Socially Responsible Higher Education

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End date: 1989Subject: search.filters.subject.Socially Responsible Higher Education

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    Participatory research: Canadian adult educators build a global movement
    (0000) Hall, Budd L; Jackson, Edward T
    What role did Canadian adult educators play in shaping one of the most significant global research movements of the twentieth century? In this chapter, Dr. Budd Hall and Edward T. Jackson trace the history and evolution of participatory research as a major approach in adult education and community-engaged scholarship. The Participatory Research Group was founded in 1976 at OISE and was the Canadian node of the International Participatory Research Network. The group worked with labor, Indigenous organizations, immigrant associations, women’s groups, and other community-based organizations. It also describes important transformations in institutions, including the creation of international research networks, the expansion of community-university partnerships, and the emergence of programs like the Community-University Research Alliances (CURA) and UNESCO-supported initiatives that promote knowledge democracy. The chapter concludes with an analysis on lessons learned from five decades of practice and a reaffirmation of the ongoing relevance of participatory research for the advancement of equity, democratic participation, and socially responsive forms of education.
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    Building a global learning network: The international council for adult education
    (International Council for Adult Education, 0000) Hall, Budd L
    What can we learn from the histories, tasks, and challenges of building global cooperation in adult education? In this chapter, Dr. Budd L Hall reflects on the emergence and significance of the International Council for Adult Education as a key step in strengthening international collaboration in adult learning. He traces its historical roots in post war movements for literacy, liberation, and development, and situates its formation within broader struggles for democratic participation and social justice. The chapter outlines ICAE’s early tasks, including building regional networks, amplifying voices from the Global South, and shaping global policy debates in partnership with bodies such as UNESCO. Hall also discusses internal tensions, funding constraints, and the political challenges of sustaining an independent global civil society network. By examining questions of direction, alliances, and accountability, he invites readers to reflect on how global networks can remain responsive to changing contexts while staying grounded in their transformative commitments.
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    Participatory research: An approach for change
    (International Council for Adult Education, 1975) Hall, Budd L
    How can research be imagined as an educational and transformative process rather than an extractive one? In this reflective essay, Dr. Budd Hall examines the shortcomings embedded within dominant principles of social science research. Drawing from his experiences as a researcher and his interactions with local education officers in the 1970s, he reflects on how research practices often alienate communities from the very processes meant to understand them. The essay explores key concerns around the ideological foundations of research, the ways in which social problems are oversimplified, and the distance from adult education principles. In doing so, it invites researchers to reimagine research as a dialectic, dialogic and ongoing educational experience which is oriented towards the liberation of human creative potential rather than the production of “neutral” knowledge.
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    Tanzania mass education campaign
    (Institute of Adult Education, 1974) Hall, Budd L
    Engaging millions of people in an education campaign is a difficult yet powerful step in realising the full potential of adults in any country. This article offers a glimpse into how mass education campaigns were formulated, organised, and implemented, as well as the effects they produced in Tanzania. It delves into the processes that were central to the operation of the radio study group campaigns, including the recruitment and training of group leaders, the production and distribution of study materials, and the financial infrastructure that sustained the project. The programmes also placed emphasis on disseminating information related to health and political education through discussions around the radio programmes in the study groups. Drawing on Dr. Budd Hall’s experience and observations, the article gives a sense of what education, when decentered from colonial frameworks, looked like in practice, and how it functioned within the Tanzanian context.
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    Mass adult education: a necessary element in the development of socialism in Tanzania
    (Ufahamu: A Journal of African Studies, 1972) Hall, Budd L
    How are socialist principles realised in a country where literacy is scarce? This article by Dr. Budd Hall discusses approaches to mass adult education in Tanzania in the 1970s that are sustainable in the long run, enable political education, and are grounded in the everyday struggles of the people. It focuses on two key aspects: technical and technological knowledge that can support agricultural production, and ujamaa ideology. Ujamaa, a Swahili term meaning extended family, seeks to move away from colonial forms of knowledge and align education more closely with Tanzanian values. By undertaking a qualitative and reflective analysis of education policies from the period, informed by practitioner experience, the article outlines how training cadres were developed through shortened training programmes and reduced pressure on existing school teachers, with adult education taking place in community centres alongside children’s education and other initiatives aimed at strengthening adult education.
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    Wakati wa furaha: An evaluation of a radio study group campaign
    (The Scandinavian Institute of African Studies, 1973) Hall, Budd L
    The Wakati wa Furaha (Time for Rejoicing) radio study group campaign represented the third organized effort to employ radio-based listening groups as an educational strategy, emerging in response to the enduring and widely acknowledged challenges of adult education in Tanzania. This report presents an evaluation of the campaign, situated within the longer history of adult education initiatives in the post-independence period of the country. Radio served as a crucial medium through which educational content could reach millions of adult learners on a national scale. The campaign sought to foster a shared sense of national consciousness by tracing the nation’s development since independence. Drawing on findings from surveys and field observations that examine patterns of participation, attendance, and engagement among adult learners, the report assesses the effectiveness of the campaign as a means of advancing adult education programmes.
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    Role of NGOs in education for all
    (Society for Participatory Research in Asia (PRIA), 1989-11) Tandon, Rajesh
    This article by Dr. Rajesh Tandon examines the different types of non-governmental organizations (NGOs) in South Asian context and their potential roles in achieving “Education for All”. It categorizes NGOs into broad types based on their activities. These NGOs operate at different levels like local, regional, national, and international and understanding this diversity is essential for conceptualizing NGO roles in education. The article further examines the implications of these NGOs and notes five roles NGOs play in Education for All. First, service provision involving filling gaps in educational services in remote and poverty-stricken areas. Second, innovation and experimentation in curriculum development, non-formal education structures, participatory training methodologies, and community-based monitoring system. Third, community participation and social accountability, mobilizing communities to examine the value of education and developing mechanisms for making teachers accountable to communities. Fourth, intervening in current delivery systems of the government to revitalize and improve their capacities through training, curriculum design, and capacity building. Fifth, advocacy on questioning the education, monitoring government performance, gaps between policy and practice, and lobbying for equitable educational provision. The article concludes by identifying a few implications of these roles played by the NGOs.
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    Network as an instrument for strengthening adult education movement
    (Society for Participatory Research in Asia, 1987-07) Tandon, Rajesh
    Dr. Rajesh Tandon examines the concept of ‘network’ in this text as a form of free-flow of information, ideas, and resources to strengthen social transformation movements and analyse its effectiveness in addressing the problems of our times. The report talks about two distinct responses to pressing socio-economic and political problems that have emerged in the last decade: a resource-packed response from governments and inter-governmental institutions, and second, more humble and innovative response from the non-governmental sector, which has been more effective due to its faith in ordinary people, and ‘network’ being part of this response. The report discusses the relevance of networks across six key points. These are providing alternative spaces for identifying issues that dominant institutional frameworks fail to do, elaborating newer ideas and concepts, functioning as a political strategy for dealing with retaliation against grassroots efforts, resisting attempts to narrow democratic spaces, identifying and supporting individuals working for the cause of social transformation, and enabling a rapid, exchange of information, experiences, and visions across cultures. Major characteristics of a network are also discussed in the report along with two possible pitfalls, which are creating networks across donor agencies instead of the issues, and abusing the spontaneity as a license for anarchy. The report ends by presenting a three-phase appraisal of the Participatory Research Network's history starting with the inception phase (1977-1980), the consolidation phase (1980-1985) and finally the diffusion phase (1985 onwards).
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    Participatory research-Popular knowledge and power
    (1984-09) Hall, Budd L
    This article includes two chapters about the concepts of knowledge and creation of a monopoly over social science research along with offering an alternative in the form of participatory research. The first chapter discusses knowledge within the context of economic failure and the role of universities in the new international order. It talks about the commodification of knowledge which has facilitated capitalist dependency and an uneven development in third world countries. It further discusses the monopoly created over knowledge by a small group of elites to serve their own interests. Indigenous education around the world appears to be absent from the universal body of knowledge. The paper then discusses in detail about how research and social scientists are being used by institutions to impose bureaucratic and ideological control. It criticises the traditional research methods and opens discussion on an alternative methodology, in the form of participatory research. The next chapter further explores the concept of participatory research, its origin, and its characteristics. It talks about the importance of popular forms of knowledge and how it is linked with social transformation. It emphasizes the need for participatory research processes to be working within the frameworks of social movements. The chapter concludes with presenting some points to shape the future of participatory research.