El rol de la educación superior para el desarrollo humano y social en Estados Unidos y Canadá

La educación superior en Canadá y Estados Unidos forma parte de la globalización y responde a sus potentes fluctuaciones, que no siempre satisfacen a todas las partes. La globalización ha creado formas nuevas de mercados globales. El conocimiento fluye de forma instantánea por todo el mundo, con cables y sin ellos. Sin embargo, las diferencias entre ricos y pobres siguen creciendo, prolifera el uso insostenible de la energía, especialmente en América del Norte, y la proporción de los recursos nacionales que se dedican a la seguridad y a gastos de índole militar en Estados Unidos es preocupante. Al mismo tiempo, en esta contradictoria región del mundo está emergiendo una de las innovaciones más creativas y transformadoras que se han visto nunca en los círculos de la educación superior. Las tensiones entre las fuerzas del mercado como impulsoras de la educación superior y su consideración como bien público son del todo evidentes en esta región del mundo. Dado que el 25 % de todos los estudiantes internacionales del mundo estudian en Estados Unidos, lo que sucede con la educación superior en este país acaba afectando a todo el mundo. Este artículo se centra especialmente en el contexto actual, los retos de la globalización, la función de la educación superior de considerar las preocupaciones humanas y sociales, la implicación cívica, la investigación basada en la comunidad, la «ambientalización de las universidades» y sugerencias para nuevas direcciones para el futuro.Peer Reviewe

Guest Editorial: Knowledge democracy for a transforming world

The past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy – the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities’ knowledge with the need to share knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy – from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective

Canadian Adult Education: Still Moving

Two of Canada’s veteran adult educators have recently discussed what they claim as the “death” of the Canadian adult education movement. In this paper, we challenge this claim and provide evidence to show that adult education in Canada remains vigorous and vital, expanding in some areas and overall still deserving of being called a movement

Promoting fair and equitable research partnerships to respond to global challenges

This report presents the findings from a programme of strategic research funded by UKRI through the GCRF. The research sought to elicit a 'partners' perspective' on participation in UKRI-funded research by generating data from three groups of partner: i) academics based in the global South; ii) civi society practitioners based in the global South; and iii) international NGOs and research capacity providers based in the UK. Drawing on this data, the report identifies eight principles for understanding and improving fair and equitable research collaboration which form the basis of a series of targeted learning modules for 6 groups of stakeholders: UK-based research funders; UK-based academics; research brokers and capacity providers; international NGOs; academics based in the global South; and civil society practitioners based in the global South

Why Adult Educators Should be Concerned with Civil Society

The concept of civil society has gained currency over the past twenty-five years. This paper provides a local, national and global perspective of civil society, identifies the types of organizational forms found within it, and explores the role of adult educators and adult education in shaping it

Knowledge Democracy and Excellence in Engagement

We often come across theories and aspects related to ‘knowledge’, but seldom do we try to understand its hidden implications. Knowledge as understood generally is about the information of facts and understanding of a subject. This article essentially argues against this understanding. It explores the multiple dimensions of ‘knowledge’ through a literature review and illustrations of practical examples. It makes a case for how important the process of knowledge creation is, especially given current societal challenges. It also outlines the importance of co-creation of knowledge, through acknowledgement and valuation of alternate paradigms of knowledge. Further, it discusses the concept of ‘knowledge democracy’, and how institutions of higher education, by abiding by its principles, can help achieve ‘excellence in engagement’. The article concludes with the findings of two studies undertaken by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, which were based on the principles of ‘knowledge democracy’ and ‘excellence in engagement’

V.1. Transformative Knowledge to Drive Social Change: Visions for the Future

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Editor's Introduction. Knowledge, Engagement and Higher Education: Contributing to Social Change

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