Community–University Engagement: A Process for Building Democratic Communities

doi:10.1002/aehe.20014

Cited by 16 publications

(5 citation statements)

References 127 publications

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“…As argued by Moore (2014), these brick and mortar projects "strengthen relationships of people to the places where they live and among those people who live there" (p. 20). The evidence gathered in our evaluations supports this idea.…”

Section: Discussion and Policy Lessonsmentioning

confidence: 99%

Community Learning and University Policy: An Inner-City University Goes Back to School

Axworthy

DeRiviere

Rattray

2016

iipj

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For at least a decade now, the University of Winnipeg (U of W), an urban institution on Treaty One land in the heart of the Métis Nation, has challenged existing academic models and practices, and has incorporated strategies that address the social divide between Indigenous and non-Indigenous peoples in order to more effectively serve the learning needs of its surrounding community. This article demonstrates how an inner-city university has used internal policies and programs to help support the self-determination of Indigenous peoples. Six community learning initiatives were recently evaluated for impact. This article will provide an overview of the positive outcomes of these learning initiatives on a community of underrepresented learners.

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Section: Discussion and Policy Lessonsmentioning

confidence: 99%

Community Learning and University Policy: An Inner-City University Goes Back to School

Axworthy

DeRiviere

Rattray

2016

iipj

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“…In the case of researchers, university funds tend to be allocated to tenure-track and tenured professors, since scholars with short-term or temporary https://www.urbanstudiesfoundation.org/funding/ contracts often cannot sustain long-term relationships with local communities in the same way. Secondly, external funding institutions often reduce the relationship between universities and communities to a rather distanced funder-recipient relationship, instead of seeing universities as integrally part of the communities in which they are located (Moore, 2014). This means that those working at the institutional level may be expected to maintain the position of a neutral party with regards to external funding sources, a common expectation and policy that is grounded in the hard sciences, but that does not reflect the methods nor objectives of PAR.…”

Section: Centering Frontline Communitiesmentioning

confidence: 99%

Call for reimagining institutional support for PAR post-COVID

Auerbach

Muñoz²,

Walsh³

et al. 2022

Front. Sustain. Food Syst.

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Although we believe academic researchers have a critical role to play in transformative systems change for social and ecological justice, we also argue that academic institutions have been (and continue to be) complicit in colonialism and in racialized, patriarchal capitalism. In this essay, we argue that if academia is to play a constructive role in supporting social and ecological resilience in the late stage Capitalocene epoch, we must move beyond mere critique to enact reimagined and decolonized forms of knowledge production, sovereignty, and structures for academic integrity. We use the pandemic as a moment of crisis to rethink what we are doing as PAR scholars and reflect on our experiences conducting PAR during the pandemic. A framework is presented for the reimaging of institutional support for the embedding of scholars in local social systems. We propose an academy with greater flexibility and consideration for PAR, one with increased funding support for community projects and community engagement offices, and a system that puts local communities first. This reimagining is followed by a set of our accounts of conducting PAR during the pandemic. Each account begins with an author's reflection on their experiences conducting PAR during the pandemic, focusing on how the current university system magnified the impacts of the pandemic. The author's reflection is then followed with a “what if” scenario were the university system changed in such a way that it mitigated or lessened the impacts of the pandemic on conducting PAR. Although this framework for a reimagined university is not a panacea, the reliance on strong in-place local teams, mutually benefiting research processes, and resources for community organizations putting in the time to collaborate with scholars can overcome many of the challenges presented by the pandemic and future crises.

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“…Though not unproblematic in definitions and applications, social capital can produce benefits that go beyond economic gains (Grootaert & Van Bastelaer, 2001;Lin, 2001;Putnam, 2000). These benefits include social cohesion, increased social engagement (Moore, 2014;Putnam, 2000), education access and employability, and increased health, economic and social advancement (Woolcock & Narayan, 2000). Putnam (2000) contends that social capital can resolve collective problems while increasing individual benefits by reciprocal cooperation, safeguarding observance in established norms and relieving the individual burden in carrying out their missions.…”

Section: Social Capitalmentioning

confidence: 99%

“…Three, the willingness of the community to organise itself is crucial for an engagement to be implemented successfully. Moore (2014) suggests that community engagement needs coordinated efforts from those involved. Different training at Yamoransa created human capital.…”

Section: Disjointed Activities;mentioning

confidence: 99%

University Role in Liaising Partners for Society Development: A Case Study of a University Contribution to Society Development Through the Liaising Social Partners in Ghana

Wabike

2021

JEI

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Universities contribution to society development in Africa has been a subject of discussion since many countries attained independence in the 1960s. The university was seen as having a function of emancipating society from poverty and ignorance. The premise of this view was based on the university’s role in creating the ruling elite and knowledge generation and dissemination, which could help societies deal with development challenges (Sawyerr, 2004). These challenges pertained to political stability, food security, diseases and infrastructure development. The recognition that universities contribute to society development is thus not new in Africa; however, little is understood of the mechanisms these universities employ to fulfil this role. Applying social capital concepts to a case study at the University of Cape Coast (UCC) in Ghana, this article asks the following question: how do universities contribute to society development by creating social capital? UCC engagement with the Yamoransa community is analysed using a University-Community Engagement (UCE) context. Results show that university-community engagement may hold the key to producing tangible results while meeting community development challenges by creating social capital. Social capital helps build community capabilities by allowing access to knowledge circles and resources for the actors in the network. However, structural contexts in which universities operate in Africa may influence university contribution to social capital creation and its perceived benefits to society.

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Community–University Engagement: A Process for Building Democratic Communities

Cited by 16 publications

References 127 publications

Community Learning and University Policy: An Inner-City University Goes Back to School

Community Learning and University Policy: An Inner-City University Goes Back to School

Call for reimagining institutional support for PAR post-COVID

University Role in Liaising Partners for Society Development: A Case Study of a University Contribution to Society Development Through the Liaising Social Partners in Ghana

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