Socially Responsible Higher Education

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    In the face of neoliberalism and other evil things: Canadian adult education as a social movement
    (2016) Hall, Budd L
    This review by Dr. Budd L. Hall examines three works on Canadian adult education and argues that the field is best understood as a social movement rooted in struggles for social justice, democracy, and collective learning. Through a critical discussion of Building on Critical Traditions, Lifelong Learning as Critical Action, and Moving Forward Giving Back, Hall traces a shared concern that adult education, whatever pressure it faces from neoliberalism and professionalization, remains alive in communities, in struggles for Indigenous self-determination, in labour organizing, and in everyday acts of learning for change. The review engages Grace's call for lifelong learning as critical action, Nesbit's framing of the field as a social movement, and Silver's account of Aboriginal adult education in Winnipeg, finding in all three a refusal to reduce learning to credentialing or economic utility. Hall argues that adult education in Canada continues to draw its energy from the margins from communities pushing back against inequality, demanding recognition, and building knowledge on their own terms.
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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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    Social movements and the practice of citizenship: Learning in the canadian and global context
    (0000) Aggarwal, Pramila; Hall, Budd L
    How can learnings from social movements advance the practice of citizenship? In this paper, Budd L. Hall and Pramila Aggarwal argue that social movements are intensive sites of democratic learning where citizenship is not only claimed but actively practiced. They identify interconnected forms of learning. Informal learning among participants, intentional educational efforts within movements, and broader public learning that occurs as movements reshape public understanding. Knowledge generated in struggle travels beyond direct participants. Hall reflects, for instance, on how insights from the women’s movement transformed his own understanding of power even though he was not directly part of it. Drawing on the work of Antonio Gramsci and Paulo Freire, this paper situates social movements as spaces where learning, agency and structural critique converge. Movements generate new knowledge, identities and capacities for collective action, thereby expanding the meaning and practice of citizenship beyond legality and advancing adult learning as a lived, collective process. The authors posit that social movement learning can serve as vital sites for advancing adult learning and, by extension, deepening democratic citizenship.
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    “I AM NOT A PEACENIK”: Adult learning of development education in English-speaking Canada
    (Canadian and International Education, 1983) Hall, Budd L
    What can development education look like in a changing world order? In this article, Dr. Budd Hall reflects on the meaning of development education and the approaches of adult learning within it. Drawing on thinkers such as Freire, Tawney, Marx and others, he examines their fundamental principles and approaches to education, and considers how adult learning can be understood through their perspectives. He foregrounds the persistent and difficult questions that confront development educators across the world, particularly those related to power, positionality, access, influence and reflexivity. Through examples ranging from Gatt Fly in Canada to educators in Tanzania, he traces common threads across varied experiences. Reflecting on his own work, the experiences of other educators, and major intellectual traditions, Hall reflects upon how development education must respond to the challenges of a changing world order. He also emphasises the interdependence of countries and argues that development education must fundamentally recognise and engage with this reality. Situated in the 1980s, the article offers a critical reflection on the direction and responsibilities of development education.