Socially Responsible Higher Education

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Start date: 2020Subject: search.filters.subject.Community Based Participatory Research

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Now showing 1 - 5 of 5
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    The power of creativity, knowledge and action in knowledge mobilization: Reflections from international work
    (Canadian Commission for UNESCO, 2020-05) Tandon, Rajesh; Hall, Budd L
    In 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.
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    Commentary on the progress report on the futures of education
    (UNESCO Chair, 2020-04-24) Tandon, Rajesh; Hall, Budd L
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    Learning to Do, Learning to Be, Learning to Learn: Education for tomorrow
    (2020) Tandon, Rajesh
    The text discusses the need for sustainable development in modern civilization, education's role in society's economic, social, and environmental challenges, and education's capacity to foster learning to do, learn to be, and learn to know. It highlights HEIs' importance in co-creating and sharing knowledge and expertise to benefit society. In particular, the article describes the relationship between higher education institutions (universities) and the community as two-way communication where the community is considered a partner in education. Furthermore, the text emphasizes the importance of adopting an approach that promotes quality education (SDG 4), as well as education for sustainable development, human rights, gender equality, global citizenship, culture, and active societies (community engagement). In addition, the text promotes universities that are committed to contributing to society that values individuals and encourages them to lead fulfilling lives and become responsible and ethical agents.
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    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, Rajesh
    In 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.