The author discusses ritual as a process of creating social frameworks through the mobilization of communal sentiment and purpose. He presents a case study in which the ritual process was applied by an external change agent to develop social partnerships and local support for the establishment of a community center. (SK)

Institutional and neighborhood cultures retreat from each other and form self-contained entities, or confront one another with one faction remaining dominant. A merging of the cultures can only be achieved by acknowledging the cultures that differentiate the segments of the urban community. (Author/CT)

The article explains the "demilitantization" of the Chicano movement; the resulting foundation, philosophy, and strategy of the Trinity Concept of Community Development (TCCD); and the history, projects such as the Congress for United Communities, and political accomplishments of the National Institute for Community Development, an…

Describes experimental village institutes whose goal was to develop and maintain the village, to help transform it into a modern village so that Turkey's pattern of development would not follow the European model of urbanization. (Author/IRT)

The Canada-Asia Partnership, a community development project of Canadian, Thai, and Filipino universities, included continuing education workshops. Their cross-cultural, participatory nature successfully promoted learning and skill development and resulted in holistic knowledge production. (SK)

Cluster communities, voluntary alliances between communities to address common problems, can be facilitated by government financial support; state policies, laws, and regulations permitting collaboration; and educational programs. Education should focus on reconceptualizing "community" and fostering regional belonging. (SK)

Universities must recognize that they are part of the community and take an active role in community building. A comprehensive national/state collaborative system is needed to restore a sense of social purpose to the university. (SK)

A case study of an official organization's attempt to organize Dutch rural women who had already formed their own informal groups illustrates issues of knowledge, power, and control. The resulting conflict demonstrates the wisdom of following local organizing practices when attempting development interventions. (SK)

Asserts that community-based learning is a necessary component of community development and democratic renewal. Provides examples from Canada that show how citizen learning can create change. Urges critical adult educators to prepare learners to resist encroachments on individual and community autonomy. (Contains 14 references.) (SK)

Describes the use of a service learning framework to guide faculty and students who engage in community development and capacity-building activities. A case study describes projects regarding access to information for environmental problem solving in a Cleveland neighborhood. (Contains 35 references.) (Author/JOW)

Cross-site observation of Lifting New Voices, a national initiative to involve youth in community development, indicated the following: (1) youth participation has multiple impacts; (2) facilitating factors are youth as leaders, adult allies, and intergenerational bridges; and (3) obstacles include conditioning, withdrawal of disadvantaged…

Interviewed 257 impoverished, urban public housing residents regarding how empowerment, sense of community, and neighboring behavior affected the likelihood of their engaging in discussion about community issues directly affecting their lives and the lives of their neighbors. Overall, sense of community and neighboring behaviors predicted…

A development project in a poor east Indian community used community development and sustainable livelihoods methods that understated the critical importance of rank, caste, and power relations. Implemented out of context, these models became obstacles to survival and development. (Contains 16 references.) (SK)

Discusses historiographic issues involved in researching learning in community and gives a brief history. Describes three types: autonomous learning groups, community development groups, and community action groups. Poses critical questions for understanding the relationship between learning and community. (Contains 54 references.) (SK)

Campus environments easily impact the ability of higher education professionals to establish campus community. Campus buildings, settings, and environment are important aspects of the development and maintenance of community. This article provides an introduction to environmental impact and one institution's approach in redesigning their Greek…