Community Learning Projects: Transforming Post-Compulsory Education Provision in Rural Communities

Autor/inn/en	McLachlan, Kathryn; Arden, Catherine H.
Titel	Community Learning Projects: Transforming Post-Compulsory Education Provision in Rural Communities
Quelle	In: Rural Society, 19 (2009) 2, S.146-162 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-1656
Schlagwörter	Community Leaders; Community Development; Action Research; Lifelong Learning; Rural Areas; Economic Change; Foreign Countries; Rural Development; Postsecondary Education; Program Descriptions; Community Programs; Partnerships in Education; Participatory Research; Reflection; Communities of Practice; Active Learning; Adjustment (to Environment); Community Characteristics; School Community Programs; Australia + Suchen Sie Ihr Suchwort? Community leadership; Gemeindeleitung; Community; Development; Entwicklung; Projektforschung; Life-long learning; Lebenslanges Lernen; Rural area; Ländlicher Raum; Ökonomischer Wandel; Ausland; Rural environment; Ländliches Milieu; Post-secondary education; Tertiäre Bildung; Hochschulpartnerschaft; Forschungstätigkeit; Aktives Lernen; Australien
Abstract	Rural communities such as Stanthorpe on Queensland's Southern Downs, in Australia, are familiar with turbulent environmental, social, technological and economic change and the adversity that frequently accompanies such changes. The capacity of individuals and communities to bounce back from adversity is referred to as resilience. Participation in lifelong and life-wide learning is promoted as a strategy for rural community development, resilience and renewal. Stanthorpe, which declared itself as a "learning community" in 2005, has been described as resilient, not only by the people who live there, but also by outsiders who view the community as a friendly, vibrant lifestyle choice. This paper reports a reflexive analysis of three learning community projects undertaken by a group of community leaders in partnership with their regional universities that used Participatory Action Research (PAR) and evaluation to draw on and mobilise "insider" and "outsider" resources and expertise to promote purposive action to address their particular issues. Using processes of introspection and collaborative, critical reflection, the authors review each of these projects and propose these as a form of non-accredited post-compulsory education that succeeds in serving the lifelong learning aspirations of the community. (As Provided).
Anmerkungen	eContent Management Pty Ltd. P.O. Box 1027, Maleny, Queensland 4552 Australia. Tel: +61-7-5435-2900; Fax: +61-7-5435-2911; e-mail: info@e-contentmanagement.com; Web site: http://www.atypon-link.com/EMP/loi/rsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10