Socially Responsible Higher Education
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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 LItem 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(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.Item A reflective book review-Challenging the professionalization of adult Education: John ohliger and contradictions in modern practice(2010) Hall, Budd LDr. Budd Hall's reflective review of Challenging the Professionalization of Adult Education (Grace & Rocco) examines the intellectual and political legacy of John Ohliger, who spent decades working outside the academy to defend adult education's democratic roots. Drawing on personal encounters and shared political work, Hall traces how Ohliger pushed back against the professionalization and marketization of adult learning, highlighting commitment to voluntary, community-based, and socially engaged education. The review connects Ohliger's thought to participatory research and popular education, arguing that his critique of compulsory, market-driven approaches remain relevant to contemporary adult education and social change. Hall ultimately presents Ohliger as a public intellectual whose work continues to inspire efforts to preserve the democratic and transformative potential of the field.