Thesis (M.A Development) -- University of the Western Cape, 2007. / Includes bibliographic references (leaves 109-117).

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M.S.) in Resource Economics and Policy--University of Maine, 2006. / Includes vita. Includes bibliographical references (leaves 121-123).

This thesis explores the ways in which community development in the context of local government in Scotland has been transformed by new managerialism and neoliberalisation. Community development has traditionally been understood in Scottish local authorities as an approach to working within those sections of local government responsible for Community Education (CE) and Community Learning and Development (CLD) and consequently this thesis also considers the impact of new managerialism and neoliberalisation on CE/CLD. Methodologically, this work is informed by ethnographic research undertaken in three local authorities. In addition, it draws upon a theoretical approach to neoliberalism and new managerialism influenced by Michel Foucault (1926-1984) and governmentality theory. The concept of neoliberalism is at the heart of this work and in the context of local government neoliberalism is based upon a number of themes; first it is interconnected with an economic policy of austerity which has resulted in unprecedented cuts to local government budgets. In addition, private sector and civil society organisations take on a greater role in providing public goods and services and in this context the role of local government becomes that of purchaser rather than provider of services. Neoliberalisation also involves the introduction of techniques and practices associated with new public management or new managerialism. Moreover, these techniques are influenced by practices and values drawn from the world of business and they have been introduced in local government in order to make local authorities more entrepreneurial and competitive. I argue that the impact of neoliberalisation and new managerialism on community development has been transformative. In particular, reforms related to austerity have hollowed out community development as an ‘approach to working’ within integrated CE/CLD services. In this changing context practice is increasingly defined by the priorities of government and new fields of work have emerged with youth work and adult education shaped by employability and community development framed as an approach to working within those sections of local government responsible for Community Planning and Economic Regeneration. Community development emerges in this new environment as a way of working which can (in theory) reduce public expenditure and this has resulted in its methodologies – participation and community engagement, being used by local states as a means to involve communities in the everyday management of local austerity programmes. In addition, community development approaches are also drawn upon to encourage community based organisations to acquire public assets and become new players in the burgeoning public services delivery market. New public management techniques have been introduced across the field which include computerised management information systems, workplans and team plans with quantifiable targets and measurable outcomes, audits and appraisals. The introduction of these techniques correlate well with austerity and I suggest that their aim is twofold; decrease public expenditure whilst making professionals more productive in terms of delivering government policy. I argue that traditional professionals are being de-professionalised especially as their roles become bureaucratised as a consequence of new managerialism. Yet, rather than the death of a profession I suggest that professional practices have also been reconfigured and adapted to meet the requirements of the new times. From this perspective professionals are re-professionalised by new managerialism and neoliberalisation and one of the main propositions I put forward is that a neoliberal model of community development has emerged which has produced a new professional subject who has learned to think and acts in ways shaped by neoliberalisation. This analysis is indebted to Foucault who saw in neoliberalism not only an economic policy but also a new rationality for governing human beings.

Urban communities are undergoing a period of rapid change prompting concerns about community fragmentation. By building social cohesion and revitalizing civic participation, community development is viewed by many as a remedy to offset the weakening of community ties. This thesis explores how a community agency- based worker might help a fragmented community (re)build itself. By employing a single case study methodology, this thesis applies community development theories and related concepts to examine how a multicultural neighbourhood in east Vancouver mobilized community action. The case study found that a community capacity building framework, when supplemented with other community development tools, is an effective model for strengthening community leadership and building social connections. The study draws attention to the different kinds of social and cultural capital required to develop neighbourhood solidarity and bridge cultural differences in creating an inclusive community building process. The community worker was based in a unique form of community agency called a neighbourhood house. By providing resources needed for encouraging leadership and developing social connectedness the neighbourhood house was found to be a key asset for building community capacity. However, the study revealed that a neighbourhood house's participation in community building is constrained by the multiple community roles and relationships that it must maintain to ensure operational funding and a stance of political neutrality in its everyday dealings. The case study concludes with a set of recommendations for basing community development functions in a neighbourhood house. / Arts, Faculty of / Social Work, School of / Graduate

South Africa is faced with socio-economic challenges of poverty, unemployment, health issues, drug abuse and many more. Stakeholders such as public, private sectors as well as non-governmental organizations (NGOs) are trying to address some of these socio-economic challenges. For example, the public sector has initiated amongst other programs, an Extended Public Works Programme (EPWP) to create job opportunities specifically for semi-skilled and unskilled people, private sector is offering learner-ship opportunities to newly qualified students in order to gain work experience and NGOs have initiated various community based programs where community members are assisted to make a living and being cautioned about health and other issues through awareness campaigns. This research has been initiated to try and address skills shortages that could reduce unemployment and further assist community members to make a living through starting their own businesses. The researcher has identified schools as one of the community resources that could be used to teach basic skills in the communities as schools have human and physical resources that could be utilized to teach these skills. For this research specific school subjects in particular have been identified as having the potential of transferring the theory that is taught in schools into skills which could be taught to community members. The community skills development program was a proposed tool and if is set up could try and address the skills shortages in communities. The research has been conducted focusing on school teachers teaching specific subjects as well as community development practitioners. The majority of research participants’ responses were positive about the setting up of a skills development program. Benefits for community members such as employment which could reduce poverty, crime and drug abuse were highlighted while challenges such as funding and availability of facilitators were also mentioned. A further study has been recommended to continue with specific processes of setting up this skill development program.

Alternatives are required to replace the dominant paradigm of modernization if the residents and communities of Canada's Northwest Territories are to benefit fully from northern development activities. One such alternative is a bottom-up, community-based development process wherein communities engage in active planning to control and manage the resources of their regions. The purpose of this study is to investigate the implications of staple theory, a model of economic growth based on the export of primary resources, and community development approaches for development in the Northwest Territories. The thesis is that an Anarchist formulation of staple theory provides a theoretical foundation for an alternative, community-based approach to northern regional development. The study describes the contexts of development theory, Canadian regional development, and the dependent nature of northern development. Staple theory, in a basic descriptive form, is then introduced. The prescriptive interpretations of staple theory posited by W.A. Mackintosh, H.A. Innis, and W.L. Gordon and M.H. Watkins are discussed. The study then compares staple theory's prescriptions with those indicated by the Anarchist approach to regional development and community development literature. The combined prescriptions are placed within the context of northern development. The study concludes by outlining the implications of staple theory and community development approaches for regional planning theory and practice in the Northwest Territories. In the context of northern development, the study recommends the adoption of a community-based development policy and a reconnection of regions to their resources as suggested by both the staple theory and community development approaches. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

During the last twenty years, community development has become a recognized way of dealing with problems in underdeveloped countries, but its application in industrialized countries is comparatively recent. In Canada, it has been chosen as one of the ways in which disadvantaged people can improve their living standards, develop their communities and utilize their resources. This study has examined some important characteristics of community development pertinent to the projects and programs which have been initiated to combat the socially and economically deprived Indian, Eskimo and Negro communities. To give a conspectus of all developmental activities in Canada, the study has examined the extent of federal and provincial participation in community development. It has considered, also, programs of adult education and leadership training. Although the study has been in the nature of a survey, it has concluded that the commitment to community development in Canada has been too limited. The programs presently operating have been found to be too few in number, irregular in quality and uneven in distribution, and they have not been found to serve all deprived people throughout the nation. Until higher priorities and more funds have been apportioned to community development, it is believed that community development will remain limited. / Arts, Faculty of / Social Work, School of / Graduate

This thesis is primarily involved with the development of a planning teaching game called Planning Power Play, and the testing of this game's effectiveness as an educational tool with residents of a local community. The rapid growth of our North American urban centres has brought with it an increasing demand that the citizens be allowed to participate in the planning of their own local residential areas. However, the art of citizen involvement in the modern planning context suffers from a lack of effective techniques of implementation which in part explains the reluctance of many policy makers to initiate such programmes at all. This thesis is intended to assist in overcoming this shortcoming by introducing a new method of encouraging active citizen participation in the planning process. The study hypothesizes that a planning game can be developed that will be an effective educational tool in citizen involvement programmes in the neighbourhood setting. The thesis initially reviews much of the literature pertaining to teaching games citing examples of the effectiveness of existing teaching games, and building a theory of teaching game draftsmanship. It then proceeds to explain the development of a new teaching game called Planning Power Play. Five test sessions of Planning Power Play indicated that it was a successful teaching game and potentially useful tool in situations where citizen contact was required. The game fostered an informal social atmosphere facilitating discussion between the planner and the citizens, with the result that both parties learned from the experience. The tests indicated that Planning Power Play taught the players the practical constraints imposed upon the development of their local area by the variety of interest groups expressing their divergent viewpoints through the municipal political bargaining process. In addition, the game was practical for use in the citizen participation milieu where many participants were novice game players. The game proved to be engrossing, easy to learn, quick to play, and extremely portable and adaptable. The conclusion was reached that this thesis was primarily an exploratory study. Planning Power Play is a satisfactory teaching game, but it is not meant to be the final word on planning teaching games. Rather, it is hoped that this game will constitute an initial step encouraging further research in this relatively new aspect of urban planning. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate