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 Higher education, community engagement and the world we want: A policy brief to the world conference on higher education(2009-06) Global Alliance on Community Engaged ResearchAt this critical time in human and sustainable development for the world, it is imperative that we harness the potential of community higher education partnerships to inform progress. There is a large aggregate trend to unite civil society and higher education institutions and networks in common efforts to co-create knowledge, mobilize it to inform practice and policy, and enhance the social, economic and environmental conditions of people, communities, nations and the world. However, these efforts are fragmented and face many unnecessary barriers. We therefore propose an Action Plan for University-Community Engagement for Societal Change and Development, one that unleashes the resources of higher education and government, in collaboration with civil society and its socio-economic development actors to create the sustainable world we want.Item Strengthening the role of civil society in water sector governance towards climate change adaptation in African cities - Durban, Maputo, Nairobi: Final technical report (February 2012-February 2013)(York University, 2013-06-30) Perkins, Patricia E.; Figueiredo, Patricia; Lorimer, Elizabeth; Saad, AaronWater resources management is one of the most important climate change-related issues on international, national and urban public policy agendas. Income inequality in South Africa, Mozambique, and Kenya is among the largest in the world; in all three countries, equity struggles related to water are growing in social, political and ecological significance, which is both a symptom and a cause of urban vulnerabilities related to climate change. Democratic mediation of these conflicts, and sustainable long-term management of water resources in the face of climate change, requires public participation. But those most affected by water issues such as scarcity and flooding are also those least likely to be able to participate in governance and policy institutions. In particular, members of economically disadvantaged groups especially women, in general tend to be gravely impacted by poor water management, but also face great difficulties in participating effectively in governance bodies. This project responded to that particular need, and has developed practical strategies for strengthening urban governments in planning investments in climate change adaptation. The project linked university researchers with community-based NGOs conducting environmental education and organizing participatory workshops in low-income urban areas with pressing climate change and water-related problems; built on proven methods of community-university collaboration to strengthen urban watershed governance; increased equity in public participation processes related to urban climate change adaptation; and fostered progressive local, national and international policy development on climate change-related water management while training students, university researchers, NGO staff members, and community participants. The major research outcome of the project is its contribution to understanding effective ways of strengthening local governments, NGOs and civil society organizations involved in environmental education and organizing for improved public participation in watershed governance and climate change adaptation in African urban areas.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 Recognizing excellence in community engaged scholarship at the University of Victoria. Peer review guidelines for faculty promotion and tenure & impact rubric(University of Victoria, 2017-05-23) Tremblay, CrystalThis document provides an overview and suggested guidelines for evaluation and documentation in promotion and tenure of Community Engaged Scholarship (CES) at the University of Victoria. Te impact rubric and guidelines are based on a comprehensive literature review and empirical research conducted by the Office of Community University Engagement (OCUE) between August-December 2016 (See Impact Stories, an institutional assessment of CER at UVic). It is the intention that these tools be used to support a meaningful consultation process for reviewing and implementing tenure, promotion and merit policies for Community-engaged Scholarship at UVic.Item Guidelines for global review on training in community-based research (CBR)(UNESCO Chair, 2014-04) UNESCO ChairThe UNESCO Chair in Community-based Research (CBR) and Social Responsibility in Higher Education is carrying out a global study on training practices for CBR in four thematic areas: asset-based development, indigenous research methodologies, participatory citizenship and water governance. Our overall goal is to increase access to high quality training in CBR within higher education institutions and civil society sectors with a particular focus on the Global South. A key part of this project consists of a global review of the following key elements: 1. relevant empirical and theoretical literature on training, teaching and learning CBR in global and local settings; 2. different pedagogies, strategies and materials for building CBR capacities (e.g., curricula, participatory video, photo voice, community theatre, community consultations, etc.) 3. best practices related to each thematic area and lessons learned in several pilot studies on training CBR; 4. current regional sources (e.g., CSOs, universities) for the training of new community-based researchers; 5. potential for collaboration amongst partners as a global CBR training network. This document presents a guide for conducting this global review on training, learning and teaching CBR. Section 1 introduces a literature review protocol for searching and extracting data from published studies and grey literature on training CBR. The following two sections describe some general guidelines to identify regional sources of CBR training and potential partners (Section 2) and to compile information and material currently used for training in community based research (Section 3).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.