Reflecting on 50 years: The University Without Walls and integrative interdisciplinary learning

The University Without Walls experiment on the University of Massachusetts, Amherst campus, began in 1971. The central animating concepts of the original experiment include the value of knowledge that is learned both within and without ‘the walls’ of the university. These various knowledge sources are integrated into the student’s individualized plan of study within an interdisciplinary analytic framework. This approach is described here as integrative interdisciplinary studies and its on-going strength as an approach to adult learning is in the synergy of these approaches. An integrative interdisciplinary approach supports transformative learning within a context-specific understanding of knowledge.

An Unlikely Powerhouse

Chapter 8 hones in on political explosions around the village of Idinthakarai that, from 2011, became the nucleus of the anti-nuclear movement in south India. Living only about a kilometre from the plant, village lives, livelihoods, and environments were irrevocably marred by the prospect of radiation burdens. We consider peoples’ role in jettisoning the People’s Movement Against Nuclear Energy as a force to be reckoned with that reached national and transnational circuits. As they waged non-violence from this village, on the one hand, a ‘university without walls’ was created, and on the other, an ‘open-air jail’ for many of the inhabitants who could not venture out for fear of arrest. Through their fast-track learning at the blunt end of nuclear politics, women rose to the challenge as ‘organic intellectuals’. Despite patriarchal convention, they became expert analysts and spokespersons on several subjects that enabled them to pierce the smokescreens of the nuclear state.

A university without walls

Dan Weinbren provides an authoritative historical account of the development of prisoner education at The Open University. Drawing on internal archives and wider historical contexts, Weinbren presents the complex narratives that shape our understandings of higher education and The OU’s efforts to fulfil its mission statement to be ‘open to people, ideas, methods and places’.