Jude Butcher

The leadership of engagement between university and community: conceptualizing leadership in community engagement in higher education

The growing research interest in community engagement in higher education calls for the investigation of the relational and cultural dynamics within the university–community relationship using various academic lenses and by exploring alternative epistemological approaches. Thus, the study conceptualizes this relationship through the lens of leadership and by using the methodology of autoethnography. Applying an iterative reflective process of sense-making composed of conversation, memoing and article-writing, the study yielded a conceptual framework composed of four thematic dimensions, namely:(1) contextual condition that is characterized by the duality of operational milieu between university and community from which (2) managerial roles were defined consisting of advocacy, strategic visioning and space-brokering, which are, in turn, sustained through (3) an attitude towards outcome and power and (4) deepened and sustained the spirituality of the leader.

Timor-Leste: Transforming Education through Partnership in a Small Post-Conflict State

It uses Timor-Leste as its case study of a faith-based partnership in the development of the Instituto Católico para a Formação de Professores (ICFP) at Baucau. The people of what was then East Timor voted overwhelmingly for independence in 1999 and the nation building, including reforming education, in this post-conflict small state began. The book reports how, through the commitment of the partners to capacity building and transforming education, East Timorese staff have assumed positions of responsibility in the Institute. ICFP has received very positive accreditation reports from the national authority in terms of its vision, courses, staff and student quality, and infrastructure.

The Right to Education: A New Foundation for Schools and Communities

These words of home-spun wisdom from an Aboriginal Australian woman capture the profound change that education has the potential to bring about in the lives of individuals and communities. People aspire to a better quality of life, to move beyond where they are today and leave behind situations which dehumanize them. Disadvantage, in a myriad of forms, often highly correlates with lack of education, and results in such outcomes as poor health and lower life expectancy; illiteracy and decreased employability; poverty or economic dependence; lack of protection under the law and lack of access to the justice system. Education offers the possibility for individuals and communities to challenge, move beyond and even transform these situations of human limitation.

Domains and Responsibilities in the Partnership

The previous two chapters have outlined the history and scope of the partnership and its long-standing development. This chapter employs a two-dimensional framework of domains and responsibilities to further analyse the workings of this educational capacity building partnership between ICFP and the Bishop of the Diocese of Baucau, the Marist Brothers and the Australian Catholic University.

History of the Partnership

The co-operative partnership described in this book resulted in the formation of ICFP Baucau, and promoted educational capacity building in Timor-Leste in the postreferendum period. Creating a partnership that would focus on educational capacity building in Timor-Leste in the aftermath of the referendum, therefore, was crucial in the rehabilitation of the small country.

Evaluating the Partnership

Having previously traced the history and the interactions and contributions of the various partners, this chapter provides an evaluation of the partnership in terms of its impact upon ICFP, its achieving international development principles, its fostering of Catholic identity and its contributions to Timor-Leste. It begins by examining how far there is evidence of ICFP emerging as a quality tertiary institution.

Scope of the Partnership

As seen in the previous chapter, the partners were involved in establishing a new educational enterprise in Timor-Leste and developing new capacities and opportunities by working together with a shared vision. This project has grown significantly since the commencement of the partnership.

Faith Communities and Community Engagement Based Teacher Education: A Pedagogy of Promise

Abstract Beginning with a brief overview of education in Australia from both an Aboriginal perspective and that which developed after the arrival of European settlers, this chapter asserts the significance of faith communities in shaping school and teacher education in ways which express their worldviews and moral purpose. Reflecting a Catholic understanding and focusing upon the principles of Catholic Social Teaching, teacher education programs at Australian Catholic University incorporate a holistic approach through their course structures, core curriculum and community engagement experiences. These come together as a pedagogy of promise within community engagement based teacher education. The rationale, examples and model discussed here are presented in ways which show the transformative power of this person- and value-centered pedagogy.

Advancing Equity and Inclusion in Schools: An Awareness-Action Framework

Equity and inclusion are ever-present challenges for schools and school systems. Such challenges exist at the individual student level, requiring schools to provide opportunities for all students to participate and learn to their full capacity. The challenges also exist at a broader, systemic level, including having a supportive, inclusive and proactive school community.