994
Views
2
CrossRef citations to date
0
Altmetric
Research Article

Community organising in higher education: activist community-engaged learning in geography

Pages 368-388 | Received 12 May 2022, Accepted 09 Jul 2023, Published online: 29 Aug 2023

References

  • Adkins, K. (2020). ‘We will march side by side and demand a bigger table’: Anger as dignity claim. Global Discourse: An Interdisciplinary Journal of Current Affairs, 10(2), 191–210. https://doi.org/10.1332/204378919X15746664403506
  • Alinsky, S. (1971). Rules for radicals: A pragmatic primer for realistic radicals. Random House.
  • Annette, J. (2009). Active learning for active citizenship’ democratic citizenship and lifelong learning. Education, Citizenship and Social Justice, 4(2), 149–160. https://doi.org/10.1177/1746197909103934
  • Asfa, J. (2022) Universities supporting community organising WONKHE26/09/22 https://wonkhe.com/blogs/universities-supporting-community-organising/
  • Barcus, H. R., & Trudeau, D. (2018). Introduction to focus Section: Out in the world: Geography’s complex relationship with civic engagement. The Professional Geographer, 70(2), 270–276. https://doi.org/10.1080/00330124.2017.1365307
  • Bednarz, S. W., Chalkley, B., Fletcher, S., Hay, I., Heron, E. L., Mohan, A., & Trafford, J. (2008). Community engagement for student learning in geography. Journal of Geography in Higher Education, 32(1), 87–100. https://doi.org/10.1080/03098260701731553
  • Bolton, M. (2017). How to resist: Turn protest to power. Bloomsbury Publishing.
  • Boyer, K. (2022). Sexual harassment and the right to everyday life. Progress in Human Geography, 46(2), 398–415. https://doi.org/10.1177/03091325211024340
  • Brown, G., & Pickerill, J. (2009). Space for emotion in the spaces of activism. Emotion, Space and Society, 2(1), 24–35. https://doi.org/10.1016/j.emospa.2009.03.004
  • Bryson, S., & Todd, L. (2021). Citizen power, the university and the north east. In M. Steer, S. Davoudi, M. Shucksmith, & L. Todd (Eds.), Hope under neoliberal austerity: Responses from civil society and civic universities (pp. 235–250). Policy Press. https://doi.org/10.1332/policypress/9781447356820.003.0017
  • Buckingham‐Hatfield, S. (1995). Student‐community partnerships: Advocating community enterprise projects in geography. Journal of Geography in Higher Education, 19(2), 143–150. https://doi.org/10.1080/03098269508709298
  • Buckingham, M., & Goodall, A. (2019). Nine Lies About Work: A Freethinking Learner's Guide to the Read World. Brighton, MA: Harvard Business Review Press.
  • Bunyan, P. (2010). Broad-based organizing in the UK: Reasserting the centrality of political activity in community development. Community Development Journal, 45(1), 111–127. https://doi.org/10.1093/cdj/bsn034
  • Bunyan, P. (2013). Partnership, the Big society and community organizing: Between romanticizing, problematizing and politicizing community. Community Development Journal, 48(1), 119–133. https://doi.org/10.1093/cdj/bss014
  • Charity Commission. (2019). Retrived January 10, 2022, from https://charitycommission.blog.gov.uk/2019/06/27/educational-charities-must-behave-charitably/
  • Christens, B. D. (2010). Public relationship building in grassroots community organizing: Relational intervention for individual and systems change. Journal of Community Psychology, 38(7), 886–900. https://doi.org/10.1002/jcop.20403
  • Citzens UK. (2022) Oral communication, September 15, 2022.
  • Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2), 201–237. https://doi.org/10.17763/haer.76.2.j44854x1524644vn
  • Cole, R. M., & Heinecke, W. F. (2020). Higher education after neoliberalism: Student activism as a guiding light. Policy Futures in Education, 18(1), 90–116. https://doi.org/10.1177/1478210318767459
  • Community Organisers. (n.d.) Community Organising Compared: What Community Organising Is, and What It Isn’t. (printed under creative commons and pdf online.) www.coorganisers.org.uk
  • Cook, S. and Mason, T. (2021). What have charities ever done for us? the stories behind the headlines. Bristol. Polity Press. https://doi.org/10.46692/9781447359906
  • Cuesta‐Claros, A., Malekpour, S., Raven, R., & Kestin, T. (2021). Understanding the roles of universities for sustainable development transformations: A framing analysis of university models. Sustainable Development, 30(4), 525–538. https://doi.org/10.1002/sd.2247
  • Davies, W. (2020). Anger fast and slow: Mediations of justice and violence in the age of populism. Global Discourse, 10(2), 169–185. https://doi.org/10.1332/204378920X15784101117036
  • DeFilippis, J., Fisher, R., & Shragge, E. (2010). Contesting community: The limits and potential of local organizing. Rutgers University Press.
  • Elsdon, K. T. (1995). Values and learning in voluntary organizations. International Journal of Lifelong Education, 14(1), 75–82. https://doi.org/10.1080/0260137950140107
  • Evans, R. (2016). Achieving and evidencing research ‘impact’? Tensions and dilemmas from an ethic of care perspective. Area, 48(2), 213–221. https://doi.org/10.1111/area.12256
  • Freire, P. (1972). Pedagogy of the oppressed. Penguin.
  • Gewirtz, S., & Cribb, A. (2013). Representing 30 years of higher education change: UK universities and the times higher. Journal of Educational Administration and History, 45(1), 58–83. https://doi.org/10.1080/00220620.2013.730505
  • Gov, U. K. (2021). Retrived November 10, 2021, from. https://www.gov.uk/petition-government.
  • Graf, A. (2020). Lessons learned: Stories from a lifetime of organizing. ACTA.
  • Grant, J. (2021). The new power university: The social purpose of higher education in the 21st century. Pearson.
  • Green, P. M., Bergen, D. J., Stewart, C. P., & Nayve, C. (2021). An engagement of hope: A framework and equity-centred theory of action for community engagement. Metropolitan Universities, 33(1), 129–157. https://doi.org/10.18060/25527
  • Healey, M., & Jenkins, A. (2000). Kolb’s experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185–195. https://doi.org/10.1080/00221340008978967
  • Healey, M., & Jenkins, A. (2000). Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education. The Journal of geography, 99(5), 185.
  • Herron, R., & Mendiwelso-Bendek, Z. (2018). Supporting self-organised community research through informal learning. European Journal of Operational Research, 268(3), 825–835. https://doi.org/10.1016/j.ejor.2017.08.009
  • Hopkins, P., & Todd, L. (2015). Creating an intentionally dialogic space: Student activism and the Newcastle occupation 2010. Political Geography, 46, 31–40. https://doi.org/10.1016/j.polgeo.2014.10.008
  • Jarvis, H. (2019). Sharing, togetherness and intentional degrowth. Progress in Human Geography, 43(2), 256–275. https://doi.org/10.1177/0309132517746519
  • Kallio, K. P., Häkli, J., & Bäcklund, P. (2015). Lived citizenship as the locus of political agency in participatory policy. Citizenship Studies, 19(1), 101–119. https://doi.org/10.1080/13621025.2014.982447
  • Khasanzyanova, A. (2017). How volunteering helps students to develop soft skills. International Review of Education, 63(3), 363–379. https://doi.org/10.1007/s11159-017-9645-2
  • Klocker, N., Gillon, C., Gibbs, L., Atchison, J., & Waitt, G. (2021). Hope and grief in the human geography classroom. Journal of Geography in Higher Education, 1–18. https://doi.org/10.1080/03098265.2021.1977915
  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education.
  • Koopman, S., & Seliga, L. (2021). Teaching peace by using nonviolent communication for difficult conversations in the college classroom. Peace & Conflict Studies, 27(3), 2. https://doi.org/10.46743/1082-7307/2021.1692
  • Living Wage Foundation. (2020). Retrived November 10, 2020, from https://www.livingwage.org.uk/what-real-living-wage
  • Massaro, V. A., Barnhart, S., Lasky, M., & Jeremiah, K. (2021). Building sustainable communities through engaged learning: A university-community partnership for sustained change in a central Pennsylvania coal town. Journal of Community Engagement and Scholarship, 14(1), 22. https://doi.org/10.54656/NJRI7692
  • Mishra, P. (2017). Education in an age of anger. Farrar, Strauss and Giroux.
  • Mitrea, E. C., Mühlböck, M., & Warmuth, J. (2021). Extreme pessimists? Expected socioeconomic downward mobility and the political attitudes of young adults. Political Behavior, 43(2), 785–811. https://doi.org/10.1007/s11109-020-09593-7
  • Mori Junior, R., Fine, J., & Horne, R. (2019). Implementing the UN SDGs in universities: Challenges, opportunities, and lessons learned. Sustainability: The Journal of Record, 12(2), 129–133. https://doi.org/10.1089/sus.2019.0004
  • Morton, M., Dolgon, C., Maher, T., & Pennell, J. (2012). Civic engagement and public sociology: Two “movements” in search of a mission. Journal of Applied Social Science, 6(1), 5–30. https://doi.org/10.1177/1936724411436170
  • Newcastle University. (2018) . From Newcastle. For the World. Our Vision & Strategy.
  • Nussbaum, M. C. (2016). Anger and forgiveness: Resentment, generosity, justice. Oxford University Press.
  • Ochre, G. (2013). Getting our act together. How to Harness the power of groups. Groupwork Press.
  • Paletta, A., & Bonoli, A. Governing the university in the perspective of the United Nations 2030 Agenda: The case of the university of Bologna. (2019). International Journal of Sustainability in Higher Education, 20(3), 500–514. ISSN: 1467-6370. https://doi.org/10.1108/IJSHE-02-2019-0083
  • Pierson, F. C. (2001). ‘Power before program’: Broad base organizing and the industrial areas Foundation. In J. Pierson & J. Smith (Eds.), Rebuilding Community (pp. 99–117). Palgrave Macmillan UK. https://doi.org/10.1057/9781403919878_6
  • Pitimson, N. (2019). Teaching death to undergraduates: Exploring the student experience of discussing emotive topics in the university classroom. Educational Review, 73(4), 470–486. https://doi.org/10.1080/00131911.2019.1646706
  • Poirier, T. I. (2017). Is lecturing obsolete? Advocating for high value transformative lecturing. American Journal of Pharmaceutical Education, 81(5), 83. https://doi.org/10.5688/ajpe81583
  • Porter, S. (2020) Covid precarity is radicalising a new generation of students. WONKHE (accessed online 01/11/2022: Covid precarity is radicalising a new generation of students | Wonkhe).
  • Preston, S., & Aslett, J. (2014). Rethinking neoliberalism from within the academy: Subversion through an activist academy. Social Work Education, 33(4), 502–518. https://doi.org/10.1080/02615479.2013.848270
  • Pyles, L. (2014). Progressive community organizing: Reflective practice in a globalizing world (2nd Ed. ed.). Routledge.
  • Rees, A., Hawthorne, T., Scott, D., Solís, P., & Spears, E. (2020). Toward a community geography pedagogy: A focus on reciprocal relationships and reflection. Journal of Geography, 120(1), 36–47. https://doi.org/10.1080/00221341.2020.1841820
  • Rogers, M. B. (1990). Cold anger: A story of faith and power. Texas A&M University Press.
  • Sandlin, J. A., Burdick, J., & Rich, E. (2017). Problematizing public engagement within public pedagogy research and practice. Discourse: Studies in the Cultural Politics of Education, 38(6), 823–835. https://doi.org/10.1080/01596306.2016.1196343
  • Shragge, E. (2013). Activism and social change: Lessons for community organizing. University of Toronto Press.
  • Simms, M., & Holgate, J. (2010). Organising for what? Where is the debate on the politics of organising? Work, Employment and Society, 24(1), 157–168. https://doi.org/10.1177/0950017010361413
  • Sodha, S. (2020) I’ve been tempted by righteous anger against racists. It’s not much help in changing society. The Guardian, Opinion, Retrived July 19, 2020, from https://www.theguardian.com/commentisfree/2020/jul/19/ive-been-tempted-by-righteous-anger-against-racists-its-not-much-help-in-changing-society
  • Spalding, N. J., & Phillips, T. (2007). Exploring the use of vignettes: From validity to trustworthiness. Qualitative Health Research, 17(7), 954–962. https://doi.org/10.1177/1049732307306187
  • Sydnor, E., Commins, M., & Reyna, V. (2021). Empowering and engaging students through civically engaged research. Political Science & Politics, 54(4), 1–4. https://doi.org/10.1017/S1049096521000792
  • Taylor, M. (2011). Community organising and the Big society: Is Saul Alinsky turning in his grave? Voluntary Sector Review, 2(2), 257–264. https://doi.org/10.1332/204080511X583904
  • VandeSteeg, B. (2012). Learning and unlearning from school to college to university: Issues for students and teachers. Teaching Anthropology, 2(1). https://doi.org/10.22582/ta.v2i1.329
  • Watson, D., Hollister, R. M., Stroud, S. E., & Babcock, E. (2011) The engaged university. International Perspectives on Civic Engagement. Routledge.
  • Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3. https://doi.org/10.1017/CBO9780511803932
  • Wills, J. (2009). Identity making for action: The example of London Citizens. In M. Wetherall (Ed.), Theorizing identities and social action (pp. 157–176). Palgrave Macmillan. https://doi.org/10.1057/9780230246942_9
  • Wills, J. (2012). The geography of community and political organisation in London today. Political Geography, 31(2), 114–126. https://doi.org/10.1016/j.polgeo.2011.11.003
  • Wood, J. (2020). Reweaving the fabric of society: Early learning from the Citizens UK community organising growth projects. Citizens UK.