Who is Driving Development? Reflections on the Transformative Potential of Asset-based Community Development

Mathie, Alison; Cunningham, Gord

doi:10.1080/02255189.2005.9669031

Cited by 116 publications

(94 citation statements)

References 10 publications

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“…Richter, Manegold, and Pather (2004) highlight that when individuals build the capacity for working together and addressing challenges, they generally take ownership by becoming agents of their own change. Mathie and Cunningham (2003) also emphasise the importance of taking ownership and state that the process of driving development has a direct link with taking credit for the outcomes achieved.…”

Section: Discussionmentioning

confidence: 99%

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Ebersöhn

Loots

Eloff

et al. 2015

Journal of Education for Teaching

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This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional development. In the absence of structured teacher professional development programmes, alternatives are required to assist teachers. The paper describes a nine-year partnership between higher education researchers and teachers in high-risk and high-need schools in three South African provinces. The participatory reflection and action (PRA) study served as platform for a school-based intervention to assist in-service teachers to adapt to their additional responsibilities. Thematic analysis was used to identify the ways in which teachers' adaptation to high risk benefitted from the programme, and self-determination theory is used to argue for a dynamic and interconnected rela-tionship between the teachers' demonstrated pathways to psychosocial support and care. The article argues that in socio-politically transforming societies where need is high for in-service teacher training and formal structures for teacher professional development may be limited, partnerships between researchers and teachers appear to be useful platforms for school-based interventions to support teacher resilience.

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Section: Discussionmentioning

confidence: 99%

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Ebersöhn

Loots

Eloff

et al. 2015

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…Just as the applied research report discussed government agencies and community members as mutual assets, the academic scholar must actively establish herself and her products as an asset that is at least partially determined by the neighborhood. If this asset-based orientation is not consciously and actively pursued, the scholar might replicate and reinforce a power hierarchy that paints the community as an underserved population dependent on the skills and resources of academics and their institutions (Mathie and Cunningham 2005).…”

Section: Conclusion: the Academic Scholar As Another Community Assetmentioning

confidence: 99%

Community Empowerment through an Academic Product: Implications for the Social-justice Oriented Scholar

Leech

Potts²

2009

J Afr Am St

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Often, African American community organizations are distanced from government institutional practices. In response, they may approach local academics to help bridge the divide. This think piece explores lessons that one academic scholar learned during the process of writing and distributing an applied report that ultimately helped a community organization to gain access to the governmental decision making process. In exploring the project, we first focus on the process and value of shifting from a charity orientation to a social justice orientation. Second, we use the report itself to provide examples of essential, concrete aspects of social justice-oriented products. In the end, we argue that academic scholars can contribute to community empowerment if (1) an asset rather than deficit orientation is employed and (2) scholars are viewed as community assets rather than institutional resources.Keywords Asset based community development . Community empowerment . Community scholars . Community engagement . Engaged scholarship Due to structural barriers, urban African American neighborhoods are often distanced from government decision making processes (Coaffee and

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“…This type of community-driven development is then accompanied by external agencies that engage as supporters rather than dictators of development (Mathie & Cunningham, 2005). The six-step process, adapted from Mathie and Cunningham (2005), is visually represented in the ABCD model (see Figure 1).…”

Section: Asset-based Community Developmentmentioning

confidence: 99%

“…The six-step process, adapted from Mathie and Cunningham (2005), is visually represented in the ABCD model (see Figure 1). …”

Section: Asset-based Community Developmentmentioning

confidence: 99%

Rethinking the Social Value of Sport Events Through an Asset-Based Community Development (ABCD) Perspective

Misener

Schulenkorf

2016

Journal of Sport Management

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With an increasing emphasis on the social value of sport and events, there has been a shift in focus regarding the management and development process of event projects as well as their associated outcomes. This shift is about emphasizing a more strategic approach to developing social benefits by recognizing and utilizing leveragable resources related to sport events as a means of fostering lasting social and economic change (Chalip, 2006;O'Brien & Chalip, 2007;Schulenkorf & Edwards, 2012). In this paper, we adapt and apply the asset-based community development (ABCD) model as a means of developing a more action-oriented, community-based approach to leveraging the social assets of sporting events. In applying the ABCD approach, we aim to shift the focus of event-led projects away from attempts to "solve" social problems (i.e., deficit perspective) to enhancing the existing strengths of communities (i.e., strengths perspective). We reflect on case study findings that highlight the challenges and opportunities in realizing an ABCD approach for disadvantaged communities through an examination of a healthy lifestyle community event initiative in the Pacific Islands.

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Who is Driving Development? Reflections on the Transformative Potential of Asset-based Community Development

Cited by 116 publications

References 10 publications

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Community Empowerment through an Academic Product: Implications for the Social-justice Oriented Scholar

Rethinking the Social Value of Sport Events Through an Asset-Based Community Development (ABCD) Perspective

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