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Pillars of the house: Women, community education and social change in northern Ireland
No full textBibliography: p. 115-12
Women's experiences in international development: a case study from Honduras and Nicaragua
No full textBibliography: p. 258-26
Communicating in the field: the role of boundary objects in a collaborative stakeholder initiative
No full textBibliography: p. 282-290 (12.1-12.8)Some pages are in colour
An examination of the concept of community development as discerned through selected literature in the adult education movement in Canada and the United States, 1919-1960
No full textThis study examines the origins and the evolution of the community development concept in the Canadian and American adult education movement as discerned through selected literature in the period 1919-60. The concept is defined as the combination of adult learning and social action aiming to educate the citizens for collective co-operative enterprises in local control of local affairs. The study was undertaken in order to explain a fundamental concept in the movement.
The historical method of investigation is employed. The community development concept in the adult education movement is identified, described, and analysed chronologically, and the main areas of thought and debate that produced the concept are explained thematically. The evidence used in this study was obtained from a systematic study of the adult education literature relying in large part on Canadian and American adult education journals. This was a single archive study in that all sources used are housed in University of British Columbia libraries. Another limitation was the total reliance on the written word.
It was learned that the origins of the concept lie in the early years of the movement when adult educators searched for a guide for general social improvement in Canada and the United States. The concept was a product of four themes or subjects of thought—adult education for social improvement, the nature of community, the value of socio-economic co-operation, and the relationship between education and social action.
The concept evolved from a general notion in the thirties into a specific method of adult education in the late fifties. It was a recurring theme because many adult educators perceived voluntary co-operative action as the democratic way to get people involved in participating in social change processes during the rapid and broad socio-economic changes that typified the period under review. The concept was controversial particularly in the thirties and in the fifties. An emphasis on the collective versus the individual and a stress on the active involvement in social change versus the neutrality in social change created incompatible divisions in the movement.
This study concludes that the issues associated with the community development concept in the adult education movement will recur because the values involved are fundamental in the search for an improved quality of life through adult education.Education, Faculty ofEducational Studies (EDST), Department ofGraduat
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Introducing the Community Development Concept in Ukraine: Facilitating Trans-cultural Learning
Get PDFThis critical description of efforts to introduce community development processes in Ukraine to prepare the ground for civil society challenges our ability to walk our talk. Development efforts are impeded by controlling behaviours by Canadians and Ukrainians which are more in keeping with centralised control and antithetical to the liberatory tradition in the adult education movement
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