Several Ontario communities face challenges requiring harnessing multisectorial partnerships to bring about community transformation. The church has the capacity to contribute to the community transformation needs of its community, but a particular denomination in the Greater Toronto Area (GTA) appeared to be unaware of how to fulfil its social mission of community transformation. The purpose of this case study was to understand how members of the clergy perceived the lay leadership vacuum in the denomination and how these perceptions appear to inhibit the denomination's achievement of its social mission. The theoretical framework was Akingbola's strategic nonprofit human resource management theory. A qualitative case study was employed, using semistructured interviews of 10 clergy in the GTA. Data from the interviews were coded and categorized for thematic analysis and constant comparison. Findings indicated a lay leadership vacuum in the studied denomination. Participants concurred that the vacuum was influenced by the perceptions of the clergy, which inhibit the denomination's capacity to address the needs of the community. The results of this study could lead to positive social change through providing an understanding of the obstacles denominations and similar nonprofit organizations may need to overcome to effectively identify, nurture, and deploy their volunteers for the benefit of community transformation.

In this research I explore ways in which teachers and parents can enhance the sustainability agenda to bridge the gap towards sustainability through the creation of caring, democratic, just, ecologically regenerative schools-as-communities. I learned that we can only transform ourselves and not others, therefore to transform the model of experience of schooling and society, we need to transform ourselves, the whole community of the school, towards sustainability. This follows the work of Sterling (2001, 2002a and 2002b) which illustrates that education and society will need to change together in a mutually affirming way, since there is no linear cause-effect relationship. This dissertation focuses on one aspect of the developing field of education for sustainability (EfS). I use radical ecology as the philosophy which supports the vision of community transformation towards sustainability (Orr 2002; Fien 2001; and Sterling 2001). I use the emancipatory research paradigm and detail a participatory epistemology fused with a holistic, constructivist notion of reality, to situate a participative approach which enables important interdisciplinary connections to be made. The research comprises ethnographic research and cooperative inquiry projects that were implemented at two small community schools, as well as reflective practice to develop personal and professional practices of sustainability. Contemporary work in the field of EfS has a cultural understanding of sustainability, which uses four pillars: the biophysical, the social-cultural, the economic and the political. The political pillar is the key organising principle for this research. The research is significant because I develop and build upon Sterling’s (2001) notion of transformative learning for sustainability. I show that participatory structures, procedures and processes are necessary, but not sufficient for a socially transformative school-as-community culture and that socio-ecologically contextualised knowing is transformative knowledge about community sustainability. For people to behave in cooperative ways, they need to develop a practical, reconnective knowledge of cooperation. Likewise, for people to behave in ecologically regenerative ways, they need to develop a practical, reconnective knowledge of ecological reconnection. The research methods of reflective practice and cooperative inquiry are discussed and evaluated as vehicles for transformation towards sustainability. The dissertation thereby assesses their effectiveness in enabling the development of practical knowledge about sustainability. In Australia, over the last decade our federal government has shown little interest in fulfilling its own narrowly defined ecological sustainability policy commitments. In Western Australia, our government has recently launched a comprehensive State Sustainability Strategy however its major weakness is that it has afforded very low significance to education at a time when major international organisations such as UNESCO (2002b) see education as an integral part of sustainability and learning as a key to a sustainable future. Sadly, the State Sustainability Strategy does not recommend a reorientation of the education system towards sustainability, does not incorporate a socially critical view of education, and almost completely overlooks the role of learning in the social task of change towards sustainability. In Western Australia, we urgently need policies and political action for commitment through structural reorientation towards EfS. Even in the face of this, a multi-perspectival, inclusive approach to the development of civil society through devolved, locally-based decision making and action within a school community can facilitate the emergence of learning for sustainability in that community. Even within a context of contradiction, tension and paradox, it is possible for school communities to contribute to sustainability through reconnective transformative learning.

The study explores the response of the Anglican diocese of Bujumbura to the challenge of urbanization, especially in the area of urban poverty. The introductory Chapter provides the framework within which the study will be conducted. It also includes a literature review, which is devoted to urban poverty showing how it could be addressed. In Chapter 2, the study analyses the context of urbanization in Burundi, particularly in the Bujumbura municipality, where urban poverty is reported to be high. It then highlights the Church’s missionary calling when it comes to the challenges of urbanization. Chapter 3 reports the findings of interviews and focus groups conducted with members of the nine Anglican parishes serving the Bujumbura residents. These findings are interpreted in Chapter 4 through the lens of the praxis cycle. Chapter 5 provides an effective model in the context of urban poverty. The study explored through the reasons behind urban poverty and proposes effective solutions to it. It aims at sensitizing the Church to be concerned about urban ministry and suggests an efficient model for eradicating poverty and bringing about a transformed community to be enjoyed by all the residents. This model will inspire both the Anglican Church, the other denominations, the faith-based organisations and whoever strives to serve urban residents. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology-with specialisation in Urban Ministry)

This study uses a praxis cycle approach to evaluate the work of the Anglican Diocese of Bujumbura in the community of Bwiza, a marginalised urban community in Bujumbura. In Chapter 2 it analyses the context of urbanisation in Burundi, with special reference to Bujumbura as capital. It then examines the work of the Diocese of Bujumbura in that urban setting in Chapter 3, against the background of Burundi’s religious composition and the history of the Anglican Church in Burundi as a whole. Chapter 4, gives a review of publications devoted to urban mission and theology. Special attention is given to liberation theology and the particular way it addresses poverty. Chapter 5 reports the findings of interviews and focus groups conducted with members of various churches in the community of Bwiza. In Chapter 6 these findings are interpreted missiologically, and the final chapter (7) suggests some issues for further research. The study explores the causes of poverty in Bwiza and suggests practical contributions that can bring about positive change. The main concern of the study is to bring awareness to the churches about the urgent need for urban ministry. It also explores possible solutions to urban poverty. The other concern of this study is to provide a basis for an urban mission strategy for the Anglican Church, which could assist other churches and all faith based organisations serving in urban settings. / Christian Spirituality, Church History & Missiology / M. Th. (Missiology, with specialisation in Urban Ministry)

This study investigated integrated learning at a Christian university, the Christian Bilingual University of the Congo (UCBC) with the view to improving higher education practice in the Democratic Republic of the Congo (DRC) which is tasked with addressing social problems. Higher education in the DRC is shaped by its colonial legacy and a teacher-centred approach focused on theory, typical of a banking-type learning and a lack of integration. These factors stifle critical thinking and initiative in students and prevent them from developing into service-oriented agents for change in their communities. The advent of Christian universities has heralded a quest for holistic training to foster character and produce civic-minded and service-oriented citizens. A qualitative study using a phenomenology as methodology investigated the lived experiences in integrated learning and service in the community of twelve purposefully selected UCBC alumni. Data was obtained through semi-structured, in-depth interviews. Findings indicated that integrated learning is holistic education which engages mind, heart, soul and body; it combines practice and theory in training and prepares students to contribute to national welfare. It occurs in a multiple component and dimensional context and is characterized by learner-centeredness, active learning and constant interaction among the school community members. It is focused on the building of the inner person of the learner. Further, participants understood transformation as part of personal development, a lifelong process that moves a person to act differently in community after his personal assumptions have been deeply revised through his encounter with integrated learning. Its impact is character development as foundation for bold action in the community, the rediscovery of one’s identity, the development of servant leadership, team work and social networking and dependence on God. Findings revealed that transformed learners initiated a change of mentality and experienced culture conversion in their communities through confronting problems and modelling servanthood. It also established the enactment of integrated learning as a contributor to personal and community transformation as a result of students’ ‘echoed words’ and actions as learning-teachers. Based on the findings recommendations were made for the strengthening of integrated learning in Christian universities. / Educational Foundations / D. Ed. (Philosophy of Education)

In April 1997 Kainos Community in HMP The Verne, Dorset, England became the first faith-based prison unit to be established in the Western world. The foundations and ethos of Kainos are based on Christian concepts of ‘loving your neighbour’ and forgiveness. The community operates as a hybrid therapeutic community (TC) and cognitive behavioural programme (CBP). It is open to and inclusive of prisoners of all faiths and none. The aim of this study is to explore the Kainos community ethnographically, guided by the principles of grounded theory and thematic analysis, in order to investigate whether or not Kainos ameliorates some of the de-humanising aspects of prison, and if so, how it rehumanises the prison space. Theoretically, this study highlights the dehumanisation of imprisonment, and illuminates the role that a holistic, Christian-based approach can play in terms of making the prison environment ‘more human’. My findings reveal that on Kainos there are physical, liminal and spiritual spatial mechanisms, in which a family of sub-themes interact to enable flourishing to occur. Kainos has created a physical space in which spaces of architecture and design; sensory experience; movement; and home interact to enable flourishing, whereby prisoners feel ‘more homely’, ‘free’, safe, and calm. Kainos has created a liminal space in which spaces of atmosphere; identity; home; and creativity interact to enable flourishing, empowering prisoners in their self-expression; as a cathartic tool; and as a means of regaining or creating a new identity. Kainos has created a spiritual space in which spaces of Christian activism, love, and forgiveness enable self-worth, healing, transformation, and meaningful change. The implication is that Kainos has created spaces of flourishing, safety and peace within an otherwise dehumanising carceral space, and this plays an important role in the process of transformational change imperative in the desistance process. If society must have prisons, this study concludes that Kainos provides a model for how they should be.

This study investigated integrated learning at a Christian university, the Christian Bilingual University of the Congo (UCBC) with the view to improving higher education practice in the Democratic Republic of the Congo (DRC) which is tasked with addressing social problems. Higher education in the DRC is shaped by its colonial legacy and a teacher-centred approach focused on theory, typical of a banking-type learning and a lack of integration. These factors stifle critical thinking and initiative in students and prevent them from developing into service-oriented agents for change in their communities. The advent of Christian universities has heralded a quest for holistic training to foster character and produce civic-minded and service-oriented citizens. A qualitative study using a phenomenology as methodology investigated the lived experiences in integrated learning and service in the community of twelve purposefully selected UCBC alumni. Data was obtained through semi-structured, in-depth interviews. Findings indicated that integrated learning is holistic education which engages mind, heart, soul and body; it combines practice and theory in training and prepares students to contribute to national welfare. It occurs in a multiple component and dimensional context and is characterized by learner-centeredness, active learning and constant interaction among the school community members. It is focused on the building of the inner person of the learner. Further, participants understood transformation as part of personal development, a lifelong process that moves a person to act differently in community after his personal assumptions have been deeply revised through his encounter with integrated learning. Its impact is character development as foundation for bold action in the community, the rediscovery of one’s identity, the development of servant leadership, team work and social networking and dependence on God. Findings revealed that transformed learners initiated a change of mentality and experienced culture conversion in their communities through confronting problems and modelling servanthood. It also established the enactment of integrated learning as a contributor to personal and community transformation as a result of students’ ‘echoed words’ and actions as learning-teachers. Based on the findings recommendations were made for the strengthening of integrated learning in Christian universities. / Educational Foundations / D. Ed. (Philosophy of Education)

This study uses a praxis cycle approach to evaluate the work of the Anglican Diocese of Bujumbura in the community of Bwiza, a marginalised urban community in Bujumbura. In Chapter 2 it analyses the context of urbanisation in Burundi, with special reference to Bujumbura as capital. It then examines the work of the Diocese of Bujumbura in that urban setting in Chapter 3, against the background of Burundi’s religious composition and the history of the Anglican Church in Burundi as a whole. Chapter 4, gives a review of publications devoted to urban mission and theology. Special attention is given to liberation theology and the particular way it addresses poverty. Chapter 5 reports the findings of interviews and focus groups conducted with members of various churches in the community of Bwiza. In Chapter 6 these findings are interpreted missiologically, and the final chapter (7) suggests some issues for further research. The study explores the causes of poverty in Bwiza and suggests practical contributions that can bring about positive change. The main concern of the study is to bring awareness to the churches about the urgent need for urban ministry. It also explores possible solutions to urban poverty. The other concern of this study is to provide a basis for an urban mission strategy for the Anglican Church, which could assist other churches and all faith based organisations serving in urban settings. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology, with specialisation in Urban Ministry)