Margaret ledwith northampton lecture 3 6 dec 2011 (7)
Community Development: Placatorypractice or transformative practice?Margaret LedwithEmeritus Professor of CommunityDevelopment and Social JusticeUniversity of Cumbria, UK
Community development The practice of social justice Contextualised in political times Poverty analyses Human rights analyses
CD Praxis: a contested spacebetween top-down and bottom-upCD principles: social/environmental justiceCD vision: just and sustainable worldCD process: popular education for participatory democracyCD theory: analyses of powerCD values: ideology of equality
Values frame the quality andpurpose of CDIdeology of equalityTrustDignityRespectReciprocityMutualityCooperative not competitive worldview
1995: National Occupational Standards for CDBased on structural analysis:Equality and Anti-discriminationSocial JusticeCollective ActionCommunity EmpowermentWorking and Learning Together – questioning answers not answering questions
Placatory practice isdecontextualised practice!Bailout of banksGlobal recessionCountries in crisis: USA, EurozoneAusterity measures hit poor hardestTUC ‘women and cuts toolkit’
PovertyIs UK poverty a human rights issue? (Killeen, 2008)Strong on empowerment, weak on equalityNo structural analysis of povertyCharity not redistribution of wealthResponsibility over rights2020: absolute poverty for 800,000 more childrenCPAG: Big Society unlawful re Child Poverty Act, 2010
Human rightsDignity and worth of every individualRegardless of race, gender, language, religion, opinions, wealth or abilityApply to every human being everywhere1989 UN Convention on Rights of the ChildWhat a child needs to survive, grow, participate and fulfil their potentialEvery child, regardless of who or where
August Riots:Criminalising childrenUNICEF criticised UK judicial system for locking up childrenBreach international law on children’s rightsChildren in custody most disadvantagedCuts in youth services
CHILD POVERTY:A yardstick for social justice z ‘The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born’ (UNICEF, 2007: 1).
Poverty discriminatesLone-parent householdsLow paid householdsHouseholds without an adult in paid workMinority ethnic families‘Dis’abled children or those with a ‘dis’abled parentLooked after children
EQUALITY:Does every child matter?27% of children from white families36% Indian41% Black Caribbean47% Black non-Caribbean69% Pakistani and BangladeshiSource: Child Poverty Action Group (2008) Child Poverty: The stats, London:CPAG
POVERTY KILLS:Making critical connections!Low birthweight, infant death, childhood accidentsUnderachievement at school, truancy or exclusionLow self esteem, low expectationsTeenage pregnancyYouth suicideMalnutritionUnemployment and low wagesHomelessnessLong-term illness (morbidity)Premature death (mortality)
Reflection and dialogueWhat does the statement ‘placatory practice is decontextualised practice’ mean to you?How do you see this in relation to your own practice?
Presenting the profileLife-changing experience – proud and empoweredOwned by the communityA community launchProvokes wider critical thoughtWeaves a unity of theory and practiceInvolves more people in CDDetermines next stage
Reflection and dialogueHow does community profiling offer an opportunity to develop transformative practice rather than placatory practice?