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dc.contributor.authorTaylor, Peter
dc.contributor.authorFransman, Jude
dc.date.accessioned2014-06-10T15:55:05Z
dc.date.available2014-06-10T15:55:05Z
dc.date.issued2004
dc.identifier.citationTaylor, P. & J. Fransman (2004) Learning and teaching participation : exploring the role of Higher Learning Institutions as agents of development and social change. Working paper series, 219. Brighton: IDS.en_GB
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/4014
dc.description.abstractThis paper explores the potential of Higher Learning Institutions (HLIs) as agents of social, institutional and individual change. It argues that while HLIs have a clear role in building the capacity of individuals and organisations to undertake key development initiatives and to practice participation, they are often restricted by internal and external constraints. Perceptions of HLIs as experiencing hierarchical power systems, structural rigidities, traditional elitism, and research which is disassociated from local realities imply that a paradigm shift in the learning and research approaches of HLIs is greatly needed. In response to some of these concerns, a wide range of initiatives and innovations are promoting learning of participation and participatory teaching and learning. These are helping to challenge different constraints and are enhancing the developmental potential of HLIs. In April 2002 a global dialogue on Learning and Teaching Participation (LTP) was launched at IDS with the purpose of sharing innovations and experiences in order to make these stories and lessons learned more widely available, as well as helping to promote learning and teaching participation through a dialogue on strategies, methodologies, processes, practices and theories. This paper draws on the key issues and findings from the dialogue and related research to discuss practice and potentials of learning and teaching participation in HLIs. It concludes that significant achievements have been made in bridging theory and practice, linking HLIs and communities through collaborative research, and developing participatory methods for more effective learning. However, challenges still remain and further research is needed to address the contextual implications of learning and to develop appropriate participatory methodologies to support these ventures.en_GB
dc.language.isoenen_GB
dc.publisherIDSen_GB
dc.relation.ispartofseriesIDS working papers;219
dc.rights.urihttp://www.ids.ac.uk/files/dmfile/IDSOpenDocsStandardTermsOfUse.pdfen_GB
dc.subjectEducationen_GB
dc.subjectGlobalisationen_GB
dc.subjectParticipationen_GB
dc.titleLearning and teaching participation : exploring the role of Higher Learning Institutions as agents of development and social changeen_GB
dc.typeIDS Working Paperen_GB
dc.rights.holderInstitute of Development Studiesen_GB
dc.identifier.koha146602


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