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Concept : The Journal of Contemporary Community Education Practice Theory
Number of Followers: 4  Open Access journalISSN (Print) 1359-1983 - ISSN (Online) 2042-6968 Published by U of Edinburgh Journal Hosting Service  [21 journals]
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- Britain in Fragments: why things are falling apart Satnam Virdee and
Brendan McGeever
Authors: Keith Popple
Abstract: There is little doubt that Britain is grappling with monumental economic and social challenges. The re-energised capitalism agreed between capital and labour after the Second World War has clearly failed to deliver in the manner key actors, including politicians and policy makers, thought and believed it would.
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Greece
Authors: Athanasios Angelopoulos
Abstract: This article draws inspiration from the ongoing debate on mutual aid, particularly its emergence as a community-based and led response during the Covid-19 pandemic. One perspective views mutual aid as a positive collective practice, effective for immediate, small-scale needs but inadequate for addressing large-scale systemic inequalities. Advocates of this view propose that mutual aid should operate under state guidance to complement centrally orchestrated responses to systemic issues. In contrast, the opposing side challenges this view, asserting that mutual aid is inherently an emancipatory practice. It aligns with the core principles of anarchism, including anti-capitalism, anti-statism, and anti-authoritarianism. Owing to this ideological alignment, these proponents argue that mutual aid should not be supplementary to the state; doing so would risk transforming it into a form of charity. This article aims to enrich the broader dialogue on mutual aid by introducing a dichotomous framework for its understanding. This framework categorises mutual aid into two distinct types: Organic mutual aid, which arises 'naturally' from immediate communal needs but lacks the political impetus to confront hierarchical power structures. Political mutual aid, born out of political motivation with the objective of challenging both official and unofficial hierarchical power structures. To elucidate the necessity of this dichotomous framework in grasping mutual aid's dual dimension, I will delve into both recent and past experiences of mutual aid in Greece. However, before advancing this proposal, it is essential to examine the underlying reasoning behind the two perspectives in this debate.
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PubDate: 2024-08-16
- Re-Envisioning Community Gardens: Exploring the value of community gardens
in supporting young people’s development through informal education
Authors: Pippa Edwards
Abstract: After feeling the impact of the Covid-19 pandemic, access to outdoor spaces as sites for learning, growth, and connection has grown in importance for young people’s learning through play, creativity, and risk-taking. In addition, government cuts to youth and community work alongside restrictions within formal education, demonstrates a greater need to protect and re-envision how we view spaces like community gardens as valuable learning grounds for young people to access outside schools. This article aims to demonstrate the importance of learning in the outdoor environment of community gardens. Drawing on data from both Youth Workers and young people, it will advocate for the significance of community gardens for the growth and progression of young people through positive education development using informal learning techniques. It concludes that informal education is vital for young people's educational growth and development, particularly in outdoor settings like community gardens focusing on hands-on experiences and learning through play and the senses. After advocating for the importance of community gardens, it outlines how funding for youth and community sectors like community gardens could be increased and prioritised to maintain active sites outside of schools.
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practice in Higher Education through Shared Principles and Values
Authors: David Wallace, Jamie Hopkin, Alan Cusak; PHD
Abstract: Abstract: The community education team at the University of the West of Scotland engaged in a critical planning day that sparked rich dialogue and critical debate. This article reflects on the insights and evaluations from this session, aiming to unify the community of practice in higher education around core principles and values. The goal is to establish a consensus on these shared values and principles, supporting future co-production, scholarship, and the development of the programme at UWS. Central to our identity are the shared values of social justice and human rights, aligning with both community education policy and the civic engagement principles of the University. This paper highlights our commitment to these 'ideals' and their influence on our teaching, learning, and assessment practices. Our work is grounded in theoretical foundations from John Dewey, Antonio Gramsci, and Paulo Freire, emphasising community, democracy, cultural hegemony, and critical consciousness. These principles guide our critical civic praxis and our collective approach to teaching and community engagement. Higher education plays a crucial role in promoting diversity, social inclusion, and community. By fostering grassroots activism, we aim to empower and engage in democratic processes and challenge regressive ideologies. Our objective is to inspire students to embrace these values and sustain movements for social change.
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Expand Diversity
Authors: Michael. T Miller
Abstract: Community education offered by colleges and universities is an underexplored element of higher education. Community education includes non-credit and non-credentialing experiences that are offered by an institution for the benefit of the community. These courses, workshops, seminars, etc. can range from highly formal, such as adult basic education, to the highly informal, such as game nights in a college student center (Fletcher, 1989). The purpose of community education is the development of individuals in a community, whether to an expressed end or for the purpose of building human capital through socialization (Fletcher, 1989; Sole & Wilkins, 1976; Western et al, 2005).
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Briggs, Kirsty Forrester, Ed Garrett, Karen McArdle and Catherine McKay
Authors: Gary Fraser
Pages: 3 - 3
Abstract: ‘The Impact of Community Work: How to Gather Evidence’ is a book which I would highly recommend to anyone with an interest in community work. In one sense the book does what it says on the tin and successfully makes the case as to why gathering evidence and measuring impact matters in community work. The book also doubles up however, as an introduction to both community work and community based social research. In terms of impact and evidence, Concept readers will be aware that community work is an intensely governed activity in which community work practitioners must justify what they do to different audiences which includes management, government, inspectors, funders and of course communities themselves. “It’s not enough to just do the work” as an inspector from Education Scotland once told me; “we also need evidence that the work makes an impact”. Inspectors often refer to “impact” as the “so-what” question, namely, so what practical and measurable difference is your working making. ‘The Impact of Community Work’ will enable readers to address that “so what” question and is written as a ‘practical’ and ‘how to guide’, which is neatly divided into two parts - ‘Thinking about Impact’ (Part One) and ‘Methods of Gathering Evidence’ (Part Two).
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keyboard
Authors: Anonymous
Pages: 4 - 4
Abstract: On the Block is an occasional column which allows authors to express themselves in unconventional or provocative ways. In this issue we publish a piece by an anonymous author whose experience of working in a local authority leads to questions about the constraints of practice within the current context.
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to control your life) (2024)
Authors: Margaret Petrie
Pages: 4 - 4
Abstract: While there have been other books on the rise of neoliberalism[1] this book seeks to bring the concept of neoliberalism to a wider public. It aims to offer a readable, accessible guide, to make visible the key concepts of this ideology, how it has been promoted, and to develop an argument which opposes a political logic that in recent years has advocated these concepts as the new “common sense” - immutable principles for which there is no alternative.
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PubDate: 2024-12-18
- Exploring community engagement methods and approaches, a one-day workshop
for anyone in the Fife area to build their skills in this environment,
Glenrothes, November 2024.
Authors: Matt Pointon
Pages: 4 - 4
Abstract: Community Engagement: we hear it a lot, particularly from politicians when talking about controversial topics and projects: “We engaged with the community, and this is what they wanted”. In tourism, it can be used to find the balance between the social impacts of development – ensuring that what we, as development practitioners, do is in the community’s best interests. Responsible tourism looks at the social, economic and environmental factors; one of these is objective – money – you can count it. Another of these is theoretically measurable on both macro and micro levels, though tough to define - environmental. The final is very subjective and nearly impossible to measure with any proper level of accuracy – social. That’s where community engagement comes in.
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Authors: Sarah Ward
Pages: 4 - 4
Abstract: I’m always impressed by someone who can stand up and speak coherently without notes. It’s an underrated art form, and one that Julian Boal performs with conviction and authenticity, all the while in a second language. He is promoting his new book, Theatre of the Oppressed and its Times (2023), at an event jointly hosted by Active Enquiry Theatre Company and the University of Edinburgh’s Moray House. I arrive at Boal’s talk intrigued by what it’s like to be the son of a revolutionary theatre practitioner, probably the most famous theatre maker ever.
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Authors: Colin Kirkwood, Gerri Kirkwood
Pages: 8 - 8
Abstract: Over many years, Colin and Gerri Kirkwood have made a significant, distinctive and influential contribution to the practice of community-based adult education in both Scotland and the UK as well as further afield. In this article, they provide a brief introduction to the archive of their work which has recently been established at the University of Strathclyde, Glasgow.
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Authors: Jean Barr
Pages: 9 - 9
Abstract: I opened the antique chest I inherited from my great-great uncle Alexander and began unravelling the strands of his life as an evangelical minister in late nineteenth-century Italy, bringing to light the cover-ups in Britain’s history of Empire and the ways in which a handful of families even today continue to shore up their wealth.
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Authors: Charlie McConnell
Pages: 9 - 9
Abstract: In April 2025 there will, I hope, be celebrations across Scotland and beyond to mark the fiftieth anniversary of the Alexander report, the Challenge of Change and five decades of community education practice. I shall certainly be raising a glass to a man and a publication that put Scottish community education on the map, not just of Scotland, but internationally. This article traces some of the international influence of the Scottish approach that emerged since the report was published, and in particular of its association with the wider field of community development. I have too often felt that Scots at home, not least policy makers, have not recognised the influence Scottish practice and scholarship has had internationally. In my view, it has been and remains, huge. I hope this article will remind readers of that. And if it reaches the eyes of Scottish policy makers and funders, that they enhance investment in this vitally important work as part of any strategy to support communities to address the challenges of change.
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government funded community education'
Authors: Garry Nicholson
Pages: 11 - 11
Abstract: The number of people participating in state funded ‘community learning’ has diminished over the last decade from a figure of 657,200 in 2013/14 to just 274, 090 in 2022/2023. Although there are many different interpretations of what community learning is, this article’s key concern is for learning being offered ‘in’ and ‘for’ local communities. From next year, at least from a UK government funding perspective, ‘Community Learning’ will be no more in England. From August 2024 the new term of ‘Tailored Learning’ will be adopted instead, despite having scant provenance within adult learning. Such a name change suggests a neo-liberal political ideology and strengthens the current argument that adult learning which is paid for by the state should be for employment purposes, or a steppingstone to employment only. Will the new term act as a marker of increased focus on meeting individual needs, or will learning be increasingly tailored to meet employer needs' It can of course be argued that ‘Tailored Learning’ will seek to achieve both ends but, even if this is the case, the pendulum may well have swung even further towards state-funded adult learning being the facilitator of a relationship between the individual and employers. With an election looming, ‘Tailored Learning’ could either be a short-lived or a long-term change. On the surface, a change of name and re-categorisation of purposes does not mean that adult learning cannot continue to take place ‘in’ and ‘for’ communities. However, it does take adult learning further along the tracks of ‘efficiency’ and ‘utility’ and is therefore worthy of continued critical debate.
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Authors: Alison Tonkin, Julia Whitaker
Pages: 11 - 11
Abstract: In 2008, the New Economics Foundation (NEF) was commissioned to develop a set of evidence-based actions that would improve personal wellbeing and consequently, demonstrate 'real economic wellbeing' (Aked et al, 2008). Acknowledging the importance of personal, social, cultural, environmental, and economic determinants of health, the NEF replicated the ideals of the 5-a-Day campaign using advice from the World Health Organization to promote the need to eat at least five portions of a variety of fruit and vegetables every day, due to the significant health benefits this brings (NHS, 2022).Consequently, the NEF developed a new and creative approach to health promotion and developed the Five Ways to Wellbeing (Aked et al, 2008), which encourage us to Connect… Be active… Take notice… Keep learning… Give. These five simple steps can be followed every day to enhance mental health and wellbeing (Mind, 2023).
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Authors: Michael T Miller, Kenda S Grover
Pages: 12 - 12
Abstract: Community education groups can play an important role in reducing social isolationism among mature adults. The current study describes one such organization that has played an important part in the lives of about 30 mature women who have an average age of 76. Through semi-structured interviews, a thematic analysis showed that the organization has played a critical role in their social interactions, creating deep bonds among the women. What began as a group dedicated to education evolved into a strong social support network that has provided important social capital development for participants.
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Authors: Sinéad Gormally
Pages: 13 - 13
Abstract: I was asked to provide an input at Moray house on the state of the field of Community, Learning and Development (CLD). This was on 14th June and therefore, before the findings of the review called by the Minister for Higher and Further Education on how the CLD Service offers support and development to learners in Scotland’s communities (Scottish Government, 2023a). The following is a slightly amended version of that talk to provide greater reading clarity.
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