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近年大学に求められるようになった社会連携・地域連携への問題提起を背景として、農山村過疎地域との交流のあり方の検討を行った。地域愛着の観点から、学生の地域交流活動は大学の地域連携活動として意義あることを示した上で、農村過疎地域でのフィールドワークにおける学生アンケートをもとに、そのプログラム内容の検討、これからの活動の方向性について定性分析を行った。検討の結果、①農村の自然や生活に触れることは、「地域愛着」につながる ②交流プログラムの構成要素は、「生活景」を感じさせる風景、生業理解、生活理解、人的交流、地域の人との協働がキーワードになる ③さらに関係を豊かにしていくためのあり方として、「広く浅く広がるコミュニティ」ではなく、「コアな大切に思う人」を中核に、信頼関係をベースに支え合える「コミュニティづくり」を共創していくことの３点を論じ、学生をその要としていくことによる地域連携活動の方向性を示した。, To address the issue of social and regional cooperation, which has become necessary for universities in recent years, the author examined the ideal way to exchange students with the depopulated rural areas. We demonstrate the significance of student activities in their communities to foster community collaboration and community attachment, and qualitatively assess an educational program based on a student questionnaire regarding fieldwork in a rural, depopulated area.The above questionnaire-based analyses revealed, (1) touching nature and life in rural areas leads to “community attachment”, (2) landscapes that give a sense of “lifestyle”, understanding of occupations, understanding of life, human exchanges, and co-creation of events, are of value to the exchange program (3) co-creating a “community building” that supports each other based on trust by “core individuals who care” instead of “a community that spreads widely and shallowly” enriches relationships. By making students the focus of regional cooperative activities, the author demonstrates the direction of the activities.

Recent decades have seen considerable increases in funding and support for community-engaged research (CER) in the health sciences, including the introduction of community engagement requirements into federally funded research infrastructure programs. This paper asks why, despite these supports and incentives, even the best-intentioned researchers and research organizations may struggle to design, implement, and sustain successful community engagement strategies. This question is examined using an exploratory case study of an environmental health sciences research center whose strategies were influenced in part by a requirement by the funder to incorporate community engagement into its research activities. This study utilizes multiple sources of qualitative data collected between the research center’s second and fifth years of operation, including participant observation, interviews, and focus groups. The analysis employs an organizational perspective, yielding insights into the factors hindering and facilitating the development of practices that integrate community perspectives and control into academic structures. The findings point to an ongoing dialectic between support for innovative community engagement practices and persistence of conventional academic structures. We highlight the interconnected effects of environmental influences, organizational structures, and individual agency on the development of innovative community engagement practices. The implications for future research and practice are discussed.

In this paper, possibility of university students as bearers for the daily life Support discussed through theoretical research about community welfare and community-university partnership and experiment in classification of PBL project. The analysis reveals that university students are unfit for constructing the daily life support system because of their residential area, life rhythm, activities, and so on. However, they have a potential to create and change various bonds in community by taking collaborative actions of community and university students. In this viewpoint, university students have possibilities to find new bearers of the daily life support system.

Co-produced research is said to create new knowledge through including the perspectives of those traditionally excluded from knowledge production, which in turn is expected to enhance research quality and impact. This article critically examines academic and UK voluntary sector literature concerning participatory and co-produced approaches to explore how quality is currently understood in co-produced research. Drawing on early career researchers’ experiences of a programme of co-produced research, the authors illustrate how theory and practice of co-production can differ, and the implications for conceptualising ‘research quality’ within co-produced research. Drawing on debates within qualitative research, community work and policy studies, the article outlines a potential framework for raising questions of ‘quality’, co-produced by research partners as part of the research process. Key dimensions of this framework are process, outcomes and autonomy.

This article aims to rethink the positionality of community in community-based research collaboration and advocate the need for community members to facilitate CBR processes to counter power imbalances in community-university engagement. I reflect on my lived experience as a community-based facilitator through a feminist post-structural lens focused on the interplay between concepts such as subjectivity, margin-centre and performativity. I argue that, despite the community-engaged scholarship egalitarian ideal, university-community engagement still echoes the old researcher-researched binary in which academics remain the hegemonic pole. In addition, as a medium of power/knowledge, the university fabricates the community and its marginality. Thus, a margin-centre relationship is established, in which community groups must claim their marginality to receive a share of the centre (the university), such as research skills and information. In these margin-centre dynamics, university and community can be understood as identities and subject positions to be taken up by individuals. In essence, these positions are expressions of regulatory power that normalises subjectivities, a condition in which individuals exist as subjects in the social space. Insights from the work of Judith Butler lead to the understanding that, in order to conceive community members as CBR facilitators, normalised and stabilised binary identities (university-community) should be unsettled. This entails individuals who are subjected as ‘the community’ to escape subjection by moving towards recognition of a subjectivity that is not prescribed or is still marginalised within the discourse. In escaping subjection, community groups may exercise power in order to establish new power relations in which CBR becomes more community-led, yet still collaborative.

Obwohl es Belege für den positiven Impact von Kunst auf Gesundheit und Wohlbefinden gibt, gehen viele Forscher*innen davon aus, dass die Ärmsten in einer Gesellschaft weniger bereit sind, sich mit Kunst zu befassen als die Wohlhabenderen. In diesem Artikel beschreiben wir eine kreative Community-Universitäts-Partnerschaft zwischen dem Hangleton & Knoll Project und der Universität Brighton, mit der wir diese Kluft erforschen und überwinden wollten. Ausgehend von der partizipativen kunstbasierten Methode kollaborativer Dichtung fanden wir, dass die Beteiligten entgegen der Behauptungen in der wissenschaftlichen Literatur unterschiedliche Kunstformen wertschätzten und nutzten; zugleich war ihr Zugang u.a. begrenzt durch finanzielle Ressourcen, Reisemöglichkeiten und Krankheit. Indem wir diese Befunde zahlreichen Stakeholdern kommunizierten, stimulierten wir deren Bereitschaft zu höheren Investments und zu Vorgehensweisen, kunstbasierte Projekte auf den Weg zu bringen und zu etablieren. Anhand von Ergebnissen aus unserer Arbeit kritisieren wir ein reduktionistisches Verständnis der (Nicht-) Teilhabe-Kluft und demonstrieren das Potenzial, das entfaltet werden kann, wenn Universitäten und lokale Akteur*innen als gleichberechtigte Partner*innen zusammenarbeiten., There is robust evidence supporting the positive impacts of the arts on health and wellbeing; however, researchers suggest that the poorest in society are significantly less likely to engage with the arts than the wealthy. In this article, we describe a creative, community-university partnership between the Hangleton & Knoll Project and the University of Brighton, where we aimed to investigate and tackle this "participation gap." Using the participatory arts-based method of collaborative poetics, we found that, contrary to claims in the literature, local residents valued and engaged with a wide range of art forms; however, their access to the arts was limited by issues including money, travel and illness. By communicating these findings creatively to a broad range of stakeholders, we were able to stimulate greater investment in the arts locally, with steps taken towards the establishment of a dedicated community arts venue. In this article we reproduce some of the arts-based outputs we created, using these to criticize the reductionist understanding of the arts that lies beneath "participation gap" claims and to demonstrate the enormous potential that can be unlocked when universities and local communities collaborate creatively as equal partners.

There is robust evidence supporting the positive impacts of the arts on health and wellbeing; however, researchers suggest that the poorest in society are significantly less likely to engage with the arts than the wealthy. In this article, we describe a creative, community-university partnership between the Hangleton & Knoll Project and the University of Brighton, where we aimed to investigate and tackle this "participation gap." Using the participatory arts-based method of collaborative poetics, we found that, contrary to claims in the literature, local residents valued and engaged with a wide range of art forms; however, their access to the arts was limited by issues including money, travel and illness. By communicating these findings creatively to a broad range of stakeholders, we were able to stimulate greater investment in the arts locally, with steps taken towards the establishment of a dedicated community arts venue. In this article we reproduce some of the arts-based outputs we created, using these to criticize the reductionist understanding of the arts that lies beneath "participation gap" claims and to demonstrate the enormous potential that can be unlocked when universities and local communities collaborate creatively as equal partners., Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol. 22 No. 3 (2021): The Refiguration of Spaces and Cross-Cultural Comparison II

Community–university partnerships that purport to promote the public good are often fraught with institutional and cultural challenges that can contribute to the injustices they seek to address. This paper describes how one partnership has been navigating these tensions through a critical approach to power. The Co-Education/Co-Research (CORE) partnership has been built over the last decade between Tufts University and Dudley Street Neighborhood Initiative, a community organizing and planning group in Boston. We have been co-producing knowledge and action to further community control over development, and we have found that institutional shifts, such as co-governance and the equitable sharing of funding, are leading to longer term impacts for the community partner and breaking down the boundaries between university and community. However, using a relational view of power, we have also found that some of our everyday practices can subtly maintain and reinforce inequities, such as valuing academic knowledge over that of community residents and practitioners. Addressing these cultural and ideological challenges requires critical and reflexive practice. It is messy relational work that requires a lot of communication and trust and, most of all, time and long-term commitment.

This article reflects on an internal evaluation undertaken to estimate the potentials of a community-university pilot project to be developed into a bonafide innovation that can be applied at scale. The focus of the community-university partnership has been to reduce the unintended consequences of medical pluralism on the HIV and AIDS epidemic in Waterberg district, Limpopo Province, South Africa. Despite promising outputs from the partnership – including an increase in adherence to antiretroviral therapy and a reduction in stigma among traditionalists living with HIV – the partnership wished to establish whether further funding should be applied for to take the pilot from its current prototype status to a more established innovation. In order to evaluate the innovative potentials of the pilot, the opportunity vacuum model of innovation was adapted and applied. The findings indicate that (1) the application of the opportunity vacuum model of innovation to evaluate the potentials of the pilot to be developed into a bonafide innovation was fit for purpose and (2) the pilot contains the key ingredients that are associated with innovations in the making. The discussion reflects on the social potentials of the pilot to contribute to 90-90-90 from a global, national and local perspective. The reflection concludes by suggesting that the opportunity vacuum model of innovation is a versatile heuristic that could be applied in other contexts and the community-university pilot represents a nascent innovation whichhas sufficient potential to justify further development.Keywords: Adjacent possible; community-university partnership; innovation; HIV/makgoma conflation; opportunity vacuum model

The purpose and motivation for civic engagement in an Irish Technological University is clear, as it achieves strategic objectives at a national level for both Higher Education and community sectors. The Technological Universities Act 2018 (http://www.irishstatutebook.ie/eli/2018/act/3/enacted/en/print) defines a Technological University (TU) as having a specific focus on community and business engagement, in addition to traditional university functions of teaching, learning, and research. Even the latter were required to be relevant at regional, national, and international levels. We argue that in line with this mission, technological universities should embed deep collaboration with community partners to work towards the UN Sustainable Development Goals (SDGs) (2015 https://sustainabledevelopment.un.org/?menu=1300). This vision paper considers what excellent civic engagement in a TU could look like, if designed into structures and processes, to progress the SDGs. We draw on relevant research and our experiential knowledge as university and community organisation staff. We focus on four SDGs relevant to both the processes and content of civic engagement: quality education; reduced inequalities; sustainable cities and communities; and partnership for the goals. We draw learning from a case study of community engaged research within the curriculum to present a vision for how a TU can embed this work. We also provide recommendations to overcome critical challenges. While Ireland is our focus, our vision has international relevance too.

Maintaining funding for local and regional food system initiatives requires reliable data to demon­strate their impacts. Data that are specific to farm­ers markets in a localized context are not readily available. The Farmers Market Metrics Project is a three-way partnership between farmers markets, local government, and a university to elevate the capacity of the markets in the Minneapolis–St. Paul Metro region through regionally collected metrics to quantify their presence in the regional food system. In this research brief, we introduce the FM360 data collection method being developed by the project, which is scalable across geographic areas. Scalability is critical to making the data collection process adaptable and effective in cases involving multiple data sources and when flexibility is needed in defining the food system parameters to satisfy partners and prospective funders.

Underage drinking is a pervasive problem in the United States, with serious consequences for youth, families, communities, and society as a whole. Family-focused preventive interventions for children and adolescents have shown potential for reducing underage drinking and other problem behaviors. Research findings indicate that clear advances have been made, in terms of both the number of evidence-based interventions available, and in the quality of the methods used to evaluate them. To fully reap the benefits of such preventive interventions and achieve public health impact, the findings of family-focused preventive intervention science must be translated into real-world, community practices. This type of translation can be enhanced through four sets of translational impact factors-effectiveness of interventions, extensiveness of their population coverage, efficiency of interventions, and engagement of eligible populations, with sustained quality intervention implementation. Findings from studies conducted by researchers at the Partnerships in Prevention Science Institute and other empirical work highlight the importance of these factors. A model for community- university partnerships has been developed that potentially can facilitate the dissemination and public health impact of universal interventions to prevent underage drinking and other problem behaviors. This model fits well within a comprehensive strategic framework for promoting effective prevention.

“Grounding Roots” is a community-based collaborative educational program that aims to build food, environmental, and cognitive justice through sustainable urban agriculture and horticulture via intergenerational communities of practice. Drawing upon Linda Tuhiwai Smith’s framework of decolonizing methodologies, this qualitative case study examined the ways in which a Community-University partnership engaged in decolonizing work through research and practice, as well as the ways in which the partnership served to preserve colonizing practices. Data analyses was guided by deductive coding strategies grounded in theory on decolonizing practices. Identified decolonizing practices included implementing a program of worth to the community and youth; building from community-led agendas; and prioritizing community healing and transformation over academic research agendas. Identified colonizing practices included inequitable power hierarchies in the leadership team and in garden groups, deficit-oriented talk about minoritized youth, and the devalorization of youth voice. Implications from this work call for researchers to do their own research about the white supremacist roots embedded in their practices, and to embrace decolonizing and humanizing practices to guide their work. This ongoing work highlights the need for researchers doing community-based work to engage in community-driven agendas that prioritize processes over products; to facilitate distributed leadership in collaboration with community members; and to produce worthwhile work and products with the community.

In 2007, a community-university pilot project was launched in Edmonton, Alberta, Canada, to train and involve senior immigrants in Small Plot Intensive (SPIN)-Farming, a commercial approach to urban agriculture. Immigrants represent a significant proportion of the senior population in urban Canada, but their adaptation and integration into Canadian society can be extremely challenging. We hypothesized that involvement in commer­cial urban agriculture could help to address some of the economic as well as social issues they face. Evaluation of the project’s impacts in year one was based primarily on qualitative interviews with parti­ci­pants and community organizers following the train­ing and implementation phases. Although limited income was generated as a result of modifications to the SPIN-Farming approach, this research suggests that involvement in commercial urban agriculture can contribute to the integration of senior immigrants into Canadian society, while also contributing to the evolution of local food systems and more inclusive communities.

This is the story of a project to connect the resources of a university to the struggles of a group of Congolese asylum seekers in the city of Derby. It represents a case study of a whole process: this includes a specific project established to explore how a university might fulfil its stated goals of being closely anchored in the local and regional community; and how it might engage and marshal its resources to provide educational and maybe research opportunities, while giving priority to community-based projects that tackle social disadvantage. The thesis is made up of a number of overlapping elements: there is the story of the project itself, of why the University became involved, and the nature of the interaction with a particular community, as seen through the eyes of some of the Congolese and me the project coordinator/researcher. It includes my struggles to establish a steering committee with the Congolese and the creation of a range of educational/recreational resources to help members of a community manage the difficult, stressful and even traumatic processes of asylum. The project led to the establishment of a community association and various initiatives to dialogically engage with the community and gather diverse narratives. Finally it led to various outcomes leading to what might be a ‘Reconnecting the hearts and minds’ project, that created spaces for story telling for a number of women and men migrants. The project also included an evaluation, which developed at its core, into a collection of narratives chronicling the difficult processes of forced migration, where people experience the pain of family separation, the dislocation of landing in a foreign country. A country whose language was different, whose customs were strange and where the processes of claiming asylum could be alienating, and where racism is experienced. We can call this project and its evaluation a piece of action research with a series of narratives at its heart. The project and evaluation together raise questions about the role of creative activity and narrative in managing painful transitions. There is another story within the bigger one, however, a story of a project coordinator and his relationship with the community and the University of Derby... of initial enthusiasm followed by marginalisation and the closure of a supportive community development unit in the University; and of the placement of this role, for want of a better home, in the marketing department. This is also a narrative of registering for a doctorate, of being rejected, and of seeking to think through, with the help of others, what a good enough doctorate might entail. The end product has become a process of auto/biographical narrative reflexive research in which the narratives of the migrants intertwine with the researcher’s own; around the themes of dislocation, and of the struggles for voice and agency. The basic threads of the study are of a dislocating experience, and of how resources of hope can be found in creative activity – whether a sewing class, telling stories, fashion shows or engaging in auto/biographical narrative reflexivity. The basic argument has to do with tokenism and the disrespect that can surround university civic engagement as well as how asylum seekers are treated callously more generally; but also how resources of hope can make a difference. There is also the troubling issue of voice in research and whose story really counts; of a white, middle class male engaging with distressed women migrants, and of what might have been a silencing of the women concerned. But through values of commitment, and of learning to listen, the project became more dialogical, as evidenced in the women’s stories.

Health care educators strive to train graduates who are socially responsive and can act as "change agents" for communities they serve. Service learning (SL) is increasingly being used to teach the social aspects of health care and develop students' social responsiveness. However, the effectiveness of SL as an educational intervention has not been established.To assess the evidence for the effectiveness of SL.Seven electronic databases were searched up to 2012 and included all articles on SL for pre-professional health care students. Hand searching was also conducted.A total of 1485 articles were identified, 53 fulfilled the search and quality appraisal criteria and were reviewed across six domains of potential SL effects: (i) personal and interpersonal development; (ii) understanding and applying knowledge; (iii) engagement, curiosity and reflective practice; (iv) critical thinking; (v) perspective transformation and (vi) citizenship.While SL experiences appear highly valued by educators and students the effectiveness of SL remains unclear. SL is different from other forms of experiential learning because it explicitly aims to establish reciprocity between all partners and increase students' social responsiveness. Impact studies based on the interpretative paradigm, aligned with the principles of social accountability and including all stakeholder perspectives are necessary.

Since Ostrom pioneered work on community-based forms of management of common-pool resource systems, the amount of research on the topic has increased. Action-oriented researchers have contributed to the debate identifying how, in specific problematic situations, communities can be helped to fill the gap between a disappointing reality and best planning practices and theories. The paper shows how, in a highly contested milieu challenged by the presence of organised-crime (Eastern Sicily, Italy), a collaborative and action-oriented approach to research helped the Simeto Valley community to evolve from a successful social mobilisation against the project of building a controversial waste-to-energy facility to an innovative and stable form of community-based natural resource management.

In recent years there have been a significant number of publications on the benefits and challenges of community-based participatory research (CBPR). In this introduction we give an overview of three projects presented in this mini-monograph and highlight their commonalities and differences in developing community-university partnerships. While the studies presented here were not required to use CBPR strategies in their work, they did engage community members in a participatory manner. In this mini-monograph we examine how these multifaceted research questions are addressed while simultaneously negotiating complex relationships among researchers and communities as they strive for a more equitable partnership--not only in the distribution of resources but also in power/authority, the process of research, and its outcome. The three papers in this mini-monograph offer insights into various ways of forming, working, and sustaining community-university partnerships in conducting CBPR. They illustrate both the potential benefits and some of the challenges involved with establishing partnerships between community groups and researchers committed to the mutual goal of promoting environmental health. They suggest the importance of nonprescriptive frameworks for conducting community-based participatory research that focuses on more equitable power relationships to address health disparities to help alleviate environmental health problems.

Presentación Un dossier sobre la economía social en Canadá en coedición con la revista venezolana de estudios canadienses. Richer, Madeleine Artículos Introducción. Las instituciones de la economía social en Québec. The institutions of social economy in Quebec. Beaulieu, Léopold Cooperativas y modelo de desarrollo: la experiencia quebequense. Cooperatives and development model: the Quebec experience. Malo, Marie-Claire Los sectores y el movimiento cooperativo quebequense: descripción y desafíos. The cooperative sectors and movement in Quebec: description and challenges. Arteau, Marcel; Brassard, Marie Noëlle y Malo, Marie-Claire Una respuesta de la nueva economía social a la exclusión: las empresas de inserción. A response of the new social economy to social exclusion: the social integration enterprises. Richer, Madeleine La contribución de la economía social a las reformas de las políticas sociales en Canadá: una visión desde Québec. The contribution of social economy to the social policy reforms in Canada: a vision from Quebec. Vaillancourt, Yves; Aubry, François; Kearney, Muriel; Thériault, Luc y Tremblay, Louise La experiencia de la alianza de investigación universidad-comunidad en economía social. The experience of the university-community alliance in social economy (ARUC-ES). Bussières, Denis y Fontan, Jean-Marc El grupo (chantier) de economía social y los sectores de la economía social en Québec. The social economy group and the social economy sectors in Quebec. Bussières, Denis y Huot, Geneviève Otros Artículos Ejes de desarrollo potencial de los municipios Rafael Urdaneta y Junín, estado Táchira, Venezuela. Potential development axis in the municipalities Rafael Urdaneta and Junin, state of Tachira, Venezuela. Madriz R., Delia; Castillo P., Elizabeth; Márquez G., Mervyn; Niño M., Valentina y Parra de A., Maira Políticas públicas para la promoción de cooperativas en Venezuela (1999-2006). Public policies for the promotion of cooperatives (1999-2006). Díaz, Benito Estructuras de integración del cooperativismo y la economía solidaria en Colombia. Integration structures of cooperatives and solidarity economy in Colombia. Álvarez, Juan Fernando y Serrano Uribe, Rymel Reseña Fukuyama, Francis: la construcción del estado. Hacia un nuevo orden mundial en el siglo XXI. State-building, governance and world order in the twenty-first century,2004. Reseñado por: Richer, Madeleine Seminario internacional de contraloría docial, una herramienta para la democracia participativa. Fondo intergubernamental para la descentralización, gerencia de participación ciudadana, Caracas, Venezuela. Mayo 2004. Reseñado por: Argüello, Leonardo Eventos. 95-108 semestral Nivel analítico