Paradoxes unbounded: Practising community making.

Autor/in	Maginess, Tess
Titel	Paradoxes unbounded: Practising community making.
Quelle	In: European journal for Research on the Education and Learning of Adults, 2 (2011) 2, S. 209-225Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
URN	urn:nbn:de:0111-opus-51173
Schlagwörter	Bildungssoziologie; Gemeinschaft; Poststrukturalismus; Ländlicher Raum; Gesellschaftstheorie; Erwachsenenbildung; Begriffsdefinition; Fallbeispiel
Abstract	The first section of this paper is a discussion of the paradoxes contained in definitions of the word 'community' and deliberately foregrounds and makes problematic conflicting meanings before arguing for a third definition and practice of community. This third definition and practice celebrates and even transcends contradictions within an active learning model of education in the community, aimed at tackling inequality and prejudice. The second section offers an autocritical narrative account of an education in the community project that illustrates how such a practice of community making can be achieved within an educational framework in which pupil is teacher and teacher is pupil and in which an imaginative, creative approach is deployed to construct a community making practice. The paper draws on understandings from community development, inclusive and creative education, emancipatory action research, postcolonial and post-structuralist theory. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/2