No “haughty and inaccessible ivory tower”: Laval University and Adult Education, 1930–1965

Oct 15, 2026

Canadian universities today frame social relevance through community engagement, knowledge mobilization, and equity, diversity, and inclusion. The article studies how those processes were articulated differently in the language of adult education and extension. Using Laval University initiatives from 1930 to 1965, it reconstructs programs and practices to illuminate how universities pursued educational objectives beyond traditional associations. It also extracts five lessons for contemporary scholars and leaders.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Introduction

University social relevance and adult education vocabulary

Participation and growth of university-based extension programs

Illustrative institutional initiatives in the early to mid-20th century

No “haughty and inaccessible ivory tower”: Laval University and Adult Education, 1930–1965 Scott McLean University of Calgary Abstract Canadian universities today assert their social relevance through highlighting processes such as community engagement, knowledge mobilization, and the promotion of equity, diversity, and inclusion. Much can be learned about such processes through examining an era in which Canadian universities asserted their social relevance through another vocabulary: that of adult education and extension. This article provides a case study of adult education work undertaken at Laval University from 1930 through 1965. Through reconstructing programs and practices at Laval, this article offers insight into past and present efforts of universities to pursue educational objectives with which they are not traditionally associated. The article narrates an important chapter in Canadian educational history, and also elucidates five lessons of importance to contemporary educational scholars and leaders: beware of institution-centric thinking, know how you can help people make a living, partner with external organizations, play to your institutional strengths, and serve and learn from others. Keywords: adult education, university extension, knowledge mobilization, community engagement, history, Quebec, Canada Canadian Journal of Education / Revue canadienne de l’éducation 46:2 (2023)©2023 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) Résumé Aujourd’hui, les universités canadiennes affirment leur pertinence sociale en mettantl’accent sur des processus comme l’engagement communautaire, la mobilisation des connaissances et la promotion de l’équité, de la diversité et de l’inclusion. L’examend’une époque où les universités canadiennes déclaraient leur importance sociale au moyen d’un autre discours, celui de l’éducation des adultes et de l’éducation permanente, permet d’en apprendre beaucoup sur ces processus. Cet article présente une étude decas sur le travail de formation des adultes menée à l’Université Laval de 1930 à 1965. En reconstituant les programmes et les pratiques de cette université, il donne un aperçu des efforts consentis, d’hier à aujourd’hui, pour poursuivre des objectifs de formation qui ne leur sont traditionnellement pas associés. L’article relate un chapitre important del’histoire de l’éducation au Canada et dégage cinq leçons importantes pour les chercheurset les leadeurs contemporains en éducation : se méfier de la pensée centrée sur l’institut, savoir comment aider les gens à gagner leur vie, établir des partenariats avec des organisations externes, tirer parti de ses forces institutionnelles, et enfin, être au service des autres et apprendre d’eux. Mots-clés : éducation des adultes, éducation permanente, mobilisation des connaissances, engagement communautaire, histoire du Québec et du Canada Canadian Journal of Education / Revue canadienne de l’éducation [www.cje-rce.ca](www.cje-rce.ca) Introduction Canadian universities are engaged in an ardent pursuit of social relevance. Universities Canada defines social impact as “the positive outcomes of initiatives that tackle social, economic, environmental and cultural challenges faced by people, organizations and communities,” and has defined eight principles to guide universities’work “to create positive change”(Universities Canada, 2021). Many universities are involved in efforts relating to community engagement, knowledge mobilization, community-based research, and the promotion of equity, diversity, and inclusion.1 Such efforts are sometimes positioned in a vocabulary that makes them seem novel—as if people at Canadian universities were inventing previously unimaginable strategies to better connect universities with communities. This article argues that much can be learned about such matters from analyzing the past work of Canadian universities

FAQs

What is the central focus of the study?

The study examines adult education and university extension work at Laval University from 1930 to 1965 to show how Canadian universities asserted social relevance using that vocabulary.

How does the article connect past practices to present-day university work?

By reconstructing programs and practices, it explains how earlier efforts inform current educational objectives and broader work on social relevance.

What lessons does the article highlight for contemporary educational scholars and leaders?

It emphasizes five lessons: avoid institution-centric thinking, learn how to help people make a living, partner with external organizations, leverage institutional strengths, and serve and learn from others.

Oct 15, 2026

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