This article examines the complexity of embedding the element of sustainability to foster successful TfD practice. I recount my own experience as a TfD practitioner in western Uganda, where, in spite of my effort to execute a sustainable TfD project, I was let down by insufficiency of funds resulting from the high handedness of the funders of my…

This paper argues that colleges anchor their communities by developing knowledge and skills within their region; establishing links and exchanges outside the region; contributing to civic, political, cultural, and social activities and networks in their region; developing facilities and amenities used by the community; and, contributing to their…

In this article, we examine the development of a new, experiential learning human geography and planning course at a smaller campus in Newfoundland, Canada. Our interest is twofold: to consider how pedagogical approaches can be transferred between a large urban campus and a small-town location; and to examine the benefits and complications of such…

The Leeds Anchor Network (or system) was established in 2017 with eight founder organizations. In 2024, membership was 14 and represented 1 in 7 of the Leeds city workforce. Leeds Beckett University is a founding member. This paper explains how the system originated and developed, the role Leeds Beckett University has played in that process, and…

In the 1970s and 1980s, the social and professional imaginaries of education, sociopolitical conceptions of it, and educational practices in Spain, began to be influenced by certain elements specific to critical popular education, which had developed in Latin America during the "long 1960s." Paulo Freire's work was particularly prominent…

Based on research in Ciudad Juarez, Mexico, this article argues that the globally popular reform of school-based management suffers from several shortcomings and is a partial, extractive, and technocratic means of engendering parental and community participation. Ultimately, this article demonstrates that it is necessary to move beyond SBM as a…

In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin…

Project-based learning (PBL) is a relatively recent innovation in teaching methodology that uses real-world learning activities to engage student interest and motivation. PBL equips students with skills necessary for the current job market: communication, collaboration, creativity, and critical thinking. This paper provides an overview of PBL,…

This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a 'conversation' between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within…

Every country of the world including Nigeria needs to imbibe the idea of innovative technology in a bid to sustain cities and communities with a view to raising the standards of living of the citizens and attending to the many challenges facing cities and communities. These challenges make it extremely difficult or impossible to fix socio-economic…

This paper offers a narrative case study of Mirabel, one participant in a digital storytelling workshop for women who were newcomers to Canada, whose experience compelled me to rethink conceptualizations of participation in social justice-oriented, community-based participatory media projects. Drawing on the work of Sara Ahmed, I consider how…

HM Inspectors evaluate and report on the quality of community learning and development (CLD) in line with "The Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities." The guidance refers to the legislative and policy areas for local authorities that impact on the planning and…

Many academic educators who hope to contribute to socially just community building recognize that working in partnerships with people and organizations outside the academy is important. Working within publicly funded universities and engaging in community-based work, however, require juggling responsibilities to multiple stakeholders. In this…

Following calls for diverse and contextual perspectives of the rich lives of young children, their families and communities from/in the Global South, this paper presents critical reflections emerging from a three-year (2016-2019) community-based Integrated Approach to Early Childhood Development (ECD) project implemented in the rural Eastern Cape…

This paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated -- not so…