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In conceptualizations of civil society, universities and other institutions of post-secondary education are dealt with rather ambiguously. Academia is generally considered part of civil society, as part of the âthird sectorâ, beyond the state and the market. However, many state-funded, state-governed and state-controlled academic institutions tend to behave more as extensions of the state. Applying the twin criteria of self-governing and autonomy from the state rigorously may lend most such institutions not to be classified as part of civil society. Thus, in such a system of classification, Harvard University may get included in civil society, but not Delhi University.
Yet, contemporary times are witnessing âfor-profitâ commercial initiatives in setting up institutions of post-secondary education. Do they thus become part of the market in such a classification system? Are such institutions then apart from civil society? Should such institutions engage with civil society? Should institutions of post-secondary education become an ally of civil society? Should civil society partner more vigorously with such institutions? Should civil society demand greater accountability from such institutions, and vice-versa?
In many societies around the world, universities and other academic institutions have offered âspaceâ for independent thinking and critique; such institutions have been sites for anti-authoritarian and pro-democracy struggles and movements; many social, political and revolutionary activists have gained protection in and support from such institutions. In this sense of the history of democratic struggles, such institutions (and their inhabitantsâstudents, professors, deans, etc) have been champions of strong and independent civil society. Therefore, universities need to engage with civil society much more proactively and regularly, both as a part of, and apart from, civil society.
This recognition has gained acceptance more readily in academic institutions in North America and Europe than in Asia and Africa. Service learning, engaged scholarship and partnerships with civil society in research and teaching are now regularly being attempted and institutionalized in America and Europe. It is precisely because of this trend that most Asian students applying for admission in MBA programmes in USA are asked to produce evidence of volunteering with civil society; such evidence has gained growing recognition in the premier institutions of North America as a defining criteria for admission to higher education programmes.
How can such a perspective be encouraged in institutions of post-secondary education in Asia? How can contemporary efforts in developing new policy frameworks incorporate such perspectives in India? In our race for higher enrolments in post-secondary education, we should not loose sight of the long-term vision of the roles such institutions play as a part of, and along with, civil society in India. What can we do to make this happen in India?
Rajesh Tandon
30 July 2010
Insights from participatory research across Kochi, Bengaluru, and Ahmedabad reveal that disability-inclusive mobility demands far more than infrastructure compliance. It requires recognising the diversity of disabilities, the intersecting barriers of gender and class, and the wisdom that communities hold in identifying practical solutions.
This blog, written by our intern Kush Rastogi, a B.A. English (Hons) student at Amity University, Noida, reflects on Dr. Rajesh Tandon’s podcast 'Reimagining Civil Society'. It captures powerful stories of literacy movements in India, highlighting civil society’s role in empowerment, innovation, and inclusive education.
India’s Gram Panchayats today govern at a time of profound transition. Climate change is intensifying floods, droughts, and heat stress, public health risks such as water-borne diseases are becoming more frequent, rural youth migration is hollowing out local economies and digital systems are expanding faster than local capacities to use them meaningfully.
