Community Development Education Research Articles

The Development of Community Education and Language: An Exploration of the Riam Panjang in the Interior of West Kalimantan

The study of the implications of education on societal change is important in social and educational contexts. This study was conducted in that context; it aims to describe how the implications of citizens ' education on their language. Data were collected in Riam Panjang Village, Kapuas Hulu. The place is more in the upper reaches of the Kapuas River, about 400 km from Pontianak, the capital of West Kalimantan province. Data were collected through interviews and observation. Data analysis was conducted with the approach of Cresweell (2015). In conclusion, the rapidly growing education in Riam Panjang has transformed monolingual societies into multilingual ones in the last 30 years. The community of speakers who initially spoke one language (monolingual), namely Malay Ulu Kapuas, became a bilingual community that spoke other Malay languages (Indonesian, Pontianak language), as well as several other languages. Changes are contributed by the need for interaction of society with the outside world, as a result of development and globalization. The implication of this study is the need for specific policies of decision makers about regional language retention. If there is no specific policy, it is feared that regional languages will become extinct, and that means part of the wealth of communal knowledge will also be extinct.

Learning to be ethical: the role of ethical capability in community development education

Abstract In the complex practices of development, ethical decisions are continually demanded of practitioners. This paper addresses the process of teaching ethics, within a framework of applied ethics and with an emphasis on the development of an understanding of ethics-in-practice in current and future practitioners. Building on recent work in the area of ethics in development and humanitarian practice, it addresses approaches to teaching professional ethics in community development and other fields, and debates about the value of teaching ethics. In particular, this article discusses how students develop what we call ‘ethical capability’—the cognitive and emotional resources needed to negotiate the contradictions and dilemmas of everyday practice, and to apply ethical decision-making models. Analysing a current post-graduate applied development ethics course and experience of similar courses in undergraduate business, we investigate how these can prepare students for the messy reality of community development practice. With very few courses teaching ethics in development, we propose that it is important to enhance ethical capability in community development students and practitioners, and that doing so supports their work and wellbeing.

Curriculum-in-Motion: Bringing Community Education to Life through Community-Based Participatory Action Research

This article presents a case study of the process of bringing community education to life as it was developed by the Community Education Programme at the Centre of Integrated Post-School Education at Nelson Mandela University. The article argues for a learning programme that co-creates learning starting from the experience of participants (curriculum-in-motion) as opposed to a learning programme and curriculum structured around systematised knowledge. The article describes in detail the process of developing a learning programme from the lived experience of marginalised and excluded communities through the process of community-based participatory action research, and argues for an approach to the development of community education and the curricula associated with its learning programmes as praxis—the process of engaged participation in intentional intellectual and practical work to construct an educational space for social change.

Research on the Development Path of Community Education Curriculum from Marx's Perspective Based on Big Data.

Community education curriculum is the key link to achieve the goal of community education; it is an educational activity that uses the educational and cultural resources of the community and faces all residents in the community; promoting the innovation of community education curriculum is the new mission of the development of contemporary community education, in order to explore the development path of community education curriculum from Marx's perspective under big data and study its educational value and development path. By comparing the development paths of community education in different environments, this paper makes a comprehensive analysis and evaluation and analyzes the value of coupling degree. It can be seen that the use of big data technology has a positive impact on the development of new education models, the development of community education and platform management, and the learning motivation of residents. We should make breakthroughs and innovations on the basis of the traditional education model, realize the value concept of lifelong education, and follow Marx's socialist development concept; it can better promote the development of residents and communities in the community and provide more effective data value and data support for the development path of community education in the future.

A national higher education analysis of the skills, knowledge, and values essential for students in Community Development Education

ABSTRACT The growing discipline of Community Development plays a vital role in addressing urban and rural community issues within the United States, and globally. Still, as Hains et al. pointed out in their 2020 article, there continues to be no consistent education or pedagogical practices available for future Community Development practitioners during students’ higher education experience. Thus, researchers conducted a modified Delphi study with an expert panel of Community Development educators from institutions of higher education across the United States. Upon culmination of three examining rounds, experts achieved consensus on 21 skills, 14 knowledge constructs and 17 values deemed essential for inclusion in Community Development Education curriculum in higher education. Ideally, including these constructs in a more coherent CD Education curriculum will lead to more consistently and effectively trained future Community Development practitioners. Implications, field application and future research are further discussed.

Diginal-Based Management Integrated With the Development of Community Education in the Maluku Islands

Diginal-Based Management Integrated With the Development of Community Education in the Maluku Islands

Harmful, helpful, or both? A commentary on postmodernism and critical theories in community development education

ABSTRACT In this relatively informal commentary, I discuss the potentially helpful and harmful roles that postmodernism and critical theories have in academia in general and particularly in community development scholarship and pedagogy. After introducing postmodernism and critical theories as well as some of the common criticisms of these frameworks, I discuss the importance of cultural capital in community development and how postmodernism and critical theories can protect and maintain cultural capital as well as damage and diminish it. I also discuss the importance of ensuring students in community development courses understand these frameworks and understand that they are but some of the theories and skills students will need to know to be effective and ethical community development scholars and practitioners. The duty of educators is to ensure that students have the abilities and support to do the hard work of critically evaluating and analyzing all viable approaches to community development work.

Research on the Abilities of Community Education Study Tour Instructors

Community education study tour instructors are important action elements of community education tours. It is necessary to sort out the abilities of community education study tour instructors as well as construct a scientific and reasonable professional ability index system for community education study tour instructors, so as to promote the high-quality development of community education as well as the modernization of lifelong education governance system and governance ability. Based on the practice of community education in Jiangsu and the basic theory of pedagogy, this paper puts forward five core vocational abilities of community education, including travel education and teaching ability, curriculum development ability, management and research ability, training and guidance ability, as well as study tour guarantee ability. This paper attempts to sort out the ability of community education study tour instructors through research and analysis. A three-dimensional and multi-dimensional framework of community education instructors’ ability has been constructed to provide a path for the professional development of community education study tour instructors.

Community Development Education: Convergent Approaches to Community Well-Being

Community Development Education: Convergent Approaches to Community Well-Being

Fusing Community-Engaged Learning & Transdisciplinary Curriculum for Undergraduate Community Development Education.

The Department of Community Development and Applied Economics at the University of Vermont embraces a transdisciplinary approach to community development education that provides students with real world experiences through community-engaged learning opportunities. The department was originally formed by an administrative decision that merged three departments in the College of Agriculture and Life Sciences intending to save financial resources. Over 25 years, we have developed a transdisciplinary approach that fills gaps that exist between disciplines that have yet to be closed while engaging with a variety of community partners to co-produce solutions to promote positive change. This article describes the evolution of our transdisciplinary curriculum that integrates a three-phased approach to service-learning. This framework enables faculty to offer appropriate service-learning experiences that provide meaningful interactions between students and community partners. CDAE has both honed and expanded curricular offerings to meet student interest and to better address community-based issues at the local, national, and global level.

Is the Scholarship of Engagement a Meaningful Approach to Foster Change in Community Development Education? Field Notes from Three Community/University Partnerships

Pedagogical approaches in community-engaged education have been the object of interest for those aiming at improving community health and well-being and reducing social and economic inequities. Using the epistemological framework provided by the scholarship of engagement, this article examines three nationally recognized and successful examples of community-university partnerships in the fields of community planning and public health: the East St. Louis Action Research Project, the South Memphis Revitalization Action Project, and the Detroit Community-Academic Urban Research Center. We review and compare how these partnerships emerged, developed, and engaged students, community partners, and academic researchers with their local communities in ways that achieved positive social change. We conclude by highlighting common elements across the partnerships that provide valuable insights in promoting more progressive forms of community-engaged scholarship, as well as a list of examples of what radical forms of community-engaged education may look like.

Examining the Dynamics of Field Philosophies and Epistemologies within Community Development Education

The concept, community well-being, has been studied across several academic disciplines, each employing its unique perspective. In an effort to enhance the well-being of communities globally, many scholars have commenced multi-disciplinary initiatives to address complex problems. For decades, researchers have documented the challenges of such diverse collaborations. Results often highlight the benefits of multi-disciplinary expertise coming together to solve complex problems. While this is perceived as a primary strength, they also acknowledge complications with interpersonal communication among cross-disciplinary efforts. Each discipline having its own professional language with unique cultural norms and assumptions—creating a contemporary Tower of Babel. We posit that disciplinary language is not the only barrier in creating functional multi-disciplinary programs. We argue that in addition to disciplinary languages, each field ascribes to a set of paradigms that frame the way professionals are trained in the discipline view the outside world. We identify the various disciplines contributing to community development education (CDE), the university-based educational platform for individuals interested in the field of community development, and examines the diverse paradigms associated with each discipline. We then consider how the varied paradigms create further complexity with interpersonal communication in the context of CDE. Lastly, we propose methods to identify disciplinary paradigms using them to enhance rather than detract from cross disciplinary collaboration.

Towards a More Connected Field of Community Development Education: Encouraging Community Well-Being Through an Engaged Symposium

As society continues to shift and progress, the field of community development becomes more salient to the well-being and sustainability of rural and urban communities. Globalization, global pandemics, technological change, and devolution are among several issues impacting the well-being of rural townships and urban neighborhoods nationally and globally. Post-secondary community development degree programs may be vital in developing individuals to address these unique issues. However, due to the multidisciplinary nature of the field, there has been a lack of communication and consensus among educators regarding the necessary skills, theories, and practices to teach in these programs. In 2017, a foundational initiative was implemented to examine community development education higher education programs across the United States. A unique component of this initiative was the inaugural Community Development Education Symposium. This innovative symposium engaged many community development educators from a variety of fields in an intense, purposeful three day event. This article captures the synergy of bringing together community development educators in a uniquely structured symposium, to network, share expertise, and ultimately build a Community of Practice (CoP) towards a more connected field of community development education and ultimately enhancing the well-being of communities through their student graduates.

Social Entrepreneurship: A Needed Tool for Contemporary Community Development Education

Community development education (CDE) can learn from the field of social entrepreneurship to catalyze transformational change in communities. Social entrepreneurship does not aim to incrementally improve unjust equilibriums, but aims to transform them into new and more just equilibriums. As CDE seeks to instruct students to address social, economic, and environmental change, social entrepreneurship supplies another tool for instructor, student, and professional toolkits to improve community well-being. This article begins by outlining fundamental concepts from the fields of community development and social entrepreneurship. Intersections in the respective literatures for each of the fields are then discussed. This article continues with aims to inform an emerging national research agenda for CDE. In that light, Martin and Osberg’s (2015) social entrepreneurship process is presented alongside examples that can be used by students, instructors, and professionals in courses and in the field. Furthermore, the article highlights critical perspectives to help both fields get beyond better – to disrupt unjust social equilibriums.

An exploration of community development higher education in the United States: A programmatic study

ABSTRACT The field of community development has grown substantially over the past few decades. This is characterized by an increased demand for professionals who can engage in community development efforts and assist in establishing impactful solutions to community issues. This increased demand has created a need for robust Community Development Education programs in higher education to educate community development practitioners. However, due to the minimal interaction between community development educators, historically there has been very little consensus about the fundamental skills, knowledge and pedagogy necessary for the development of community change agents. Therefore, a foundational national study was undertaken to document undergraduate and graduate community development programs in higher education across the United States. Results identified 107 Community Development Education programs and outlined baseline program demographics. Future directions and implications for the field are also provided.

The Impact of Education Existence Based on Pondok Pesantren in Drenges Village

development is the most important aspect of community life in a country. The development of education is hampered by the way schools prioritize aspects of knowledge. Thus, boarding school-based education is needed as an educational institution that teaches knowledge, character, and skills. The existence of Islamic boarding school-based education as the oldest educational institution in Indonesia is still maintained by some people. For this reason, the importance of discussing the topic of the existence of Islamic boarding school-based education is to provide knowledge about how Islamic boarding schools show their existence in the development of community education. The purpose of this study was to determine the supporting factors of Islamic boarding schools in developing community education and the impact of the existence of Islamic boarding school-based education on the development of education for the community in Drenges Village. The method used in this research is the qualitative method. Research data obtained by interview, observation, and documentation. The results showed that the factors that support Islamic boarding schools in developing community education are the quality of teachers, the curriculum used, and learning activities. Meanwhile, the impact of the existence of boarding school-based education for the Drenges community is the increase in aspects of knowledge, skills, and the character of independence. The importance of the research results is to provide a view to modern society that Islamic boarding school-based institutions can encourage the development of community education.

DEVELOPING ENTREPRENEURSHIP SKILLS IN SENIOR SECONDARY SCHOOL STUDENTS: VERITABLE TOOLS FOR COMMUNITY DEVELOPMENT IN KANO METROPOLIS, NIGERIA

Purpose: The study examined the effectiveness of entrepreneurship education in developing entrepreneurial skills in Senior Secondary School students for community development in Kano Metropolis, Nigeria. Methodology: The study adopted a descriptive survey design. The population was made up of teachers in all the public secondary schools in Kano Metropolis Area of Kano State. The samples consisted of 346 teachers randomly selected from public senior secondary schools in Kano metropolis. A twenty items structured questionnaire titled “Developing Entrepreneurship Skills in Secondary School Students for Community Development Questionnaire (DESSSSCDQ)” was used for data collection. Its validity and reliability were established using Cronbach’s alpha method and the value obtained was 0.82. The data collected were analyzed using Mean (), standard deviation (SD) and t-test statistical tools. Results: The results indicated that most teachers strongly opined that Entrepreneurship Education was effective in developing entrepreneurial skills in Senior Secondary School students for community development. Dearth of qualified entrepreneurship teachers, instructional facilities, inadequate funding were some of the challenges facing the effective teaching of entrepreneurship education in senior secondary schools. The result also showed no significant difference in the mean opinions of male and female Senior Secondary School Teachers on the role of Entrepreneurship Education for community development (t(344)= 0.612, P = 0.584 > 0.05). Recommendations/Classroom Implications: It was recommended among others that facilities needed to teach Entrepreneurship Education should be made available in schools so as to ensure that needed skills will be acquired for sustainable community development.

Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment

One of many development efforts is increasing today students development issues care and awareness. They are going to be the future nation developers and leaders. Thus, it is significant to promote understanding on various community development issues and stimulate their analytical thinking and problem solving. Video is one of many educational means to assist students’ learning process. It provides authentic materials and feeling experience of being there, instead of bringing the students to the real hazardous jungle. This study aims to analyze student-participants analysis on Dayak indigenous community issues and problem solving stimulation using a case study video. Qualitative research method is employed to achieve the research objectives. Thirty-five students are participating in the study. The studentparticipants written responses are analyzed by classifying them into emerging themes and categories, interpreting the underlying meaning and linking to the findings of existing projects, researches, and projects on development. The study reveals that the student-participants propose four main solutions. Those are environment and culture care, external development agents inclusion, capacity building and adaptive capacity development.

An Empirical Analysis of the Elderly’s Participation in Community Education

Population aging is a global trend. In the 1990s, China began to step into an aging society. Education for the aged is one of the components of education for all and is also the last stage of lifelong education. Based on the investigation and analysis of the elderly’s participation in community education in HZ City, this paper understands the basic situation of the elderly’s participation in community education, and puts forward some suggestions and strategies to better promote the development of community education.

El desarrollo profesional de docentes. Una propuesta desde la complejidad

Pugnar por la mejora educativa es una constante en la política de todos los países. Y uno de los aspectos nodales son los docentes. La propuesta que aquí se presenta, desde una perspectiva teórica compleja, reconoce a estos como sujetos históricos que al incorporarse a las instituciones se construyen y reconstruyen. El planteamiento recupera tres ámbitos centrales: personal, profesional y social. El primero alude a la motivación, satisfacción y aprendizaje; el segundo reconoce la necesidad de propiciar desde las instituciones condiciones de comunicación y toma de acuerdos y espacios para la reflexión y las comunidades de aprendizaje. Finalmente, el social se asocia con el reconocimiento de la profesión y su relación con el desarrollo comunitario que redunde en pro de la sociedad. Los planteamientos de este artículo son producto de una investigación desarrollada de 2011 a la fecha. De manera específica presenta los resultados de dos proyectos: una investigación etnográfica denominada “El desarrollo profesional de los formadores de docentes. Una mirada desde la complejidad” y un proyecto de corte hermenéutico denominado “El desarrollo profesional docente al debate”.