Exploring the role of public services in relation to 'connected communities'; Learning from different conceptualisations of community-school relations

探索公共服务在“互联社区”中的作用；

• 批准号: AH/J500999/1
• 负责人: Alan Dyson
• 金额: $ 2.73万
• 依托单位: University of Manchester
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2011
• 资助国家: 英国
• 起止时间: 2011 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FJ500999%2F1
• 关键词: Exploring; role; public; services; relation

Taking state-funded schools as an exemplar of public services, this study has explored the role of schools in relation to geographical communities which experience economic deprivation and associated disadvantages. Reviewing literature primarily from the U.K. and U.S., it has been particularly interested in how activities linking schools and communities have been conceptualised, and what this suggests about how the self-reliance, sustainability and well-being of disadvantaged communities might be developed.A mapping framework for organising and analysing the literature is presented. It focuses attention on:i. the sorts of actions which have purposefully been taken to link schools and communities and tackle disadvantage at a community-levelii. what the literature says about the purposes of these actions and who has the power to act.The literature indicates that professionals working within existing societal arrangements and structures appear best placed to have impacts on communities' experiences of disadvantage in terms of tangible outcomes relating to public services.This has implications for the emerging agenda of localism. Promoting local action is likely to reinforce a focus on ameliorative actions within existing arrangements, and policy makers must be cautious about anticipating transformative outcomes which local actions cannot realistically achieve. Strengthening local actions will require greater dialogue between professionals and communities, leading, at least, to shared agendas. Research is needed into the best mechanisms for achieving this.A more transformative social agenda will require some long-term alignment of local, regional and national activities, in order to impact on wider societal structures.

以国家资助的学校作为公共服务的范例，本研究探讨了学校在经历经济贫困和相关劣势的地理社区中的作用。回顾文献主要来自英国。和美国，它特别感兴趣的是如何将学校和社区联系起来的活动概念化，以及这对如何发展弱势社区的自力更生、可持续性和福祉有什么启示。它集中注意力在：一。有目的地将学校和社区联系起来并在社区一级解决弱势问题的各种行动。这些文献表明，在现有社会安排和结构中工作的专业人员似乎最有可能在与公共服务有关的有形成果方面对社区的弱势经历产生影响。促进地方行动可能会加强对现有安排内改善行动的重视，决策者必须谨慎地预测地方行动实际上无法实现的变革性成果。加强地方行动将需要专业人员和社区之间进行更多的对话，至少导致共同的议程。需要研究实现这一目标的最佳机制。更具变革性的社会议程将需要地方、区域和国家活动的长期协调，以便对更广泛的社会结构产生影响。

项目成果

Conceptualising school-community relations in disadvantaged neighbourhoods: mapping the literature

弱势社区学校与社区关系的概念化：文献映射

• DOI: 10.1080/00131881.2016.1207872
• 发表时间: 2016
• 期刊: Educational Research
• 影响因子: 3.5
• 作者: Kerr K

Conceptualising school-community relations in disadvantaged areas

弱势地区学校与社区关系的概念化

• 发表时间: 2012
• 作者: Dyson, A.

Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times

网络化社会企业：面对挑战的弱势社区社区教育新模式

• DOI: 10.3390/educsci6030020
• 发表时间: 2016
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Kerr K