Socially Responsible Higher Education

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End date: 1999Subject: search.filters.subject.Global

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    The democratization of research in adult and non-formal education
    (John Wiley & Sons, 1981) Hall, Budd L
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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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    Adult education, culture development and social movements: The contemporary challenge
    ( Society for Participatory Research In Asia (PRIA), 1993-04-27) Tandon, Rajesh
    This article by Dr. Rajesh Tandon examines the challenges in adult education amidst the context of global cultural homogenization, social movements, and development, and highlights the importance of cultural identity in social transformation. Dr. Tandon describes the current global scenario as unipolar in nature, with a rise in global media that has led to the homogenization of culture and destruction of indigenous knowledge systems throughout the world, resulting in growing alienation of individuals, families, and communities. In this context, the article describes a craving within people and communities for their historical roots and identities. It also identifies a neglect in social movements since World War II, which focused primarily on economic and political issues instead of cultural dimensions of oppression and addresses the rise of new social movements in the past few decades for closure of this gap. The article concludes by linking the role of education with sustaining cultural identities urging adult educators to bring the issue of culture into development discourse.
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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.