The Interdisciplinary Programme on Human Development was launched in 1995. The work of the Human Development programme is structured along four axes: health, nutrition and quality of life; technology, production and environment; cultural processes of learning and human rights; social strategies, public policies and power relations. Academically, the Human Development group works with a variety of students from undergraduate, postgraduate and professional programmes. Many students at all levels are drawn to Chiapas because of the notoriety of the Zapatista movement. The primary academic course facilitated by the Human Development programme is the two-year MA in rural development. Students who stay in the programme for one year receive a diploma in rural development. Some students are awarded funding to continue their research even further so that they may complete a doctorate with the Human Development programme.
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses on community-university research partnerships rather than the broader community-university engagement. It looks at the variety of structures that have been created in the various universities and civil society research organizations to facilitate and enhance research partnerships. The book provides evidence of the impact of community-university research partnerships on the curriculum in several higher education institutions (HEIs). It talks about the policy dance that community-university research partnerships are engaged in, by looking at the work of the European science shop movement. The book offers some thoughts on the future of community-university research partnerships within the context of a knowledge democracy movement. It is an evaluation framework for partnership research that has emerged from important work in Quebec.
This book is based on a three-year international comparative study on poverty reduction and sustainability strategies . It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building, and on the theory and practice of community university research partnerships. It also includes lessons on models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations. The book overviews the concept of engaged scholarship and then moves to focus on community-university research partnerships. It is based on a global empirical study of the role of community-university research partnerships within the context of poverty alleviation, the creation of sustainable societies and, broadly speaking, the Millennium Development Goals. The book frames the contribution of community-university research partnerships within a larger knowledge democracy framework, linking this practice to other spaces of knowledge democracy. These include the open access movement, new acceptance of the methods of community-based and participatory research and the call for cognitive justice or the need for epistemologies of the Global South. It takes a particular look at the variety of structures that have been created in the various universities and civil society research organizations to facilitate and enhance research partnerships.
The MA in Participation (MAP) had its first intake of students in 2004. MAP is the product of several years of planning and more years of previous work by the Participation, Power and Social Change (PPSC) team at Institute of Development Studies (IDS), University of Sussex. The roots of PPSC connect to the highly influential work of Robert Chambers in the field of participatory development. The curriculum for the first term of MAP has two courses, Foundations of Participation, and Ideas in Development. Foundations of Participation is designed for and open only to MAP students. It is basically two courses in one, divided into two distinct streams: Action Research and Reflective Practice; and Power, Participation and Social Change. The Action Research/ Reflective Practice stream is less conventional in its structure and is key to what makes MAP an innovative programme, curricularly and pedagogically.
Using the lens of global perspectives, this chapter explores the form, function and impact of community-university research partnerships. It examines participatory approaches to research and impacts that serve to foster, facilitate and strengthen the unique relationship and democratic knowledge exchange process between partners, participants and across the sectors they represent. The chapter demonstrates that the process of measuring impact is informed by how partners and participants directly and indirectly involved in community-university research partnerships. It presents examples of hybrid approaches to assessment and evaluation of community-university research partnerships. Community-university research partners at the University of Brighton's Community-University Partnership Programme (CUPP) apply a theory of change to identify a pathway of change, which includes indicators to measure success leading to particular outcomes. Local, regional, national and international community-university research partnership structures, networked together, offer greater opportunities to draw on global perspectives and act in global arenas.
University-community partner equitably contributes their expertise and shares responsibility and ownership to enhance understanding, integrate the knowledge gained, with action to improve the well-being of community members and foster sustainable development. Community-university partnerships can serve as an entry point where local community-based organizations, village communities and public (government) agencies work together in the area of community development and educational enrichment. The cases of Mountain Development Research Centre (MDRC) and Rural Extension Centre's (REC) rural library services show that partnership with community members and civil society organizations (CSOs) has a potential for valuing indigenous knowledge, and knowledge production around citizens' concerns. Rural reconstruction programmes in Sriniketan were primarily organized and coordinated by the REC. The objective of a rural circulating library was to retain acquired literacy skills after education.
The Outreach and Community Service programme at the University of the South in Sewanee, Tennessee, was created in 1989. It was part of a wave of many such programmes started by US universities and colleges in the late 1980s and early 1990s, bolstered by Boyer's Scholarship Reconsidered report for the Carnegie Foundation for the Advancement of Teaching. The University of the South, more commonly referred to as Sewanee, is a small, private liberal-arts college owned by the twenty-six southern dioceses of the Episcopal Church. Since 2003, the outreach programme has been pivotal in enabling a series of new courses which include action learning and community-based research (CBR). The series of new courses includes summer-in-South-Asia programme, documentary photography, human health in the environment, politics of poverty, medical ethics, introduction to anthropology, civil rights, music and social change, and community-engagement minor.
People who live off materials recovered from the waste stream exist in every corner of the world. However, these recyclers are among the most exploited and socially and economically excluded people. Recyclers face enormous stigmatization, discrimination and marginalization. This project focused on participatory waste management as an opportunity to generate income and improve the quality of life of informal recyclers (called catadores in Brazil), while promoting environmental sustainability and inclusive public policies on integrated waste management. The project has also made a number of contributions to theorizing the social and solidarity economies, areas of research that remain relatively undertheorized, while also contributing to the critical discourse on collective commercialization and microcredit. Further, the research has helped to expand the body of theory about community-based research and empowerment concepts.
The Danish Society for the Conservation of Nature (DN) of Frederikssund is a local committee of a national non-governmental organization (NGO) working towards protecting nature and the environment. DN Frederikssund addresses local issues regarding the protection of nature and the environment to achieve local sustainable development. It initiates local campaigns, participates in political hearings and comments on the municipality's environmental strategies and plans. In the mid-1990s, DN Frederikssund became aware of science shops through correspondence from the science shops at Roskilde University Centre (RUC). DN Frederikssund saw this as an opportunity to engage in research about the pollution levels in village ponds in Frederikssund municipality. DN Frederikssund has defined more project requests for the science shops at RUC and the University of Copenhagen (KU). The NGO was able to use the results to pressure the municipality of Frederikssund on the issue of the lakes' health.
Participatory Research in Asia (PRIA) initiated a project in 2008 on Women Political Empowerment and Leadership (WPEL) to address the gaps in the education and training of women leaders for political roles in institutions of local self-governance, at both urban and rural levels. The Prem Chadha Memorial Youth Leadership Programme was initiated by PRIA in memory of the late Mr Prem Chadha, a founder of PRIA. The programme Strengthening Scheduled Caste Leadership in Panchayati Raj Institutions (PRIs) aims to strengthen SC leadership by providing them opportunities for systematic learning; facilitating such learning; and supporting capacity enhancement on an ongoing basis. While women elected representatives (WERs) share a political mandate of leadership as people's representatives, non-WERs from informal associations, self-help groups (SHGs) and community-based organizations (CBOs) assume de facto leadership roles.