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Rediscovering Community-Based Learning for Social Cohesion and Engagement

This discussion explores the importance and relevance of community-based learning within current policy contexts. It questions whether we should reinvent existing frameworks or build upon previous knowledge and experiences. The dialogue focuses on tackling social exclusion, enhancing community safety, and fostering social solidarity through innovative community engagement methods. Utilizing Freirian principles, this approach emphasizes participation, empowerment, and learner-centered practices. The session aims to identify key innovations needed to address contemporary challenges, promoting active citizenship and critical understanding in a globalized world.

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Rediscovering Community-Based Learning for Social Cohesion and Engagement

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Presentation Transcript

  1. Innovations in Community-based learning? Marjorie Mayo Centre for Lifelong Learning and Community Engagement, Goldsmiths, University of London

  2. Some questions for discussion • Rediscovering the relevance of community-based learning in the current policy context? • Building upon previous knowledge, skills and experience? • Or not? Re-inventing the (broken) wheel? • Community-based learning – more needed than ever: building on innovations to address social cohesion & social solidarity? • Innovations to develop in the current context?

  3. Rediscovering the relevance of community-based learning? • Tackling social exclusion & public services’ restructuring since 1997: user involvement & community participation in regeneration & development: the need for capacity-building • Addressing the democratic deficit: (Active Learning for Active Citizenship 2004-6) • Tackling community safety & social cohesion since 9/11 and 7/7

  4. Building upon previous knowledge, skills and experience? • Rediscovering the need for community development & community-based learning • ALAC as an example of building upon previous knowledge, skills & experience • In 7 ‘hubs’ specifically selected on the basis of existing good practice • Based upon Freirian principles for participation & empowerment, for equalities & social justice agendas

  5. ALAC: a CD approach • Rooted in good practice in voluntary/community sectors • Starting from participants’ own issues & learning priorities • Moving from the ‘I’ to the ‘we’ of collective action • Negotiated & delivered in dialogue with providers, accessibly with outreach & support • In variety of modes & forms, with accreditation progression routes available

  6. The Learning Framework developed by ALAC/ Take Part: • ‘A flexible approach to personal & community development’ • ‘Through experiential learning in group settings’ • ‘Shaped by values of participation, co-operation, social justice & equality with diversity’

  7. ‘These values require the work to be’ • ‘Community-based, learner-centred & developed through active and reflective learning’ • Enabling people ‘to gain understanding of how power works and how they can learn to influence decisions and policies’ ( Innovatory?)

  8. Or not? Re-inventing the (broken) wheel? • What next? Parachuting in project after project? What about sustainability? • But will Government pay for community-based learning in the context of Leitch? • What about local/ regional government funding? • What about LSC funding? • What about HE funding?

  9. More needed than ever? Examples of ALAC innovations that are more than ever needed include: • Community-based learning to address issues of conflict resolution within and between communities • Community-based learning to promote understanding of newcomers including refugees and asylum seekers • And to challenge racism & xenophobia • Promoting social solidarity

  10. From the ‘I’ to the ‘we’ locally & more widely

  11. Innovations to develop in the current context? • Promoting social cohesion in UK through engaging in global social advocacy/ social movements: the example of the Global Campaign for Education: sharing understanding of what needs to be done • Employment, health, the environment…which issues might need wider critical understanding in the context of globalisation? • Active learning for active global citizenship

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