Socially Responsible Higher Education
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Item Socially responsible higher education: International perspectives on knowledge democracy(Brill Sense, 2021) Hall, Budd L; Tandon, RajeshThis book is built upon a foundation of our thinking and practice over a period of 40 years. Our UNESCO Chair, which sprung from the 2009 UNESCO World Conference, provided us with an organisational framework for the theoretical and practical discourse that we have been engaged in since the 1970s (Hall et al., 2013, 2015, 2017a, 2017b; Tandon et al., 2002, 2016a, 2016b, 2017). As we have followed our mandate to build research capacity in the fields of community-based research and social responsibility in higher education in the global South and the excluded North, we have found ourselves in conversations, in conferences, in research projects and networks in all parts of the world where the question is being asked how should universities respond? What are the changing roles of the university today? Is the university contributing to our global crises or does it offer stories of hope? Our book is a contribution to the on-going debates and policy discussions which are critical for the future, a post-pandemic future, a future which moves the UN Sustainable Development Goals from lip service to action, a future where our climate crisis no longer remains the cry of the few, but the reason for action for the many. We have deliberately sought authors and viewpoints from parts of the world that have seldom been heard in the international literature on higher education and social responsibility. In contrast to books like these that most generally only feature writers from the global North, we have chosen to share the experiences of a broadly representative and globally dispersed set of writers. Importantly we have intentionally chosen to achieve a gender and diversity balance amongst our authors. This book features many younger and emerging scholars.Item Knowledge democracy and diverse epistemologies: Inspired by the book “Socially responsible higher education: International perspectives on knowledge democracy”(UNESCO Chair, 2021) Tandon, Rajesh; Hall, Budd LItem Social responsibility in higher education: An International perspective(UNESCO Chair, 2022-03-06) Tandon, Rajesh; Hall, Budd L; Gauthier, Maéva; Kaul, NiharikaIn this post-pandemic world, it is important to have a new, more inclusive and robust framework of social responsibility in higher education. This brief will highlight key features of socially responsible higher education pertaining to the World High Education Conference (WHEC) themes of Inclusion in Higher Education, Higher Education Governance, Quality and Relevance of Programmes, and the Futures of Higher Education. Key elements include 1) Recognition of diversities of knowledge systems and epistemologies; 2) Integration of teaching, research and engagement missions; 3) Contextually responsive, locally rooted, place based and linguistically plural; 4) Socially inclusive, seeking diversity amongst students and academics; 5) Pluriversality replacing universality; 6) Transcending rankings and 7) Reclaiming the purpose of higher education as a common good. This policy brief, will review these key elements in more detail to advance the prevalent discourse on social responsibility of higher education. This set of principles strengthens a new, more societally oriented, knowledge democracy perspective on social responsibility of higher education. In the emerging aftermath of COVID- 19, such a knowledge democracy perspective is required to re-position and re- align higher education institutions, policies and systems around the world.Item India launch of the UNESCO Chair in community-based research and social responsibility in higher education(UNESCO Chair, 2012-12) Hall, Budd L; Tandon, RajeshItem The power of creativity, knowledge and action in knowledge mobilization: Reflections from international work(Canadian Commission for UNESCO, 2020-05) Tandon, Rajesh; Hall, Budd LIn this paper, Dr. Budd Hall and Dr. Rajesh Tandon examine how knowledge mobilization can become a more effective tool for social transformation when it is integrated throughout the research process rather than treated as a final dissemination activity. Drawing on over four decades of community-based participatory research (CBPR) across the global South and excluded North, the authors contend that KMb is most powerful when embedded in research from the outset, rather than added after the fact. Working within a knowledge democracy framework through the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, the paper explores how creative and arts-based methods have served as powerful vehicles for sharing research with communities, policymakers, and the broader public. Through four case studies—domestic workers in India using a hand-stitched saree to document sexual harassment; waste recyclers in Brazil producing participatory videos for policy advocacy; immigrant women in Toronto presenting through spoken word at City Hall; and a community health fair in rural South Africa the paper illustrates how art reaches people and places that conventional academic outputs cannot. The paper concludes that creativity is not decorative in KMb; it is essential, particularly when research aims at social transformation and meaningful community change.Item Commentary on the progress report on the futures of education(UNESCO Chair, 2020-04-24) Tandon, Rajesh; Hall, Budd LItem Introduction social responsibility and community based research in higher education institutions(BRILL, 2021) Hall, Budd L; Tandon, RajeshItem International collaboration for changing the culture of research: The UNESCO Chair in community-based research and social responsibility in higher education(Autonomie Locali e Servizi Sociali, 2020-04-01) Hall, Budd L; Tandon, RajeshIn this article Dr. Budd L. Hall and Dr. Rajesh Tandon reflect on the evolution and global impact of the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, established in 2012 as a joint initiative of the University of Victoria, Canada, and the Society for Participatory Research in Asia (PRIA), India. Based on over forty years of collaborative work in participatory research, the authors trace the growth of international networks focused on community-based research, knowledge democracy, and socially responsible higher education. They examine how the chair's work, combining research, advocacy, and capacity building, has aimed at changing cultures of knowledge production and strengthening university-community partnerships. Through global studies, policy engagement, the "Big Tent" Communiqués, and the Knowledge for Change Consortium, they show how this work has addressed both local needs and the Sustainable Development Goals. The authors show that participatory, engaged research increases the social relevance of higher education by co-creating knowledge and building research capacity in the Global South and the "excluded North," marginalized communities within wealthy nations. The article points to sustained international collaboration and a substantive commitment to democratizing knowledge production as critical to reorienting research cultures towards equity, social justice, and sustainability.Item Community based participatory research & sustainable development goals(the Canadian Commission for UNESCO’s IdeaLab, 2017) Hall, Budd L; Tandon, RajeshIn this report, Dr. Budd Hall and Dr. Rajesh Tandon explore the role of Community-Based Participatory Research (CBPR) in achieving the Sustainable Development Goals (SDGs). The authors contend that addressing the social, economic, and environmental challenges within the SDG framework demands knowledge production approaches that go beyond what conventional academic research offers. Higher education institutions, with their considerable intellectual, physical, and digital resources, are seen as well-placed to generate locally relevant and actionable knowledge through socially responsible research. CBPR is discussed as a collaborative and participatory approach that brings together universities, communities, civil society, and policy actors in equitable partnerships, with an emphasis on co-learning, capacity building, and social change. The report also considers how higher education institutions can integrate CBPR into their research work through locally grounded and community-driven methods. It closes with recommendations for universities, policymakers, funding agencies, and civil society organizations on building stronger institutional support for CBPR in the pursuit of the SDGs.Item International Adult Education(2016) Hall, Budd LIn this article, Dr. Budd Hall examines the history, contemporary challenges, and international dimensions of adult education. Tracing its origins to nineteenth-century social reform, labour, and popular education movements, the article highlights the transnational exchange of ideas and practices that shaped adult education initiatives across industrialized and developing societies. It examines adult learning within the context of globalization, emphasizing its contested role in addressing inequality, fostering democratic participation, and supporting social transformation. The article also discusses the significance of international conferences and organizations, particularly UNESCO and the International Council for Adult Education, in advancing global adult learning. It identifies key trends in international adult education, including divergent policy approaches between wealthy and developing nations, the emergence of learning spaces beyond formal institutions, and the declining visibility of adult education within international development agendas. Despite these challenges, the article affirms adult education's continuing relevance as a site of learning, advocacy, and social transformation.