The World Bank, community development and education for social justice

For a long time the target of criticism, the World Bank haschanged its image and received a more favourable press. Nowit talks the language of development, has a routine presencein the worlds of adult education and community development andis seen by some as qualified to speak about education for socialjustice. This article critically examines the work of the Bankand argues that its values remain antithetical to social justicefrom the perspective of a transformative approach to communitydevelopment. It concludes by asking what might be an appropriaterelationship for community workers to develop with the Bank.     

Ethnic language schools and the development of supplementary education in the immigrant Chinese community in the United States

This chapter seeks to unpack ethnicity through a close examination of ethnic language schools and the ethnic system of supplementary education in the immigrant Chinese community in the United States. It sheds light on the specific ways in which ethnic community organizations contribute to educational achievement.     

Contemplative education and youth development

Contemplative education includes practices that aim to help a person cultivate conscious awareness, especially internal self-awareness and awareness of one's connection to the world. Such practices include meditation, movement, and the contemplation of nature. Exploration is under way to determine if these practices might assist young people in their development, as they do in adulthood.     

Economic returns to community and four-year college education

Differences in earning ability among college entrants 10 years after high school graduation are analyzed by type of first college entered, sex, and race. The average age of the sample is 27. Type of first college entered is a significant variable in understanding differences in earning ability for college entrants with ability, socioeconomic background, and college goal constant. The rate of return for each additional year of education for four-year college entrants is 7.9%; for community college entrants, 5.4%. The author argues that community college education and four-year college education cannot properly be treated as homogeneous and that researchers analyzing economic returns to education need to take into account both kind of first college entered as well as the number of years of education acquired.     

Urban education: an approach to community‐based education

This paper discusses a teacher education course—‘Urban Education’—which engaged teacher‐candidates in critical reflections on their roles as teachers, their perceptions of the students they teach, and their preconceived ideas of the community in which the students reside. The paper discusses the content and activities of the course, then focuses on the reflections of four teacher‐candidates in relation to the course and their experiences teaching in the ‘inner city’ community. Their reflections indicate that the course helped to educate them in the principles and pedagogies of equitable and inclusive education which is responsive to the needs and interests of their students and takes into account the communities in which students live.     

Mapuche education and situated learning in a community school in Chile

The article analyses the Mapuche language and culture teaching practices of a rural school in the Chilean Araucanía region run by Mapuche teachers, aimed at reinforcing the language, culture and identity of children. Based on a comparative study of two school ethnographies, the article shows and discusses the ways children learn to be Mapuche by participating of social and communitarian practices reproduced in school. While teaching of traditional core subjects is conducted in standard ways, Mapuche language and culture are taught through the recreation of modes of living, producing and reproducing indigenous traditional knowledge that normally occur in family and community. The maintenance of this ‘bicultural pedagogy’ is grounded on an epistemological claim on the indivisibility of contents from its forms of transmission.     

Anthropological field survey on basic education development in the Tibetan nomadic community of Maqu,Gansu, China

This study takes a thorough look at basic education in some Tibetan nomadic communities. It is carried out by a senior Tibetan scholar who was born in eastern Tibet and has wide experience in working with governments, international organisations, academic institutions and private foundations. The paper provides a detailed examination of the main factors affecting the drop-out rate of students in Tibetan nomadic areas. (Ed.)     

Community work and community care: Links in practice and in education

This article emphasises the individualising nature of much current community care provision and then discusses opportunities which may have been presented by the emphasis on user-empowerment within the community care changes. Drawing on personal experience and written from a perspective that we need a community care provision infused with the practices and values of community work, the article considers how community work needs to change and how community care workers need to change. The implications for social work educators are brought out throughout the article.     

Releasing the development potential of return migration: the case of Senegal

Migration has long been a permanent part of Senegal's history. Indeed, as a land of migrants and immigrants, Senegal has always been an important pole of West African immigration because of its colonial heritage, political stability and economic growth which, until the mid-seventies, had been relatively good.
Nonetheless, events of the past few decades have induced changes in migration. Continuing desertification, globalization of the economy and accelerated pauperization have intensified the human exodus. The emergence of world markets has stimulated demand for both cheap and highly skilled labour. In general, Senegalese who left the country did so in search of work. These migrations have not been limited to a South-North direction but also, and increasingly, to a South-South one. France, Côte d'Ivoire and Gabon have long been countries of call for Senegalese workers.
This article seeks to evaluate the manner in which Senegal has undertaken to develop the potential of its returning migrants, to better assess the effects of the return and reinsertion of these migrants within the present context of restrictions on the flow of migrants.
The first section presents the profile of Senegalese migrants and then evaluates what may be described as the "French-Senegalese" experience. The latter offers an example of concerted efforts to ensure the reintegration and participation of returning migrants in the economic development of their country of origin.
The second section reviews Senegal's official policies for the protection and promotion of Senegalese living abroad and assesses the Programme of Support to Migrant Workers.
The third section presents recommendations for actions which could accompany migrants returning to their countries of origin and facilitate their reinsertion in the current economic and social environment.     

Images for change: community development, community arts and photography

This article explores how community development objectives canbe achieved through critical photographic practice. It summarizesthe literature relating to community arts practice and its potentialfor social regeneration. Photography is then located withinthis context and explored as a critical practice, with particularattention being given to photo-elicitation, photo-novella andphotovoice methods. The literature is discussed and analysedto explore how far critical photographic practice can meet theobjectives of community development.     

Interprofessional education for community mental health: Attitudes to community care and professional stereotypes

Social workers are considered key members of community mental health teams, yet difficulties in interprofessional collaboration between social workers and health care professionals, particularly psychiatrists and nurses, have been reported. This paper examines some sources of these difficulties in terms of perceived differences in models of mental illness, attitudes and values, including stereotyping, professional identification and role clarity. Interprofessional education (IPE) may diminish negative stereotypes and promote multidisciplinary teamwork. A theoretical framework is described and findings from the evaluation of a 1-year programme of interprofessional education for community mental health are presented. These findings suggest that attitudes and values concerning community care for people with mental health problems are largely shared by different professions, but they do confirm the existence of interprofessional stereotypes and of perceived status differences. In contrast to previous research, there was no evidence of changes in stereotypes. These findings are discussed in terms of the theoretical framework and the design of the programme.     

Community development and the politics of community

In a context in which ‘community empowerment’ isvirtually government policy, it is hardly surprising that thereis almost no area of social policy that is immune from the communitytreatment. Of course, this is not new, despite the zeal withwhich each new initiative is ‘rolled out’. In fact,sometimes it seems that policy development needs to reinventthe wheel of community every decade or so. The question, therefore,is what this ideological recycling of community tells us: first,about the meaning of the term itself; second, about its contemporarysignificance within the wider politics of the state. This articleargues that we need to draw on those historical and theoreticalresources which help us to think our way through to the contemporarycontext. Only an active and engaged recognition of the politicsof community will enable us to get to the root of the problematicyet promising nature of community development.     

Repositioning culture for development: women and development in a Nigerian rural community

Most studies on women have ignored women's view of themselves in relation to their roles in community development. This study uses interview and ethnographic data from Nigeria to investigate women's narratives of themselves concerning their position in a rural cultural space in relation to community development. It explores ways of repositioning patriarchal or gender unresponsive cultures for eliciting women's potentials in community development. It emphasises how women's cultural constrains in a patriarchal community have led to a rare survival strategy – that is, the evolution of an invisible matriarchy. As a recommendation, it presents a framework for culture repositioning and a map of actors' responsibilities for its achievement. It contributes to ongoing debates on women in rural community development. It raises conceptual questions about customary practices that affect women's values in communities in Nigeria's rural areas. Finally, it presents three main lessons that can be drawn by women (and men) in traditional communities in non-Western societies.     

Social housing estates and sustainable community development in South Korea

The purpose of this paper is to examine the characteristics and problems of social housing estates in South Korea, and to explore sustainable community development issues. In order to examine the social housing situation, a survey of the three social housing communities in Seoul was conducted. The survey evidence demonstrates that there is a growing stigma against the poor and social exclusion. This kind of social bias is likely to escalate the construction of social housing estates, which the poor concentrates in. Residents recognized that mixing public and private housing would be an issue and problematic. Public housing was thought to have a negative impact on the neighborhood. It is important to examine why these kinds of social problems arise. Applying the concept of social sustainability to low-income communities in urban Korea requires mobilizing residents and their governments to strengthen all forms of community capital.