Why Economic Development Is Not Enough: Need for a Comprehensive Community Approach To Assist Distressed Communities.

Autor/in	Sandmann, Lorilee R.
Titel	Why Economic Development Is Not Enough: Need for a Comprehensive Community Approach To Assist Distressed Communities.
Quelle	(1988), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Citizen Participation; Community Action; Community Change; Community Development; Community Involvement; Community Needs; Economic Development; Extension Education; Neighborhood Improvement; Problem Solving; Rural Development; Teacher Role; Minnesota + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Community; Development; Entwicklung; Wirtschaftsentwicklung; Erweitertes Bildungsangebot; Problemlösen; Rural environment; Ländliches Milieu; Lehrerrolle
Abstract	Rural and economic development efforts are inadequate responses to changing rural conditions. They fail because they are often top-down driven and few influential people are involved. Minnesota's Project Future is designed to help distressed communities take charge of their own direction. Developed on the principle of collective empowerment, this coordinated, interdisciplinary education, research, and technical service aids communities in looking to the future and implementing a community-based plan for renewal. Anticipatory management, future studies, civic education, behavior modification, and economic development coalesce in the program. In the project's four steps, (1) the community defines itself and citizen members choose to renew the community; (2) people of the community are engaged; (3) citizens participate in problem solving; and (4) self-renewal is continued. Results of the experience with five pilot sites in 1988 indicate that local residents are more active in community issues, more positive about the future, and more aware of community problems. The role of the adult educator in this process should be that of a change agent and advisor. He/she must be committed to long-term nurturing for community empowerment and community problem solving. Adult educators need to be futurists. (Sample program materials are appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC