Concept <p>The Journal of Contemporary Community Education Practice Theory. Concept offers a lively independent forum for critical debate and exchange of ideas in contemporary Community Education. Community Education is seen in the broadest sense to include community work, adult education and youth work and takes place in a range of settings and agencies. We see the concept of community education as dynamic and diverse and do not seek to reflect a fixed view.</p> en-US <p><img src="//" alt="Creative Commons License"> <br> This is an Open Access journal. All material is licensed under a <a href="">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)</a> licence, unless otherwise stated.<br>Please read our <a href="/about/policies#openAccessPolicy">Open Access, Copyright and Permissions policies</a> for more information.</p> (Gary Fraser) (Scholarly Communications Team, Edinburgh University Library) Fri, 15 Apr 2022 10:54:28 +0100 OJS 60 Community adult education for a social vaccine in pandemic and post pandemic times <p>This article argues for a 'social vaccine' in pandemic times that underpins the four<br>basic requirements for global health and equity to flourish by providing a life with<br>security, opportunities that are fair, a planet that is habitable and supports<br>biodiversity and governance to ensure resources are fairly distributed (Baum and<br>Friel, 2020). By a ‘social vaccine’ I do not mean a biological vaccine that is<br>produced in laboratories and injected in arms to produce immunity to the COVID19<br>virus. A ‘social vaccine’ is an antidote to counteract the consequences and long-term<br>effects of epidemic upheaval, designed from below in participatory and dialogical<br>relationships with those worst affected by its consequences. This article argues that<br>community adult education, which has incessantly prioritised employability skills<br>training, should play a pivotal role in providing a ‘social vaccine’ in pandemic and<br>post-pandemic times. The significance of community adult education is that it seeks<br>to build the curriculum from the inequalities and injustices that people experience in<br>their everyday lives by providing opportunities for individual and collective change.</p> Dr Jo Foster ##submission.copyrightStatement## Thu, 14 Apr 2022 22:27:23 +0100 Understanding Community Learning and Development Practitioners’ Engagement with Information Communications Technology <p>Community Learning and Development (CLD) practitioners in Scotland have been responsible for supporting people to use Information Communications Technology (ICT) since the 90s. The ubiquitous nature of ICT means that the people and communities we work with, and ourselves, need to understand how we engage with this. However, there is a complex policy landscape and limited research around ICT in CLD and this is affecting how we can use this effectively. Since the term CLD includes different professions, it can be described as pluralistic and there are different philosophies that inform practice. This would indicate that there are shared epistemologies which can form a broad body of practice research, but this is not yet fully realised. This research explores models which can be used to identify shared epistemologies and start discussion about how we practise, specifically around using ICT. The research used mixed methods under a constructivist/interpretivist paradigm to understand how CLD practitioners at Dundee Carers Centre engage with ICT. The findings from this research are not intended to give definitive findings, but to support CLD practitioners to reflect on practice and generate discussion around using ICT. Whilst this research was completed in 2014, it can be used to inform and develop practice during the COVID-19 pandemic.</p> Gary Bell ##submission.copyrightStatement## Thu, 14 Apr 2022 22:36:42 +0100 Welcoming Work <p>In this article, I aim to provide an overview of the Welcoming Association, my own<br>experiences and the causes of forced human displacement.<br>I was born to a working-class family in 1960s Tigray, Northern Ethiopia. My father<br>died when I was nine years old and I was brought up by my courageous mother,<br>supported by my uncles. Throughout my secondary school education, I was<br>brainwashed by Marxism, Leninism and Maoism. I was taught about the evolution of<br>systems from primitive communal society to 20th century communist systems in my<br>mother tongue, Tigrinya.<br><br></p> Tesfu Gessesse ##submission.copyrightStatement## Thu, 14 Apr 2022 23:15:14 +0100 Obituary George Lamb January 8, 1964- May 21, 2021 <p><span style="font-weight: 400;">If George Lamb had been asked for guidance on what to include in his obituary, the response would probably have been a rolling of eyes, followed by directions to his Twitter profile.&nbsp;</span></p> <p><span style="font-weight: 400;">Community Worker with issues. Knows gibberish, went to many different places of </span> <span style="font-weight: 400;">learning some of which were quite good. Worked with many different communities.&nbsp;</span></p> <p><span style="font-weight: 400;">When people say of someone who has recently died ‘Oh, he was a force of nature’ that isn’t necessarily reassuring. What do they </span><em><span style="font-weight: 400;">really</span></em><span style="font-weight: 400;"> mean? A modern-day Heathcliff striding across the windswept moors? An irascible old git in a flat cap, railing about everything going to hell in a handbasket and how much better the good old days were?</span></p> Sasha Callaghan ##submission.copyrightStatement## Thu, 14 Apr 2022 23:52:18 +0100 Eurig Scandrett (ed) (2020) Public Sociology as Educational Practice: Challenges, Dialogues and Counter-Publics <p>Public Sociology as Educational Practice frames, critically engages with and seeks<br>to further the theory and practice of public sociology as popularised by public<br>sociologist, Michael Burawoy. Public sociology is about taking sociology outside<br>the university, and using it to support ‘publics’ or communities to generate<br>knowledge about society and how it can be changed. To readers of a journal about<br>community education this aim will likely sound familiar; the explicit and implicit<br>links between arguments for public sociology and the dialogical pedagogy of Paulo<br>Freire are clear throughout the book.</p> Orlaith McAree ##submission.copyrightStatement## Fri, 15 Apr 2022 09:52:56 +0100 Rosie R. Meade and Mae Shaw (editors) 2021, Arts, Culture and Community Development, <p><span style="font-weight: 400;">This excellent text, recently published in the Policy Press Rethinking Community Development series, critically explores the relationship between arts, culture and&nbsp; community development in different parts of the globe including Lebanon, Latin&nbsp; America, China, Ireland, Sri Lanka, Chile, Brazil, and Finland. Arts and culture in this&nbsp;&nbsp;</span><span style="font-weight: 400;">book are taken as being created in a manner that is participatory and practised by&nbsp; those involved as equals. This recognises that people bring different skills and talents, and all should be understood as being part of a democratic enterprise.&nbsp; </span></p> Keith Popple ##submission.copyrightStatement## Fri, 15 Apr 2022 10:47:01 +0100