Community Matters is unique in its use of a contextualized, interactionist approach to analyze the nature and extent of community. Its theoretical discussion of community as process is expanded through the inclusion of arguments raised in political science and philosophy, and is balanced by descriptive analyses of a diverse selection of communities. This book helps bridge the divide between works of academic argument concerning civil society and community life and books explicitly focused on presenting practical information on what is and is not effective in community work. Community Matters shifts attention away from a conceptualization of community as a fixed evolutionary stage identified with specific types of settings, and instead provides numerous illustrations of the dynamic quality of social ties and community life. This book convinces readers that they can and should study community and community matters. A Burnham Publishers book

Shows how and why engaged research and participatory learning methods should be adpoted in design and planning education

Drawing on a wide range of historical sources presenting both emic and etic views, this book offers an insight into aspects of social life among the Uyghur in pre-socialist Xinjiang and substantiates the concept of tradition which modern Uyghurs draw upon to construct their ethnic identity.

Working towards equity of access to higher education remains a fundamental issue of social justice. Despite substantial efforts to redress historical exclusions via a wealth of government and institutional policies, longstanding enrolment patterns persist and new forms of inequality have emerged in a deeply stratified system. Community Matters: The Complex Links Between Community and Young People’s Aspirations for Higher Education offers a new lens on equity of access. The policy focus, nationally and globally, on widening participation for under-represented target groups too readily treats such groups as if they have a singular voice, a singular history, and a singular set of concerns. Drawing on the perspectives of Australian school students, their parents/carers, teachers, and a vast array of residents from seven diverse communities, this book uses the lens of ‘community’ to reframe inequitable access. It does so by recognising the complex social and cultural forces at play locally that shape how young people form and articulate their post-school futures. In light of unprecedented challenges facing the higher education sector, this book interrogates dominant understandings of ‘widening participation’ and ‘aspiration,’ and offers timely insights about the broader economic, social, and cultural backdrop of aspiration formation. It is a valuable resource for academics and students interested in the sociology of higher education and for practitioners working at the forefront of equity policy and practice.

Communities are not static or stationary organisms. They are fluid and dynamic and change over time. The role of community development in the change and transformation of a community is critical to improving and enhancing the quality of life of the community and its residents. This book examines how community development changes a community and why that change matters, while also examining the relationship between community development and social capital. When a community improves its social capital, change can happen because people can leverage their networks to produce better results for themselves. This book also looks at comprehensive community development and collective impact models and several case studies that utilize these models. It also looks at how the transformation and revitalization of a neighborhood through new housing creates opportunities for people everywhere, and how effective placemaking strategies empower diverse groups of people in a community to reimagine their public spaces and the built environment to be more livable, walkable, creative, and sustainable while fostering greater connections with people in their community.

Providing a new perspective on the undeniable relationship between education reform and democratic revitalization, Nicholas V. Longo uncovers and examines practical models in which communities play an essential role in teaching the art of democracy.