14 SES 02 B, Policies and Action Related to Cooperation – Home-School-Community Links I
Parallel Paper Session
Community profiling (CP) is a useful tool for community development (Martini & Sequi 1988; Francescato 2000; Ehmayer, Reinfeldt and Gtotter 2000) that can be defined as a description of the needs and resources of a community through a process of “active involvement of the community itself” (Hawtin, Hughes and Percy-Smith, 1998:5) in the formulation of the priorities for community intervention and action. CP has been used to enhance participation in local programs, to improve networking among existing governmental and non-governmental organisations, and to identify specific weaknesses and strengths of a particular community (Gelli, Mannarini and Bonifazi 2004), considering various profiles: e.g., territorial, demographic, economic, services, institutional, anthropological, psychological and future (Francescato 2000). Research also shows its potential as a learning experience in the education of young people (Martini and Sequi 1988; Ehmeyer, Reinfeltd and Gstotter 2000; Francescato, Tomai and Ghirelli 2002; Teater and Baldwin 2009).
This paper emerges from a project on Participatory Citizenship Education in Transitional Societies, aiming to examine how policies and practices of Citizenship Education in European countries, especially those that experienced a democratic transition, integrate the recognition of the authoritarian past and promote a critical and participatory civic and political culture. Our research explored the potential of CP as a tool for participatory citizenship education in the school context. CP can generate specific conditions for the empowerment of participants (pupils, teachers, parents, …) as it favours a flexible and creative approach in an eminently participative, collaborative, and negotiated research process (Menezes, 2010:60). In this case, pupils from different schools were involved with their teachers in researching opportunities for participation in the school and the community using three basic profiles: past (before the democratic transition of 1974), present and future (in 35 years).
This paper discusses both the implementation and results of CP and the soundness of its use as a collaborative research tool for promoting participatory citizenship education.
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. Ehmayer, C., Reinfeldt, S., and Gtotter, S. (2000, May 12). Agenda 21 as a concept for sustainable development. Paper presented at III Panel of Experts, Vienna. Francescato, D. (2000). Community psychology intervention strategies as tools to enhance participation in projects promoting sustainable development and quality of life. In Proceedings of the Euroconference “Quality of Live – Sustainability – Environmental Changes”, (pp.35-45). Austrian Research Centres. Francescato, D., Tomai, M., and Ghirelli, G. (2002). Fondamenti di psicologia di comunità. Roma: Carocci. Gelli, B., Mannarini, T., and Bonifazi, A. (2004). The meanings of community: Sense of place and participation. In A. Sánchez-Vidal, A. Zambrano, and M. Palacín (Eds.), European community psychology: Community, power, ethics and values (pp. 230-261). Barcelona: Publicacions Universitat de Barcelona. Hawtin, M., Hughes, G., and Percy-Smith, J. (1998). Community profiling. Auditing social needs. Berkshire, UK: Open University Press. Martini, R. and Sequi, R. (1988). Il lavoro nella comunità. Roma: Nis. Menezes, I. (2010). Intervenção comunitária: uma perspectiva psicológica [Community intervention: a psychological perspective]. Porto: Livpsic/Legis Editora. Teater, B. and Baldwin, M. (2009). Exploring the learning experiences of students involved in community profiling projects. Social Work Education, 28, 7, 778-791.
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