The Interactional Community: Emergent Fields of Collective Agency*

Bessant, Kenneth C.

doi:10.1111/j.1475-682x.2012.00424.x

Cited by 16 publications

(8 citation statements)

References 44 publications

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“…Responsive learning adapts to learners' individual needs and encourages collaborative learning among them. Sources such asBessant (2012) andGarrison (2013) provide helpful background in this regard.…”

mentioning

confidence: 99%

Sustainable learning and education: A curriculum for the future

Hays¹,

Reinders

2020

Int Rev Educ

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This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is not necessarily education for sustainability, but rather sustainable learning, a new and different idea. The intention behind SLE is to create and proliferate sustainable curricula and methods of learning and teaching. These are designed to instil in people the skills and dispositions to thrive in complicated, challenging and ever-changing circumstances, and contribute to making the world a better place. This article contributes to the literature by (1) elucidating the concept and purpose of SLE; (2) enumerating principles of sustainability that apply in the educational and professional development context; and (3) proposing a curriculum for SLE framed as a university course or professional development programme. The authors emphasise the importance of systems and ecological thinking and the essential role of self-sufficiency as both a means and an end of sustainable learning and education. They conclude with a comment on community: the more fully we accept and appreciate our neighbours, organisations and societies as important, interdependent and deserving of a viable future, and the more we engage with them towards positive ends, the more universally accepted the imperative of sustainability will be, and the more likely we are to attain it.

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mentioning

confidence: 99%

Sustainable learning and education: A curriculum for the future

Hays¹,

Reinders

2020

Int Rev Educ

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“…We tend to think not. Instead, the community described in IFT emerges “from below” (Bessant ). The top‐down method of these scholars is arguably a viable approach to measuring community action and local development, but it is not necessarily a good approach to testing IFT.…”

Section: Resultsmentioning

confidence: 99%

“…IFT's community is composed of three elements: a locality, a local society, and a process of locally oriented collective actions called the “community field” (Wilkinson ). So important is the concept of community action to IFT that it can be thought of as “essentially a theory of community action” (Bessant :631). Indeed, from the IFT perspective, the community field is the community, and it emerges out of the locally oriented actions of individuals and local organizations and associations (Wilkinson ).…”

Section: How Communities Actmentioning

confidence: 99%

Making Sense of Community Action and Voluntary Participation—A Multilevel Test of Multilevel Hypotheses: Do Communities Act?

et al. 2015

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To what extent does community context influence individuals' proclivity to participate in community-oriented activities and projects? In this article we utilize survey data from residents of 99 Iowa communities to conduct a multilevel analysis of voluntary participation and community action, simultaneously addressing voluntary participation at the individual level and "community action" at the community level. Additionally, we test the suggestion that community attachment may constitute a unique form of social capital. The robustness of these data allows us to overcome the obstacles that have led to the conflation of individual-and community-level attributes in many community studies. We show that community attachment and community-oriented action are determined almost entirely by individuals' characteristics rather than by the characteristics of communities, and thus do not constitute community-level phenomena, calling into question the assumptions on which certain theoretical approaches to community are based.

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“…Meanwhile, the network concept provides additional concepts and tools to take collective initiatives into account [33]. The actors within a network or with connections can draw on the concept of community, considered in terms of emergent and dynamic collective groups, to organize their interactions [34]. As community members have always been engaged in interactions within and beyond their rural settlements, the broader relationships of these community actors in such a network, offering them the access to complementary resources, are significant for developing their capabilities.…”

Section: Supply Chain Responsibilitymentioning

confidence: 99%

Community Development through Supply Chain Responsibility: A Case Study of Rice Supply Chains and Connected Rural Communities in Central China

2020

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Supply chains depend on community resources such as entrepreneurs, natural resources, and facilities in value creation and successful operation, while communities need development opportunities from supply chains to build and maintain prosperity. The mutual influence between supply chains and communities offers opportunities to integrate sustainability initiatives into the chain. The concept of supply chain responsibility (SCR) represents a new philosophy that helps create value for communities, but so far does not link well with the idea of community and is viewed one chain at a time. A more integrated and holistic consideration of supply chain-community interactions incorporating multiple supply chains and communities adds to the perspective of community development through SCR. It not only leverages community development as a significant level of analysis in supply chains, but also considers all chains that interact with a community. We use a case study in China’s rice industry to examine the complex and multifaceted supply chain-community interactions in a network of three types of rice supply chain and two rural communities, to understand the theoretical and practical potential in an enriched conceptualization of SCR. The interactions among the supply chains and communities provide significant insights into how to create sustainability for both.

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The Interactional Community: Emergent Fields of Collective Agency*

Cited by 16 publications

References 44 publications

Sustainable learning and education: A curriculum for the future

Sustainable learning and education: A curriculum for the future

Making Sense of Community Action and Voluntary Participation—A Multilevel Test of Multilevel Hypotheses: Do Communities Act?

Community Development through Supply Chain Responsibility: A Case Study of Rice Supply Chains and Connected Rural Communities in Central China

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