Social Support, Social Justice, and Social Capital: A Tentative Theoretical Triad for Community Development

Dolan, Pat

doi:10.1080/15575330809489745

Cited by 21 publications

(18 citation statements)

References 14 publications

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“…Child-led working draws more from notions of childhood and disability that promote inclusion and participation as a right. In childhood studies, such thinking encourages a holist, flexible and politically nuanced approach to children's services that recognises the capabilities of children, parents, communities and professional (Davis, 2011;Dolan, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…The literature differentiates between various contrasting concepts, such as: the social model of disability that highlights the need to remove structural barriers to inclusion (Barnes, 1991); strength-based/social justice perspectives that encourage the recognition of the capabilities of children, families and communities (Dolan, 2008); and medical child development models that concentrate on measuring the inabilities of young and disabled children (Alderson, 2000;O'Donnell, 2003;Shevlin & Rose, 2008). The literature review highlighted tensions between practice based on concepts of equity, intersectionality and social justice that sought to meaningfully support disabled children's self-empowerment, and more technical rational approaches to transition that aimed to enable earlier process of dialogue.…”

Section: Messages From the Literaturementioning

confidence: 99%

“…Research in Ireland, Spain and Romania has associated transition and inclusion with complex "communities" where everyone is included whatever their various identities (Davis et al, 2012;Meegan & MacPhail, 2006;Vrasmas & Vrasmas, 2007). Specifically, writing in Ireland and the United Kingdom has suggested that educational settings should become community learning networks where participants recognise the strengths, assets and capabilities of pupils, parents and professionals (Davis, 2011;Dolan, 2008;Kinsella & Senior, 2008).…”

Section: Parent Partnership Transitionmentioning

confidence: 99%

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Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project

Davis¹,

Ravenscroft²,

Bizas³

2014

Child Care in Practice

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This paper utilises qualitative and quantitative findings from the Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA) project that carried out a survey of professionals and focus groups/interviews with parents and children to understand the context of transition, inclusion and collaborative working. The paper contrasts parent, professional and pupil views of different approaches to transition for pupils with additional support requirements in the partner EU countries of the FIESTA project (and Scotland/the United Kingdom). Transition from pre-school to primary school and from primary to secondary school is a period where professionals begin to meet and exchange knowledge. Although many significant developments have taken place, transition remains very challenging for European countries. This paper differentiates between transitions led by professionals, parents and children. It analyses transition practices in order to make recommendations on how we can move beyond rigid approaches to inclusion, shift power relations in service settings and enable more flexible, participatory and inter-relational approaches.

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Section: Discussionmentioning

confidence: 99%

Section: Messages From the Literaturementioning

confidence: 99%

Section: Parent Partnership Transitionmentioning

confidence: 99%

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Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project

Davis¹,

Ravenscroft²,

Bizas³

2014

Child Care in Practice

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“…The community development literature chronicles this field's organisational and goal fluidity as well as its socio-political energy. Broadly aimed at promoting solidarity and agency (Bhattacharyya, 2004), community development has been cast as a triumvirate of 'social support', 'social justice' and 'social capital' (Dolan, 2008), as a process that entails 'organization, facilitation and action which allows people to establish ways to create the community they want to live in' (Matarrita-Cascante and Brennan 2012, p.297). Community leadership is central to this creation: 'leadership within communities of different people who come together in collaborative endeavour' (Kirk and Shutte, 2004, p.237).…”

Section: Community Development and Philanthropymentioning

confidence: 99%

Philanthropy and community development: the vital signs of community foundation?

Harrow

Jung

2016

Community Dev J

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Increased funding pressures on community development and reductions in governmental funding for community support suggest potent roles for philanthropy as a funding source, and the possibility of changing relationships between community development and philanthropy.Focusing on English community foundations and their implementation of the Canadian Vital Signs initiative, which is geared towards assessing communities' vitality and social priorities, our article explores whether, and how, such changes may be occurring.Using the literature on the respective value of 'unsettling' and 'settled' third sector organisations to community development, we reflect on the roles and contributions of community foundations to community development through community philanthropy. Vital Signs reports' content indicates donor-led community philanthropy associated with ameliorative rather than fundamental social change positions, as well as uncertainty surrounding community leadership in this context. We identify community foundations as 'settled' organisations within the community development spectrum and as reflecting the 'directed' community development form. In this instance, it appears that the philanthropycommunity development gap that we suggest is at best being partially bridged. Nevertheless, and paradoxically, these organisations' achievement of financial security through community donorship could also strengthen their community leadership roles in 'unsettling' ways, so doing more to lessen philanthropy and community development's separation.3

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“…Dolan believes that the core of community development can be broken down into three topics: social support, social justice, and social capital. 3 Social support is the ability of a community to create and sustain networks and memberships vital to maintaining everyday life during times of crisis and nominal living conditions. Social justice is ensuring equity of resources and rights across all the community citizens; while social capital describes the bonding and bridging of a community.…”

Section: Figure 2 Learning Relationships For Hcd As Experienced By Stmentioning

confidence: 99%

Reframing Engineering Capstone Design Pedagogy for Design with Communities

Lucero¹,

Turner²

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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is a Systems Engineering doctoral candidate at Colorado School of Mines with minors in Humanitarian Engineering and Science, Technology, Engineering and Policy (STEP). She holds engineering degrees from Colorado School of Mines in mechanical and electrical engineering. Her research is grounded in engineering design and design by analogy with a focus on analogy retrieval. She is employed by Ball Aerospace as a Systems Engineer and has worked on two successful satellite launches.

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Social Support, Social Justice, and Social Capital: A Tentative Theoretical Triad for Community Development

Cited by 21 publications

References 14 publications

Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project

Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project

Philanthropy and community development: the vital signs of community foundation?

Reframing Engineering Capstone Design Pedagogy for Design with Communities

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