Background: Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience.…

Drawing from extensive experience as community educators, this paper discusses accreditation and its relationship to community development as informed by a cooperative inquiry conducted by tutors. Beginning with our rationale for undertaking the inquiry, it details our approach to community development and the centrality of education within this.…

Can art make a difference? This is a call for a new sense of interconnectivity among visual art programs in and out of schools. This common ground will be found in the embodiment of performance, critical reflection, and social change within art learning. One goal of this article is to encourage educators to use the "verbs of art" for…

The research described in this report is a companion piece of research to one conducted by AONTAS from 2009-2010 about the outcomes and impact of Department of Education and Skills (DES) funded community education. It answers a call in that research to isolate and investigate the outcomes of community education not wholly funded through DES. This…

This article uses story as a process to highlight the work in a South Texas community that focuses on the education of youth and the development of community. The work is guided by a new consciousness of place, community engagement, and identity formation. The work is local, but breaking the isolation of youth, families, and ideas has been part of…

The Community and Individual Development Association (CIDA) City Campus is presented by Heaton as an innovative African alternative to traditional business education. However, he considers the model in isolation from the unique educational and economic circumstances of postapartheid South Africa. As a response, this article goes beyond the CIDA…

The author analyzes the challenges facing community development, contrasting the use of its rhetoric with actual practice. He considers the concept and methodology of community development, traces its roots, and explores its potential, particularly in this current period of social and economic crisis. (Author/SK)

Discusses the elements useful for developing a conceptual framework for social change efforts: the characteristics of the social problem, the target unit, the nature and intensity of purposes for change, and the appropriate change methods. (Author/JOW)

Argues that those activities variously called community development, organization, action, or education involve the imposition of the values and beliefs of community workers or agencies upon their clientele and that community work has a strong, albeit unintentional, manipulative or exploitative aspect. (SK)

The educational component of community development and the role of professionals who assist community groups are discussed. Community development as an educational process helps citizens understand the many facets of their community and learn how to obtain support to maintain or improve it. (Author)

"New Times"--a term recognizing recent qualitative, incremental changes in the world--present an opportunity for community education to become more central to the debate about education, the social order, and social change. The fundamental challenge is forging the politics of cultures into a coherent political culture. (SK)

Describes the intervention strategies adopted in the Liverpool Priority Project and presents a case for closer relationships between education with the social, economic, and political institutions of the neighborhood in which the community school could form the integrating hub. (Author/JM)

Founded in 1932 at Monteagle, Tennessee, Highlander has functioned as a residential school, serving a variety of constituencies. Throughout its history, it has sought to help disadvantaged victims of injustice and poverty, principally in the South, to learn how to change their conditions. (SSH)

Most city planners and governmental agencies are White and have a "laissez faire" attitude toward poor Blacks. Black citizens, professionals, city planners, and social change agents can and must play an active role in the Black community's self-planning efforts. (Author/MC)

The author discusses the growth of community action in Northern Ireland and the significance of adult education to further social change during a time of conflict. He describes two different approaches to community education: adult education as the "education arm" of the activist movement, and adult education as a general community…