutional cultures keep getting in the way. Training and steady funding come up again and again in what people recommend going forward.