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International Perspectives on Knowledge Democracy
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Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world.

Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.

Abstract

Universiti Sains Malaysia (USM), through five decades of academic standing since 1969, has embodied knowledge democracy into its university-community engagement. Here, we feature USM’s relevant foundations, notable accomplishments and aspired trajectory in upholding social responsibility and sustainable development as tools for meaningful change, with and for, the society.

Open Access
In: Socially Responsible Higher Education

Abstract

This chapter presents the challenging process of introducing the concept of community learning in art education in Montenegro. The realisation of this project provides an illustrative example of a very successful community learning practice that has led to the significant improvement of quality of many different aspects of teaching and learning process.

Open Access
In: Socially Responsible Higher Education
In: Socially Responsible Higher Education

Abstract

This chapter is an administrative, academic, social and ethical analysis of the implications of articulating subject matter of academic programmes with the realities faced by the rural and popular areas of the department of Valle del Cauca (Colombia). Underlying this analysis is the belief that the purpose of education is to contribute to building fairer, more inclusive and democratic societies.

Open Access
In: Socially Responsible Higher Education

Abstract

EHESP School of Public Health is a higher education institution specialised in public health and social welfare. For several years and through a large participatory process, the School intends to achieve collectively the United Nations’ Sustainable Development Goals (SDGs) and progressively integrate the diversity perspective in its core missions.

Open Access
In: Socially Responsible Higher Education
In: Socially Responsible Higher Education

Abstract

This chapter gives an overview of the unique experience of the Ukrainian Catholic University, which, with the help of the Emmaus Centre of Support for People with Special Needs, welcomed people with intellectual disabilities into its educational milieu as professors of human relationships.

Open Access
In: Socially Responsible Higher Education

Abstract

The aim of this chapter is to analyse the practical as well as the symbolic features of language selection-based vision in Qatari higher education. The politics of language indigenisation as well as the promotion of native curriculum designs in Qatari higher education are examined in the context of post-colonial nationalisation and identity formation in the age of market-globalisation.

Open Access
In: Socially Responsible Higher Education
Author:

Abstract

Higher education is understood as a key educational sector for preparing young adults to fulfil the human resource needs of the global capital market. This chapter, using Habermasian theorisation of the lifeworld, challenges this understanding as inadequate for its ignorance of cultural, social and individual needs and argues for making the higher education sector responsive to the local contexts.

Open Access
In: Socially Responsible Higher Education