Science With and For Society

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Over the course of the 21st century, Europe has been experimenting with new paradigms of science. Starting with a conversation between institutions and leaders of science with citizenry, science and society, the focus began to shift to science for society. At this juncture, the thrust was to make science—especially ‘high’ science—understandable to citizens of Europe. […]

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Education for Tomorrow

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Learning to do, learning to be, learning to learn! Purpose of education in general, and higher education in particular, has been variously defined by philosophers, educationists and policy-makers. In today’s context where knowledge economy is fast dominating the productive physical economy, quality and scale of provision of higher education assumes criticality. Conversations on social and […]

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From Public to Common Good: Rethinking Education

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Budd Hall participated in a panel on the UNESCO publication Rethinking Education: Towards a Global Common Good as part of the European Society for Research in the Education of Adults (ESREA) held at the Irish National University in Maynooth, Ireland on September 9th. Rethinking Education has been designed to follow the series of influential earlier […]

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National Mainstreaming of Community-based Research

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It is a rare phenomenon when a progressive, innovative and transformative approach to research is mainstreamed in national policy. But this is precisely what Indonesia has done. The national policy on higher education in Indonesia mandates community engagement by all undergraduate students. Called KKN in Bhasa Indonesia, this policy places students in a community for […]

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Living Knowledge Network Full of Life

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The Living Knowledge Network (LKN), a network originating with the creation of science shops in the Netherlands during the politically charged times of the 1960s and 70s has come together for a 7th time, this year in Dublin hosted by the Dublin Institute of Technology and the EnRRich Consortium. The EnRRich Consortium is a European […]

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Social Responsibility, the Public Good and Higher Education

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University campuses in South Africa erupted last year as a wave of demands for a decolonised curriculum swept across that country. Echoes of those cries were picked up by students at universities such as Oxford, with #Rhodesmustfall tweets and the University of Sussex with their conference on Decolonising Education this past April. The Truth and […]

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Change or Disappear

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“Academic institutions must find new ways to engage with society or they will not survive” These were the inaugural words of Prof. S.K. Pandey, Vice-Chancellor of Pandit Ravi Shankar Shukla University in Raipur, Chhattisgarh on April 20, 2016 at the Raipur workshop on learning Community Based Research (CBR).  The Raipur four-day course on CBR is […]

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“Misbehaviour” in Community Engagement

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“Practitioners of community engagement in universities can also misbehave, unless rigorous standards of quality are established and enforced.” Thus spoke Prof. Darren  of Durban Institute of Technology in a seminar at PRIA last week. His presentation centred around the challenge of ensuring quality in community engagement as this field gains great popularity internationally. Several national […]

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Building Knowledge Democracy: Community-Based Curriculum Development in Higher Education

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The writings associated with our UNESCO Chair refer often to the co-creation of knowledge as part of a community based research or a community university research partnership process.  But the co-construction of knowledge also happens within the context of curriculum development in higher education.  Beginning the first week of January, 2016, I have begun a […]

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Engaged Research is Rigorous and Accountable

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Over the past week, several conversations seem to challenge the real meanings of community-engaged (community-based) participatory research. A conversation with scholars from a dozen Commonwealth countries highlighted the growing disconnect between research and teaching functions within Higher Education Institutions (HEIs). As the core function of HEIs is to produce new knowledge and ‘educate’ a new […]

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