Search results

There have been great advances in our understanding of how universities effectively undertake community engagement, with research focused upon understanding community partner perspectives and outcomes (see Andrée et al., 2014; Srinivas et al., 2015; Sweatman & Warner, 2020), and democratic civic engagement (see Hall et al., 2013; Saltmarsh et al., 2009). This chapter builds on these studies to critically examine one university’s capacities to coordinate institutional-level change that supports and advances community-engagement scholarship. A small, rural, undergraduate university in Nova Scotia, Canada, called Acadia University was used as the case study site for this examination. Using an action research case study design, we gathered data from multiple sources within and outside of the University over a three-year period. Through this investigation Acadia’s community-engagement ethos was studied to understand if the University has the assets, resources, knowledge and motivation to create, implement and sustain democratic community engagement initiatives with community partners. From this data, key findings were categorized into three major themes: power and positionality of the University, institutional supports and barriers to engagement, and institutional assessment of community engagement initiatives. This chapter discusses these themes in depth using data from this study and current literature to unpack the practicalities and particularities of an institution committing to a deep, pervasive and integrated community engagement culture. Overall, this study found that Acadia’s community engagement ethos, as it moves towards democratic engagement while navigating systematic internal and external constraints, is diverse and complex. This study contributes to the legitimization of community engagement scholarship more broadly.

The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.

The purpose of this paper is to explore academic library leadership behaviors and the methods for integrating the democratic and transformational leadership styles.

Eleven structured interviews were conducted with academic deans and directors. A thematic content analysis was conducted on their responses, analyzing the frequency of certain topics and identifying emergent themes. These themes were then used to construct a democratic communication model.

The interview responses were grouped into five general leadership themes: participation in decision-making, relationship building, frequent and honest communication, equality and knowing the environment.

The structured interview format did not permit for unplanned follow-up questions, and some topics may not have come up in every interview unless specifically asked by an interview question. Due to the qualitative nature of this study, the perspectives of the participants may not be generalizable to the larger population.

This study identifies core themes of leadership practice that extend beyond the focus of transformational leadership alone. It suggests a democratic communication model to assist in integrating democratic leadership methods with transformational practices and goals.

This study suggests a greater emphasis on the communication and engagement practices of democratic leadership. In doing so, it suggests that the American Library Association's emphasis on transformational leadership alone should be reconsidered and that library science schools should increase focus on democratic leadership practices.

Most library leadership style studies emphasize transformational leadership. While there are some studies that explore elements of democratic leadership such as engagement and a flattening of organizational hierarchy, there is limited research on the integration of democratic and transformational leadership practices.

This chapter will detail the methodologies and methods used in a research project aimed to develop a working democratic model of parent engagement in a coastal primary school in England. Building on John Macmurray's (1958/2012) insistence that learning to live and act in relationship with each other is vital to democracy and thus education, the project involved working with a group of parents who explored different ways of working with and relating to the school. Initially, the study involved using Community Philosophy (SAPERE, 2015) which provided a forum to discuss, problematise and develop new concepts and forms of parent engagement. As the research project continued, it was necessary to take a post-structuralist turn and develop a more dissensual approach to both parent engagement and research. This chapter explores the need for such an approach argues for a re-conceptualisation of action research as the rope makers tool, the fid, an approach that ruptures understandings and the status quo. The implications of such an approach are explored, especially the need for a destabilising approach to methodology and research ethics.

The purpose of this paper is to explore the Chinese microblog users’ psychological motivations and the association between users’ motivations and their offline civic and political engagement. Specifically, this study examines what the psychological impetuses of Weibo use are and how they promote the young citizens’ civic and political involvement.

The data were collected through the web-based survey with a total sample of 426 people. Principal components factor analysis, correlation analysis, and hierarchical multiple regressions were sequentially carried out to address the research questions.

The findings reveal that there are four major motives for using Weibo: information, socializing, recognition seeking and entertainment. Interestingly, seeking social needs is positively and significantly related to increasing young people’s civic participation, but not political participation.

Theoretically, the research demonstrates that the uses and gratifications is a suitable approach for analysis of psychological antecedents of Weibo use and subsequent outcomes. Practically, it will help understand the dynamics of how the new media technology may engender democratic development and change.

Although the growing significance of social media has drawn considerable attention, little research has been conducted to assess the political consequences of Weibo. The current study fills the void by investigating whether Weibo functions as an effective tool to facilitate democratic engagement in contemporary China. The obtained results may provide insight into the relationship between the gratification structures and engagement in other social settings.

Botswana enjoys the celebratory status of a shining example of a successful democracy in Africa. As such, one expects democracy to underpin policy formulation and the running of the education system. This chapter problematizes the relationship between democracy and education in Botswana. It focuses on the Report of the Committee of Inquiry into the Conduct of the 2010 Examinations. The conduct of the examinations marked a crisis which resulted in a deadlock between the Botswana’s Ministry of Education and Skills Development (MoESD), Botswana Examination’s Council (BEC) on the one hand and teachers’ unions-Botswana Sectors of Educators Trade Union (BOSETU) and Botswana Teacher’s Union (BTU) on the other hand. Teachers’ unions complained about poor conditions of service and remunerations associated with the administration of national examinations. This action triggered a national strike in the public service in general and consequently revealed Botswana Government’s undemocratic response to what was a sensitive issue of national interest. When the examinations results were released, it became evident that students performed horribly BEC was persecuted for the poor performance. This chapter therefore registers that the 2010 Examinations crisis in Botswana is a classic indication that democracy and education are two worlds apart in Botswana’s education system.

Ethical conduct by politicians involves more than respect for the law and adherence to rules governing conflicts of interest. It displays fidelity to a democratic ethos. In this chapter, I provide a characterization of the democratic ethos and sketch its connection to recent work in democratic theory. Second, I describe the sort of fidelity to the democratic ethos that is a condition of ethical conduct by politicians. Third, I suggest a mechanism through which greater adherence to a suitable version of the democratic ethos might be achieved.

This chapter discusses the notions of equity, hope and sense of belonging and their vital roles in enhancing student engagement. The main focus is to present how hope, sense of belonging and engagement can be nurtured by putting equity in the centre of what we do in facilitating student learning. In paying careful attention to these concepts, especially in implementing equity as a transformative solution to various educational challenges, educators are warned to be prepared to recognize student diversity and redistribute resources and services to all students who need them, experience anxiety and discomfort as they engage in difficult conversations, value and honour the unique backgrounds of each student, expect cultural mismatches in working with diverse students, use data consistently to inform and differentiate instruction and expect that the work in promoting equity is an ongoing and long-lasting advocacy.

This article attempts to highlight the defining role that community media engagements play during times of the pandemic. It is argued that the outbreak of COVID-19 pandemic forced community news media houses to reinvent their news reporting practices to cover issues pertaining to the marginalized and underprivileged sections of the society. It explores the role of community media in engaging and empowering the citizens during the COVID-19 pandemic.

Central to our study is the analysis of the news model of “Video Volunteers” (henceforth VV), an independent community-based online news platform based in India. To understand the level of citizen participation and engagement in the making and dissemination of news during the pandemic, the authors conducted 13 interviews with different stakeholders of VV, including founders and news audiences.

It seeks to reveal that when the mainstream media have failed to represent the issues of a local community, it is the independent media platforms like VV which function as a veritable source of information and sharing of knowledge. Most importantly, this paper emphasizes that the communicative model of independent community-based online platforms has been most successful in the coverage of the pandemic and the level of engagement with the citizenry.

The study contributes to the aspects of reciprocity and collaborative journalism in community news media and its potential impacts on news creation and dissemination.