Kathryn McLachlan

Community Learning Projects: Transforming Post-Compulsory Education Provision in Rural Communities

Abstract Rural communities such as Stanthorpe on Queensland’s Southern Downs, in Australia, are familiar with turbulent environmental, social, technological and economic change and the adversity that frequently accompanies such changes. The capacity of individuals and communities to bounce back from adversity is referred to as resilience. Participation in lifelong and life-wide learning is promoted as a strategy for rural community development, resilience and renewal. Stanthorpe, which declared itself as a ‘learning community’ in 2005, has been described as resilient, not only by the people who live there, but also by outsiders who view the community as a friendly, vibrant lifestyle choice. This paper reports a reflexive analysis of three learning community projects undertaken by a group of community leaders in partnership with their regional universities that used Participatory Action Research (PAR) and evaluation to draw on and mobilise ‘insider’ and ‘outsider’ resources and expertise to promote purposive action to address their particular issues. Using processes of introspection and collaborative, critical reflection, the authors review each of these projects and propose these as a form of non-accredited post-compulsory education that succeeds in serving the lifelong learning aspirations of the community.

Exploring Critical Success Factors for Effective Collaborative Relationships

Building capacity for mutually beneficial and responsive partnering is prominent in scholarly and public discourses on university-community engagement, with particular emphasis on ‘how’ to manage and sustain key stakeholder relationships as a fundamental cornerstone of partnership development. Genuine community engagement promotes the development of relationships founded on a collective, flexible approach that acknowledges interdependence, rather than dependence (Butcher J, Egan LA, Ralph K, Australas J Commun Engage 2(3):106–112, 2008; Sinclair, Asia Pac Public Relat J 12(1):1–20, 2011). As with PACE at Macquarie University, this involves designing and developing processes in collaborative and inclusive ways that elicit buy-in and create feelings of ownership by stakeholders. In seeking to understand critical success factors for improving and sustaining relationships as core to partnering with PACE, this chapter presents findings of three research studies conducted into the implementation and outcomes of the PACE program. Results of these studies centred on core elements of the program: communication and collaboration; roles and responsibilities; expectations and contributions.

Reflection for learning: a holistic approach to disrupting the text

Reflective practice can support a mindful and focussed approach to deep learning, enabling the bridging between theory and the students’ learning experience. This practice can range from creative pursuits to heeding felt knowing, integrated into the curricula to support praxis. Indeed, the embedding of reflective mechanism(s) is a requirement of learning through participation known as PACE (Professional and Community Engagement), a pillar of the undergraduate curriculum, and core to the university’s new vision. Through this curriculum requirement and a number of fora extending beyond PACE, Australia’s Macquarie University engages with diverse reflective practices including digital storytelling and art. This chapter presents the holistic approach adopted to integrate reflective practice mechanisms across PACE curricula and practice. Firstly, the role of reflection for learning through participation (LTP) is established. The approach taken to achieve a holistic approach to practice is then unpacked. This holistic approach recognises the need to scaffold and embed reflective practice at, and across, many levels.

Transformational Learning – Possibilities, Theories, Questions and Challenges

Developing “a culture of transformative learning” is the first of seven strategic priorities of Macquarie University (2013, p. 12). Through PACE and other education programs the university has set out to “develop and lead teaching models that promote enquiry driven learning, and prepare students for productive professional and civic lives” (p. 12). This vision of learning and teaching has implications for: the way the university views itself, relationships between academics and students, and relationships between the university and surrounding community. In this chapter we explore transformative learning in PACE and consider theoretical perspectives on transformative learning, pedagogical approaches, teaching practices, possibilities, challenges and questions.

Building a Community of Ethical Practice Through PACE

Ethical practice is a core principle of PACE. Partners must conform to the University’s ethical standards and values, and PACE activities must promote the well-being of people and the planet. Students are expected to engage in an ethical manner, and their activities might include research that requires ethics approval. Approaches to telling the PACE story must also be ethically sound. This chapter identifies the practical and epistemological imperatives behind collaborative efforts to foster ethical understanding and practice across the program. These attempts have raised questions such as ‘What constitutes an ethical activity?’ and ‘How might students be prepared for ethical complexities?’ It has led to pushing pedagogical and institutional boundaries, resulting in benefits for Macquarie students, the University as a whole, staff involved in PACE, and community-based partners. This chapter also acknowledges a number of complexities that pose challenges and further questions, as well as suggesting future directions for both practice and research.