Master of Science / Department of Landscape Architecture/Regional and Community Planning / Stephanie A. Rolley / Academic design/build programs can serve as vehicles for community development. As design professionals working within the community context, architects hold the potential to create community betterment and build community assets through their work, although this focus does not appear to be central to the culture of American architecture. In particular, a review of architecture curricula in the United States reveals the lack of design/build opportunities for students. Design/build programs integrated in academic architectural programs have been in existence for just about two decades. As such, development of their pedagogy and organizational structure is emerging. It is timely to identify the common and distinguishing factors of established design/build efforts in architecture schools and to examine the role community development plays in each. Established academic design/build programs were identified for further study, enabling identification of commonalities within the structural frameworks of programs as well as contextual nuances; the identification of programs which purposely instigate community development; and the identification of the factors within those programs which act as mechanisms for community development. The result is a framework for organizing a community development initiative which is central to the architectural process and to design/build pedagogy.

published_or_final_version / Social Work / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work / Master / Master of Social Work

This thesis studies the formation of an indiscernable coloniality through the contextualization of mundane quotidian lives at the community level in Hong Kong. Unlike most research on post-colonial Hong Kong which analyzes the challenges and problems from a macro perspective focusing on governance and collaborations of the elite class, this thesis focuses on the culture of coloniality that is deeply ingrained in the operational logic of everyday life and embedded as an unnoticeable common sense and internalized value. Being an elected member of the Wan Chai District Council between 2004-2007, the author gained first-hand experience and insights on how coloniality operated. She argues that coloniality is a state of mind when the colonized people define themselves in terms of colonialism and take on the common sense of the colonizers as their own. In this thesis, the author shows how coloniality permeates through political and economic community building initiatives by the Eight Community Building Key Players, such as the District Administration Scheme and its Departmental District Managers, the Urban Redevelopment Consortium, Kaifong Associations, District based Territory-wide Organizations, Beijing Affiliates and Civil Society. A substantial part of the research focuses on how these CBP players have molded, enhanced, changed or modified the physical landscape, the way of life or the value system of the community. It shows that except for civil society, all CBPs have collaborated in one way or the other and formed a symbiotic disciplinary control network. By employing the tactics of divide and rule, biopolitics of control, and ‘feeding the baby with an empty spoon’, this control network manipulates the community to serve political and economic purposes. The thesis argues that under this network, Hongkongers unnoticeably developed a colonial form of subjectivity that takes pride in colonial ruling and a pro-growth operational logic. Lastly, after analyzing the best practices of civil society’s experiences in community building in Wanchai, this thesis argues that a bottom-up and empowering community building is one of the most crucial ways of building a possible model for decolonization, and this model must include the intellectualization of the society, democratic participation, the development of culture and public space, and rekindling of the chivalrous spirit. It also argues that where the subaltern-elites stand and how soft powers are used will make a big difference in decolonization. / published_or_final_version / Comparative Literature / Doctoral / Doctor of Philosophy

M.A. / Katlehong, with a population of approximately 550 000 people, accommodates one of the largest black urban communities in South Africa. The socio-economic backlog which is the residents of Katlehong are experiencing and which described in this study, is a symptom of the long continued neglect that the black residents of South Africa have been subject to. The former government policy of apartheid which caused gross race based inequalities to the detriment of the black citizens of the country, can inter alia be blamed for this situation ...

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The thesis is concerned with finding strategies of community development suitable for health promotion and a matching method of evaluation. The thesis contains two literature reviews. The first examines the history and practice of community development, the problems in the field of drug abuse prevention, especially in its evaluation, and recent developments in health promotion within the context of the new public health movement. The second literature review chapter examines qualitative methodology and in particular recent developments in the use of case studies. The design of the study in the thesis utilises multiple-case studies and explanation-building with data matrix construction as the method of analysis. Two multiple case studies of thirteen and twelve cases respectively use data from the Community Approach to Drug Abuse Prevention (CADAP) Project. Detailed analysis of ten matrices are presented for the First Stage Multiple-Case Study and three for the second. Major conclusions are drawn about how a successful performance in the processes of preparation and training in community development lead to later successful community activity. Whether the preparation and training is done by staff of the CADAP Project or by trained staff of host organisations makes no difference to this outcome. Conclusions are drawn about community development in general, its application to health promotion and its evaluation.

This study is an investigation into college involvement in rural community development through an examination of three cases in eastern, western and northern Canada where this work was reported to be going well. The inquiry revolved around what colleges do, that is, what kinds of approaches and projects are undertaken, how this work is supported or constrained, how college staff are recruited and trained for this work, and how well it is being done, or how success is defined and evaluated. The observations from these cases were compared with relevant research around the roles of community colleges, the nature of rural challenges, and the field of community development. Community development revolves around increasing the skills, knowledge, and abilities of residents, and building the ability of the community to respond to changing circumstances. The cases in this study were in contexts of resource industries in transition, usually related to trends in economic globalization. The communities were also impacted by their distance from urban economic and political centres. As community needs were identified, it was apparent that economic and social challenges were inter-related, and that available opportunities required specialized workforce training or retraining, as well iii as supports for business development. Although community development activities were not well supported by public policy and programs, the colleges were involved in a wide range of development approaches, some embedded into regular college operations, and others specifically organized for particular purposes. Theories of forms of capital, particularly those based on the writings of Bourdieu (1986, 1993) enhance the understanding of college involvement in rural community development. College staff, particularly rural campus managers, took the lead in community work, and relied heavily on their connections and networks, or social capital, as well as “border knowledge”, or local cultural capital, to facilitate community projects. However, the reliance on local social and cultural capital was often associated with the neglect of some important groups and issues. But overall, in spite of many challenges, these colleges were key players in their communities and demonstrated the value of the diverse and flexible roles that community colleges can play.

This study is an investigation into college involvement in rural community development through an examination of three cases in eastern, western and northern Canada where this work was reported to be going well. The inquiry revolved around what colleges do, that is, what kinds of approaches and projects are undertaken, how this work is supported or constrained, how college staff are recruited and trained for this work, and how well it is being done, or how success is defined and evaluated. The observations from these cases were compared with relevant research around the roles of community colleges, the nature of rural challenges, and the field of community development. Community development revolves around increasing the skills, knowledge, and abilities of residents, and building the ability of the community to respond to changing circumstances. The cases in this study were in contexts of resource industries in transition, usually related to trends in economic globalization. The communities were also impacted by their distance from urban economic and political centres. As community needs were identified, it was apparent that economic and social challenges were inter-related, and that available opportunities required specialized workforce training or retraining, as well iii as supports for business development. Although community development activities were not well supported by public policy and programs, the colleges were involved in a wide range of development approaches, some embedded into regular college operations, and others specifically organized for particular purposes. Theories of forms of capital, particularly those based on the writings of Bourdieu (1986, 1993) enhance the understanding of college involvement in rural community development. College staff, particularly rural campus managers, took the lead in community work, and relied heavily on their connections and networks, or social capital, as well as “border knowledge”, or local cultural capital, to facilitate community projects. However, the reliance on local social and cultural capital was often associated with the neglect of some important groups and issues. But overall, in spite of many challenges, these colleges were key players in their communities and demonstrated the value of the diverse and flexible roles that community colleges can play.