Socially Responsible Higher Education
Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1077
Browse
12 results
Search Results
Item Bridging the gap between the researcher and the community: PRIA’s engagements in promoting community based research and social responsibility in higher educational institutions(Participatory Research in Asia (PRIA), 2014) Tandon, Rajesh; Singh, Wafa; Srinivasan, SumitraPRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.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 Partnering with higher education institutions for SDG 17: The role of higher education institutions in multi-stakeholder partnerships(2018-04) Tandon, Rajesh; Chakrabarti, KaustuvItem Community engagement in higher education institutions: Status report 2015(UNESCO Chair, 2015-04) Tandon, Rajesh; Singh, WafaItem Teaching participatory research: Making higher education participatory and relevant(2010) Participatory Research in Asia (PRIA)he paper argues that inclusion of Participatory Research (PR) in the curricula of institutions of higher education will facilitate its actual practice, thereby contributing to new forms of knowledge production and social change. Participatory Research (PR),as an alternative to dominant social science research methodology and an approach for social change, gained recognition in the 70s. More than three decades later, however, much more is needed for the inclusion of PR in the formal higher education system. This paper highlights the status of PR in institutions of higher education in India; it analyses the viability of its inclusion and presents the challenges it faces across social science disciplines, in degree level courses, as well as in doctoral research. Drawing upon national and international experiences ,the paper explores ways by which higher education institutions in India can include PR in the curriculum and teaching practices .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 Participatory research: An approach for change(International Council for Adult Education, 1975) Hall, Budd LHow 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.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.