Overview

This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings. It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this. By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development. The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies. While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.

Full Product Details

Author:   Sinéad Gormally (University of Glasgow, UK) ,  Abigail Maguire (Moorlands College, Dorset, UK) ,  Mike Seal (St Mary’s University Twickenham, UK)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
ISBN:  

9781350430754

ISBN 10:   1350430757
Pages:   274
Publication Date:   09 January 2025
Audience:   Professional and scholarly ,  College/higher education ,  Adult education ,  Professional & Vocational ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Manufactured on demand  

Table of Contents

Introduction, Sinéad Gormally (University of Glasgow, UK), Abigail Maguire (Moorlands College, UK) and Mike Seal (Leeds Beckett University, UK). Response from Dana Fusco (CUNY, Queens College, New York, USA) 1. Theoretical Practice, Sinéad Gormally (University of Glasgow, UK), Abigail Maguire (Moorlands College, UK) and Mike Seal (Leeds Beckett University, UK). Response from Keith Popple (National University of Ireland, Galway, Ireland) Part I: University 2. Re-defining University's Civic Responsibility through Community Organising, Mike Seal (Leeds Beckett University, UK) and Mike Gilsenan (Newman University, UK). Response from Alan Twelvetrees (Emeritus Professor, Swansea University, UK) 3. Driving institutional Change through Connected Communities of Practice, Annette Coburn (University of the West of Scotland, UK) and Sinéad Gormally (University of Glasgow, UK). Response from Khadija Mohammed (University of West of Scotland, UK) 4. Post-pandemic Youth Work Education: Reflections on What We Know and What We Need to Know, Trudi Cooper (Edith Cowan University, Australia) and Tim Corney (Victoria University, Australia). Response from Hilary Tierney (Maynooth University, Ireland) 5. Re-imagining Approaches to Learning and Teaching: Youth and Community Work Education Pre and Post Covid-19, Christine Smith (University of Hull, UK), Sheila Curran (Open University,UK) and Sinead Gormally (University of Glasgow). Response from Vicki Burton (University of Hull, UK) Part II: Collaboration 6. Painting Fences: Youth Work Values in the Community, Lise Jacobsen (University of South Wales, UK) and Sarah Miller (Lead Youth and Community Worker, Community House, Newport, UK). Response from Martine Smith, Maindee Primary School, Newport, UK) 7. Rethinking Community Resilience: The Formation of Animateurs, John Lockhart (UCLAN, UK). Response from Chan Lean Heng (formerly of Universiti Sains Malaysia) 8. The Role/Value of Assessed Reflective Practice in Professional Development of Community Development practitioners, Val Harris (The Endorsement and Quality Standards Board for Community Development Learning, England). Response from social housing NGO. Practice 9. The Unfolding Narrative from Covid-19: Emerging Themes and Skills in Practice, Breda Friel (Ulster University, Northern Ireland). Response from international colleague in the Museums and Arts and heritage sector. 10. ‘The Importance of Our Wild Stories: The Citizen Enquiry into Youth Work in the Time of COVID-19, Hasaan Amin, Janet Batsleer (Manchester Metropolitan University< UK), Tania De St Croix (Kings College London, UK), Kevin Jones (National Youth Agency, UK), Gerry Mc Veigh (community activist, UK) and Christine Smith (University of Hull, UK) 11. Risky Business: Youth Work in Turbulent Times, Erika Laredo and Mick Charlton (Leeds Beckett University, UK). Response from NGO in South Africa Conclusion, Sinéad Gormally (University of Glasgow, UK), Abigail Maguire (Moorlands College, UK) and Mike Seal (Leeds Beckett University, UK). Response from Howard Sercombe (University of New South Wales, Australia)

Reviews

All universities must embrace their civic purpose and make building meaningful partnerships with communities a fundamental aim. This book is an essential inspiration and guide on that journey, giving valuable frameworks and examples. The shift towards collaboration and social impact is what students, academics and research funders want, and it’s what society needs from higher education. -- Matthew Bolton, Executive Director, Citizens UK

Author Information

Sinéad Gormally is a Professor of Community Development and Youth at the University of Glasgow, UK. She is Deputy Head of School of the School of Education (strategy and planning). Her research focuses on how youth and community work practitioners can create positive social change, as well as the impact of violence and conflict on individuals and communities. Abigail Maguire is the Head of Undergraduate Studies at Moorlands College, Dorset, UK, and she lectures in applied theology, and youth and community work. Mike Seal Mike has three part-time roles: Director of the Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA) and Professor of Youth and Community Education, St Mary’s University Twickenham, UK, Professor of Critical Pedagogy at Birmingham City University, UK, and the National Officer of the Professional Association of Lecturers of Youth and Community Work (PALYCW).

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