Socially Responsible Higher Education

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Participatory research: Canadian adult educators build a global movement
(0000) Hall, Budd L; Jackson, Edward T
Social movements and the practice of citizenship: Learning in the canadian and global context
(0000) Aggarwal, Pramila; Hall, Budd L
Building a global learning network: The international council for adult education
(International Council for Adult Education, 0000) Hall, Budd L
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.
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.
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.
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.
“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.
Case study on the role of adult education in community involvement for primary healthcare
(1983-05) Tandon, Rajesh
Participatory research-Popular knowledge and power
(1984-09) Hall, Budd L
Network as an instrument for strengthening adult education movement
(Society for Participatory Research in Asia, 1987-07) Tandon, Rajesh
Role of NGOs in education for all
(Society for Participatory Research in Asia (PRIA), 1989-11) Tandon, Rajesh
Unity in diversity: The future of adult education in asia and the south-pacific region
(1991-12) Tandon, Rajesh
Adult education, culture development and social movements: The contemporary challenge
( Society for Participatory Research In Asia (PRIA), 1993-04-27) Tandon, Rajesh
Participatory evaluation in adult education
(Society for Participatory Research In Asia, 1994-11) Tandon, Rajesh
Reflections on the fifth UNESCO world conference on adult education: Hamburg ,1997
(Asian-South Pacific Bureau of Aduit Education, 1997-08) Tandon, Rajesh
Civil engagement in higher education and its role in Human & Social Development
(Participatory Research in Asia (PRIA), 2007-07) Tandon, Rajesh
Citizen engagement in urban governance: Lessons from small and medium towns in India
(Society for Participatory Research in Asia (PRIA), 2009) Participatory Research in Asia (PRIA)
Curriculum, higher education, and the public good
(2009) Hall, Budd L; Bhatt, Nandita; Lepore, Walter
Curriculum change in higher education is an extremely complex process. Influences on the content of what is taught in higher education include new knowledge coming from the various academic disciplines, from the regulatory bodies of many of the professions, from national calls for action, from global challenges, from social movements of the day. This chapter argues that in the search for excellence, engagement and social responsibility that there is no contradiction between responding to local calls for action and global matters. Illustrations of curriculum change which attend to both the local and the global include classroom changes, single university changes, system-wide changes in Canada, Asia, Latin America and New Zealand. We call for more attention to community engaged learning and the creation of central offices for community university engagement.
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 .