Supporting the Expansion of Pre-primary Education in Ethiopia: A Collaboration between an Ethiopian and a UK Higher Education Institution

Huggins, Valerie; Tadesse, Takele; Tadesse, T

doi:10.1108/s2055-364120150000005004

Cited by 2 publications

(2 citation statements)

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“…This stems from increasing criticism that the aims of many universities are disconnected from their local communities' needs, diminished public funding, and discussions about institutions taking on greater responsibilities to research, teach, and serve in their local contexts (Aronowitz, 2000;Checkoway, 2000;Suarez-Balcazar, Harper, & Lewis, 2005). As a result, calls for universities to become more actively engaged in their communities are intensifying (Asifiwe, 2011;Huggins, Tadesse, & Tadesse, 2015;Makkawi, 2013). This position has special resonance for institutions situated in post-conflict contexts (Costandius & Bitzer, 2014;Makkawi, 2013;Tavanti, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

“…This position has special resonance for institutions situated in post-conflict contexts (Costandius & Bitzer, 2014;Makkawi, 2013;Tavanti, 2011). Huggins et al (2015) took this call a step further by arguing that universities' community engagement efforts should be grounded in collaborative relationships. The literature, however, contradicts a tidy establishment of university-community partnerships (Archer-Kuhn & Grant, 2014;Harkavy & Romer, 1999;Stewart & Alrutz, 2012;Strier, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

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Challenges to Sustaining University-Community Partnerships in War-Torn, Northern Uganda: Investigating Resistance, Negative Stereotyping, and Gender Bias in Agricultural Students’ Attachments

Roberts

Edwards

2017

JIAEE

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Gulu Town (Gulu) served as a site of refuge for many during northern Uganda’s armed conflict that spanned from 1986 to 2006. Since then, Gulu transitioned into a region with sprawling slums and deteriorating social conditions. To combat these trends, the Faculty of Agriculture and Environment (FAE) at Gulu University adopted a development approach emphasizing community transformation. The FAE conceptualizes community transformation as the building of Gulu community members’ capacity to transition from a subsistence agrarian lifestyle to one more economically sustainable. One mechanism the FAE uses to enact their commitment to community transformation are university-community partnerships established to facilitate agricultural student attachments, or internships. Because of the myriad ways university-community partnerships are manifested, we examined the challenges to sustaining such partnerships in this post-conflict region. When interpreting findings through Foucauldian (1972) discourse theory, three themes emerged: (a) resistance, (b) reinforcement of stereotypes, and (c) gender bias. Moving forward, we recommend training opportunities be developed to promote more collaborative, contextually grounded strategies to overcome the challenges and enhance the partnerships such that all participants benefit.

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