Theorising Participation in Urban Regeneration Partnerships: An Adult Education Perspective

Autor/inn/en	Galvin, Martin; Mooney Simmie, Geraldine
Titel	Theorising Participation in Urban Regeneration Partnerships: An Adult Education Perspective
Quelle	In: Journal of Education Policy, 32 (2017) 6, S.809-831 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1320731
Schlagwörter	Urban Renewal; Adult Education; Governance; Self Concept; Sociocultural Patterns; Commercialization; Empowerment; Social Differences; Public Policy; Foreign Countries; Citizen Participation; Community Development; Low Income; Crime; Discourse Analysis; Community Change; Policy Analysis; Interviews; Qualitative Research; Ireland + Suchen Sie Ihr Suchwort? Stadtsanierung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Selbstkonzept; Soziokulturelle Theorie; Sozialer Unterschied; Öffentliche Ordnung; Ausland; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Community; Development; Entwicklung; Niedriglohn; Crimes; Delict; Delicts; Delikt; Diskursanalyse; Politikfeldanalyse; Interviewing; Interviewtechnik; Qualitative Forschung; Irland
Abstract	While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre's notion of "space", Engeström's "Cultural Historical Activity Theory" and Holand et al.'s concept of "positionality" and "social identity" to theorise Urban Regeneration Partnership as "expansive participation" that acknowledges discursive struggle and contradiction in authentic democratisation. We argue for a multiscalar understanding of citizenship that attends to sociocultural conditions, challenges hegemonic spatial modalities and inculcates conditions for transformative agency. Our theorising is illustrated using data from a doctoral study examining one Urban Regeneration Partnership in the Republic of Ireland. Three themes emerged from the study: market-led discourse of transformation versus a narrative of community; rhetoric of empowerment versus the unequal positioning of residents, and the dominant hegemony of official knowledge versus community-based experiential knowledge. The article examines whether the academy can make a difference in people's lives through challenging the prevailing orthodoxy, revealing unexamined assumptions and offering alternative frameworks for deeper understanding of the policy cycle in Urban Regeneration Partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01