Authors: Millar, Pat; Kilpatrick, Sue

Source: Studies in the Education of Adults, Volume 37, Number 1, April 2005 , pp. 18-30(13)

Publisher: National Institute of Adult Continuing Education

Abstract:

Family and community capacity building projects in Tasmania are attempting to address the disadvantage of communities marginalised by socio-economic and other influences. Collaborations between the projects, community members and groups, and education and training organisations, have resulted in a leadership process which has fostered reengagement with learning in these disadvantaged communities. This study uses an ethnographic research methodology to examine the experiences of a number of new students or trainees, and the partnerships and collaborations which evolved between community development programmes, community members and groups, and educational and training organisations. Such collaborations may develop into dynamic leadership processes, enhancing social capital formation – thereby fostering genuine community development – while also facilitating re-engagement with learning.

Keywords: COMMUNITY DEVELOPMENT; DISADVANTAGED COMMUNITIES; COMMUNITY EDUCATION; SOCIAL CAPITAL; COLLABORATIVE LEADERSHIP

Document Type: Research article

Publication date: 2005-04-01

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• Studies in the Education of Adults is an international refereed academic journal, publishing theoretical, empirical and historical studies from all sectors of post-initial education and training. It provides a forum for the debate and development of key concepts. Studies in the education of adults is published by NIACE in association with the Standing Conference on University Research and Teaching in the Education of Adults (SCUTREA), the Universities Association for Continuing Education (UACE) and the European Society for Research on the Education of Adults (ESREA).
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