<p> Income-based public housing projects have typically resulted in concentrations of poverty which have left the most disadvantaged populations anchored to their homes with little to no upward mobility. In response, housing policies have shifted toward Mixed-Income designs that work to integrate populations of different social and financial class in effort to help those in the lowest socioeconomic status move up and out of poverty. One such housing project named Salishan lies south of Seattle, Washington in the city of Tacoma. This research employs GIS, participatory mapping, and other qualitative research methods to examine how Salishan residents are experiencing the services and programs that are targeted toward them. The data yielded in this study contradict those theorized benefits of greater social interaction and access to resources via Mixed-Income housing. The purpose of this research is to demonstrate the value of participatory methods for getting new kinds of data and informing policy.</p>

<p> Ongoing economic insecurity, political conflicts, and increased terrorism attacks in eastern Turkey has generated massive internal migration into the country&rsquo;s western cities, leading to vast changes in demographic, social, economic, and political structures. For decades, migrants and displaced persons lived in informal, makeshift dwellings in less developed spaces in the older city centers. Since 2000, municipal governments have relocated thousands of migrants to newly constructed, massive public housing developments in suburban &ldquo;satellite cities.&rdquo; </p><p> This dissertation examines the impact of relocation from the viewpoint of low-income women relocated to two neighborhoods, Zubeyde Hanim and Uzundere, in Izmir, Turkey, For this project, residents were asked about their perceptions and experiences with education and employment opportunities in the newly developed urban satellites communities and where relocation has or has not benefited them. Data for this dissertation include extensive fieldwork observations and seventy interviews with female residents and key community informants, such as high school and middle school principals and the director of educational and cultural programs. </p><p> The main findings of this dissertation show that access to newly provided educational and employment opportunities upon relocation mattered for particular everyday practices of the women. But their overall participation in these programs was low and relocation did not result in a significant increase in education and employment participation. Furthermore, the involvement of residents in new opportunities was largely influenced by their prior employment and educational experience. Another significant finding of this dissertation was that residents responded to the process of relocation differently based on cultural, religious, and gendered conditions. As a result, issues of resident trust and participation in community life differed for Zubeyde Hanim and Uzundere residents. The larger implications of this dissertation include the need for more inclusive forms of official communication between authorities and resettled residents that appreciates the challenges they experience.</p><p>

In response to changing social, political and economic realities in their own societies, many universities and colleges in the developing countries are departing significantly from a philosophy which strictly adheres to traditional academic, familiar and basic functions of teaching and research, and are moving towards a more utilitarian role; several of these institutions have made the adage: 'take the college out to the community and bring the community into the college', an implicit part of their working philosophy. By 'community', they mean the vast majority of people living in the rural countryside. However, the task of understanding this emerging role is complex, and past efforts have met with increasing frustrations. Observers in education and development in the developing countries are now asking the question: What are the factors which characterize a successful relationship between higher educational institutions and the process and practice of rural development? The purpose of this research study is to examine, by a case study approach, the rural development activities of a number of higher learning institutions in India, using an analytical framework based on an intensive research of theories and practice of education and development. This is further supplemented by a series of actual field interviews and discussions with staff/faculty, and students of more than six educational institutions in India, two of which were finally selected for the purpose of specific and detailed analysis. The analytical framework consists of major concepts, processes, roles, and linkages underlying the institution's philosophy, goals and objectives, staff and student participation, rural people participation, relationship with government agencies including the political apparatus, methodologies including program planning and implementation, integration of functions (research, teaching and community service), and internal organization and administration. Using this framework, the study identifies the major constraints and implications underlying well-meaning university efforts in rural development. New perceptions and insights derived from the analysis are further proposed as generalizations for the benefits of educational planners, researchers, policy makers, university administrators, staff and faculty.