Reimagining and radicalizing community development practice in south-east Queensland through popular education action research

Author(s):  
Athena Lathouras ◽  
Peter Westoby ◽  
Lynda Shevellar
2019 ◽  
Vol 49 (8) ◽  
pp. 2207-2225 ◽  
Author(s):  
Peter Westoby ◽  
Athena Lathouras ◽  
Lynda Shevellar

AbstractThis article reports upon the efforts of three social work/social science academics in partnership with social and community practitioners, at radicalising community development (CD) within social work. The project was motivated by painful political events and processes unfolding around the world in 2017 and led to the design of a participatory action research approach with thirty-three practitioners. Engaging in several cycles of research (pre- and post questionnaires, observation, focus groups and interviews) and action learning (a popular education knowledge exchange day, a community of practice day and prototyping new projects) several new initiatives were implemented, including the formation of a new Popular Education Network. Reflections and discussion consider the implications of radicalising CD within social worker practice through combining education, organising and linking to progressive social movements. The article overall makes the case that popular education could be a crucial element in enabling the radicalisation of CD within social work.


Author(s):  
Inmaculada Gómez Jarabo ◽  
Marta Gómez Gómez

Reflexionando sobre los proyectos de desarrollo comunitario en tiempos de crisisRESUMENEn el presente estudio pretendemos reflexionar sobre la situación de los proyectos de Desarrollo Comunitario en España y sobre la participación de la población escolar, fundamentalmente universitaria, en los mismos. Para ello, nos basaremos en la Educación Popular de Freire y las metodologías de Investigación Acción Participativa y Aprendizaje Servicio como fundamentación teórica a los proyectos analizados y las propuestas realizadas. Haremos especial hincapié en este tipo de proyectos en tiempos de crisis, pues es cuando la población se siente más desamparada y necesita sentirse más integrada en su entorno y arropada por sus semejantes. Todo ello, resaltando la importancia que tiene en la formación del ser humano no sólo el aspecto académico o técnico, sino también la perspectiva emocional y de pertenencia a la sociedad en la que vive.PALABRAS CLAVE: Proyectos de desarrollo comunitario. Educación Popular. Participación ciudadana. Refletindo sobre os projetos de desenvolvimento comunitário em tempos de criseRESUMONo presente estudo pretendemos refletir sobre a situação dos projetos de Desenvolvimento Comunitário na Espanha, e sobre a participação da população escolar, fundamentalmente universitária, nos mesmos. Para isso, nos basearemos na Educação Popular de Freire e nas metodologias de Investigação Ação Participativa e Aprendizagem em Serviço, como fundamentação teórica dos projetos analisados e as propostas realizadas. Faremos especial ênfase nesse tipo de projeto em tempos de crise, pois é quando a população se sente mais desamparada e necessita sentir-se mais integrada em seu entorno, e apoiada por seus semelhantes. Tudo isso, ressaltando a importância que tem na formação do ser humano não só o aspecto acadêmico ou técnico, mas também a perspectiva emocional e de pertencimento à sociedade em que se vive. PALAVRAS-CHAVE: Projetos de desenvolvimento comunitário. Educação popular. Participação cidadã. Reflecting on community development projects in times of crisisABSTRACTIn the present study we intend to reflect on the situation of the Community Development projects in Spain, and on the participation of mainly university in the same school population. To do this, We will base on Popular Education Freire and methodologies Participatory Action Research and Learning Service, theoretic basis of the analyzed projects and proposals made. We will make special emphasis on this type of project in times of crisis, it is when the population feels more helpless and need to feel more integrated in its surroundings, and supported by his fellows. All this, emphasizing the importance of the formation of the human being not only the academic or technical aspect, but also the emotional perspective and of belonging to the society in which we live.KEYWORDS: Community development projects. Popular education. Citizen participation.


2004 ◽  
Vol 26 (2) ◽  
pp. 45-50
Author(s):  
Jonathan London ◽  
Melissa Chabrán

If knowledge is a form of power, then to lack knowledge is to lack power, and to build knowledge is to build power. This seemingly basic notion is at the source of diverse streams of theory and practice entitled participatory action research, community-based research, counter mapping, popular education and empowerment evaluation. It is from these historical, political and methodological headwaters that a relatively new stream of work, called youth-led action research, evaluation and planning, arises. These practices, while distinct, all represent attempts to build the power and capacity of those at the margins of society to examine, define, and ultimately shape their worlds according to their needs, visions and values. Youth-led action research, evaluation and planning expands the social critique and progressive stance towards breaking the monopolies of power/knowledge to include age-based inequities, along with (and in relationship to) inequities based on race, ethnicity, class gender, sexuality and other markers of difference.


Author(s):  
Yannefri Bachtiar

As a part of the concern to the grass root society, Bogor Agricultural University had been established family empowerment station (Posdaya) the model of community development since 2007. The purpose of Posdaya is to increase the capacity of grass root society to fulfil their need of live by their social capital development. For this purposes the action research was done to explore the appropriate strategy for social facilitation approach in developing their capacity in education, health, economy, and environment. Until 2010, there was 106 Posdaya at Bogor, Cianjur, and Sukabumi area. Posdaya Bina Sejahtera Kelurahan Pasir Mulya Bogor was one of a good example in developing Posdaya that has been established at 8<sup>th</sup> May 2007. In the initiative phase, several activities had been done, included survey of the potency of community development, mini-workshop, meeting, training, coordinating, and empowering. In the implementation phase, several result had been yielded included organizational establishment, action plan, readiness of cadre, core activities development in education (pre-school and moving library), health services (post health services, geriatric health services, children family planning), economy (<em>syari’ah</em> microfinance institutionalization, small business for food production, and handy-craft), environment (environmental based agribusiness and household waste management). Action research concluded that Posdaya was empowerment strategy in developing grass root society by bottom up program on their self-reliance capacity in using local and potential resources. Posdaya was the institutionalization of social capital that relevant to the need of grass root society in developing education, health, economy, and environment. By these approach Posdaya considered as a proved model of community development in developing both physical and non physical of the society.


1973 ◽  
Vol 2 (3) ◽  
pp. 239-248 ◽  
Author(s):  
Ray Lees

At the end of 1971 the Government designated the extention of the Community Development Project to the planned total of twelve areas. The project was then described as ‘a national action-research experiment’ carried out in selected urban localities in order to discover ‘how far the social problems experienced by people in a local community can be better understood and resolved through closer co-ordination of all agencies in the social welfare field – central and local government and the voluntary organizations – together with the local people themselves’. There was a special emphasis placed on the importance of ‘citizen involvement and community self-help’, together with the expectation that ‘the lessons learned can be fed back into social policy, planning and administration, both at central and local government level’.


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