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Within public administration, coproduction is a ubiquitous policy discourse, and increasingly an analytic lens through which public relationships with public services are viewed. This paper reports an interpretive qualitative study of community practices around three changing hospitals in the Scottish NHS, comprising semi-structured qualitative interviews with citizens, NHS staff, politicians and journalists, as well as non-participant observation of community and NHS events. Initially focused on community opposition to top-down hospital change, the study identified a surprising range of supportive community actions for their local hospitals, including volunteering, fundraising and innovative co-delivered service models. Building on these examples, the paper presents a model of ‘fugitive coproduction’, where individuals and groups within communities collaborate with local staff in ways which significantly shape the provision of local services, without permission or authorisation from relevant authorities, and in modes that are centrally concerned with immediate perceived need not strategic change. I argue that these forms of public action can make valuable contributions to public services, and that they hold lessons for the wider reform of public administration.

This article explores an inflection point for a community of cryptography advocates as they grappled with a series of cascading failures. Drawing on 3 years of ethnographic observation and interviews at conferences devoted to building privacy systems, I consider how a determinist conception of encryption technologies inhibited the widespread adoption of privacy technologies. I develop the frame of “survival of the cryptic” to call attention to the way this conception fails to acknowledge how power shapes the conditions of surveillance: that race and racism, gender and misogyny affect not only who is most impacted by surveillance but also how the encryption technologies developed to inhibit surveillance were designed—and, as importantly, who they were designed for. I conclude by offering a new imaginary for encryption that draws on queer, black and feminist thought by centering the need to create safe and autonomous spaces for collective survival under conditions of mass surveillance.

The article presents the results of an empirical study of the public agenda of network communities in the Runet space. Online communities as part of the morphology of modern society become agents of social and political change, including in the process of constructing social problems and representing ways to solve them. Based on an empirical analysis of discursive practices of two online communities (“The Greenhouse of Social Technologies”, “Science | Science”), the authors determine clusters of structuring the problems of the public agenda and discursive models that reflect sustainable and contextual interest of community members in social and political problems. The results of the study showed that the studied online communities demonstrate different models of the public agenda, which represent not only the system of their value priorities in relation to the perception of social and political reality that take shape in ideological constructions, but also behavioral practices in public space. The study confirms that the public agenda is the result of collective self-determination of network communities, and not a reflection of objective social and political conditions, in which social actors put forward their own claims, claims and try to keep them in public space. Thus, the category of public agenda applicable to the empirical analysis of network communities allows you to go beyond the boundaries of understanding the process and effects of network communication in public space. The analytical tools and methods of empirical research proposed by the authors open new possibilities for studying the relationship between institutional practices and the subjective space of politics (political identity, political picture of the world, political culture, ideology).

Purpose The purpose of this paper is to explore spatial and social practices associated with a community street party through the lens of literature on encounter, conviviality and placemaking, considering its role developing a place-based sense of community. Design/methodology/approach The research is based upon a case study of a street party in London. Data sources include interviews, a questionnaire, observation and a literature review. Findings The conviviality associated with partying disrupts mundane social relations and engages diverse communities in placemaking. People playfully engage with one another, performing and reinforcing community and place values in the environment outside their homes. Practical implications This paper aims to engender understanding and encourage urban policy makers to support activities which combine pleasure and play to develop a place-based sense of community. It identifies practices which actively engage people at a grassroots level and enable them to articulate and perform community values. Social implications Developing a sense of community in rapidly changing and diverse urban areas presents challenges for urban policy makers. Grassroots activities such as street parties often fall outside of funding streams, debates and formal policy making for cities but it is argued here that they enable people to engage in pleasurable and playful interaction and have an important role in disrupting mundane interactions and connecting people. Originality/value This paper progresses discussion of community events from a social perspective through an original study, identifying specific practices which contribute to a place-based sense of community.

Intentional communities are particularly relevant in their pioneering path towards innovative sustainable lifestyles, often following an integrative approach of sustainable development. From a socio-cultural perspective their innovative methods nurture intra-personal growth processes based on a matured conflict culture and a peaceful coexistence culture in regards to both human and natural systems. This chapter aims to address the influence of personal sustainability on transition pathways in conceptual, methodological and empirical terms. It explores how three selected community-design practices foster personal sustainability competences of community members, especially for inner conflict resolution and self-empowerment. Furthermore, the community-led approach to personal sustainability is explored regarding its actual and potential interactions with wide-scale systems transformation. This perspective seeks to broaden the established notion of sustainable development by including ‘alternative developments’ and ‘alternatives to development’. Regarding this, the argumentation refers to ‘alternative sustainable development’ approaches proposed from and lived by members of the Global Ecovillage Network (GEN), where personal sustainability - embedded in the everyday life of communities - can be understood as a lifelong learning process.

In recent years there has been an upsurge of interest in applying actor-network theory (ANT) to educational research and analysis. This article presents an account of how an ANT analysis of socio-material practices with a focus on objects can bring informal learning and identity formation to view. It is based on a doctoral study of the everyday practices of women in voluntary community organisations in a rural town in Victoria, Australia. In the absence of formal representational learning, an analysis of data with a focus on the centrality of objects to learning in practices and processes shows how relations of different entities can be traced in material enactments of learning and identity. The emergence of a new dimension in learning (materiality) changes the whole methodology of learning, and a new understanding of learning has implications for pedagogy and adult education.

This article discusses the social construction of identities in transnational migration as experienced by a community of undocumented Vietnamese service workers in Bangkok. Being of rural origins, ...

Wide use of information technologies has lead governments across the globe to adopt the new nature of governance system for their citizens, businesses, and within the government structure. Governance systems nowadays do not only enclave simply the dissemination of government regulations and directives to their stakeholders, but also target to improve their knowledge and capacity. At the threshold, by putting the information technologies as a thrust sector for many years and with well adopted e-governance framework, several countries have achieved remarkable success. However, many of them, despite diversified efforts, could not put into the track mainstreaming electronic format of the governance system. This research feel that to improve the governance system, inclusion of grass roots participants are necessary and nurturing of community practices targeting to raise their knowledge and skills through an adoptive e-governance framework would enhance the process. As a case study, it put forward a case from UNDP, including hints on similar other cases.

La política pública de salud mental en Chile tiene una orientación comunitaria, sin embargo, esto no parece darse a nivel de las intervenciones en el tema del apego. Desde esta perspectiva la investigación buscó, por medio de metodologías cualitativas, identificar los conceptos teóricos y técnicos que los profesionales de salud articulan en sus trabajos y con los cuales se puedan diseñar y ejecutar intervenciones en el área del apego que estén a favor del establecimiento de alianzas con las comunidades. Concluyendo así que sus prácticas aún presentan una tensión entre modelo custodial y el comunitario, pero que sus experiencias las han llevado a ampliar las miradas a nuevas formas de crianza y problematización de ésta, donde la comunidad es un agente angular de la crianza de los niños y niñas de un territorio. The public policy of mental health in Chile has a community orientation, however, this does not happen at the level of emotional attachment. From this perspective, the research done, through qualitative methodologies, to contribute to the identification of theoretical and technical concepts that health professionals articulate in their work and with which they design and execute in the area of emotional attachment that, according to the community perspective can illuminate the actions in favor of establishing alliances with the communities. Concluding that their practices are still present in the custodial and the community models, but that their practices have led them to broaden their views to new ways of raising and problematizing it, where the community is an angular agent of the upbringing of children in a territory. A política pública de saúde mental no Chile tem uma orientação comunitária, no entanto, isso não parece ocorrer ao nível das intervenções sobre a questão do vício. Nesta perspectiva, a pesquisa procurou, através de metodologias qualitativas, identificar os conceitos teóricos e técnicos que os profissionais de saúde articularam em seu trabalho e com a qual você pode projetar e executar intervenções na área da anexo que são a favor da criação de parcerias com as comunidades. Concluindo assim que suas práticas ainda apresenta uma tensão entre a Comunidade e o modelo custodial, mas suas experiências o levaram a expandir parece a novas formas de parentalidade e problematização do presente, onde a Comunidade é um agente de sensibilização angular dos filhos de um território.

As the pace of change in our world increases, the ability of communities to transform their practices becomes more crucial. Previous research indicated that when a community faces a need to develop its practices, members do not invent improved practices from scratch. Rather, they create improved practices by combining relevant practices from other communities in which they have participated. This combination of practices is referred to as hybridization. Despite the importance of hybridization, we have not found in the literature a fine-grained analysis of an actual hybridization process. Our purpose is to advance the understanding of the transformation of community practices through such an analysis. We employ a case study approach to analyze the transformation of practices in a community of teacher educators (N = 5), based in a department of informal education in an Israeli teachers college. Results suggest that the transformation of practices occurs through a four-stage process: (1) members adopt needs and corresponding practices through participation in other communities; (2) individual members recognize needs which are unmet by existing community practices; (3) a shared recognition in the importance of these needs arises within the community's discourse; and (4) in response to this recognition, the community creates various conceptual alternatives to existing practices by hybridizing relevant practices from other communities in which members participated. The significance of this study is in its fine-grained description of this transformation.

Through a case of civic action in relation to rural development in Denmark, this paper contributes its deliberations on rural participatory policy by shedding light on the unordered site of controversy where participatory-oriented policy meets public involvement practices that happen beyond procedural limits. Danish rural planning is marked by economic and population decline and by economic pressure on the municipal sector. In this uncertain situation, rural livelihood and development increasingly rely on citizens. Drawing on perspectives from participatory design, public involvement, and Science and Technology Studies, and mobilizing the concept of design Thing, the paper attempts to understand a citizen-initiated participatory design (PD) process as an experimental means of public involvement in a rural setting. It analyses the intersection between the micro-level activities of the PD process and national and municipal plans, policies and procedures. In doing so, it traces how the socio-material PD process was a civic attempt to contest institutional definitions and to move the power to define issues from the authorities to the community. It analyses the role of the PD process in the articulation of shared issues, and how this process was one event in the ongoing community practices of public-ization of issues and of forming publics, so as to define local trajectories for an uncertain future. Continuing the analysis, the paper considers that the process of issue and public formation is neither linear nor uncontested; there is no single public, but rather multiple and porous configurations of difference and change.

This study explores emergent reflective structuration as a new form of shared regulation. The purpose is to support students in taking on high-level epistemic agency as they co-configure dynamic inquiry pathways that unfold over long periods of time. With the teacher’s support, students not only regulate their inquiry and collaboration following pre-scripted structures, but they also co-construct shared inquiry pathways to frame and reframe their community practices in response to progress and needs that emerge over time. Our data analysis investigates the temporal and interactional processes by which members of a Grade 5 classroom co-configured their knowledge building pathways in a yearlong science inquiry focusing on the human body systems. As a co-constructed structure, students co-formulated an evolving chart of “big questions” that signified shared inquiry directions with the teacher’s support. The inquiry process was supported by Knowledge Form and Idea Thread Mapper, which visualizes the online knowledge building discourse based on temporal streams of inquiry focusing on the “big questions.” Qualitative analysis of classroom observation notes, videos, student artifacts, online discourse, and student interviews documented nine “big questions” co-formulated by the community over time. Further analysis revealed students’ agentic moves to expand, deepen, and reframe the knowledge building work of their community. Analyses of online discourse and a pre-and post-test showed productive idea contributions, interactions, and knowledge outcomes. Conceptual and practical implications are discussed.

The research study focuses on the phenomenon of informal learning and teaching, as it materializes through the quiltmakers’ engagement in idiosyncratic community practices. The present study considers the construction of craft knowledge from a sociocultural perspective, focusing on social and material mediation, and embodiment as a form of meaning-making for quiltmakers. The ethnographic data were collected from two quilting communities in Aotearoa New Zealand and in total 66 quilters volunteered to participate. The fieldwork extended over an eight-month period with data consisting of interviews, observations, fieldnotes and reflective diaries including the visualization of interactive happenings in situ. Chronological content logs were created, and data were analysed by qualitative content analysis. The primary interest was on the verbal (i.e. social), non-verbal (i.e. embodied) and material (inter)actions that were central to the quilters’ meaning-making processes. This praxis and process of informal learning usually make it invisible because it is a ubiquitous element embedded in the quilting community context. Identifying different aspects of multimodal making foregrounds how the quilters’ learning is socially interactive, with ‘hands on’ and ‘minds on’ processes tied to their bodily experiences and material world. This study demonstrates the significance of the ongoing communicative (inter)actions for meaning-making, highlighting the role of the body, mind and environment in shaping quilting practices and appropriating craft knowledge.

Lost in the debate over the use of racial and ethnic categories in biomedical research is community-level analysis of how these categories function and influence health. Such analysis offers a powerful critique of national and transnational categories usually used in biomedical research such as "African-American" and "Native American." Ethnographic research on local African-American and Native American communities in Oklahoma shows the importance of community-level analysis. Local ("intra-community") health practices tend to be shared by members of an everyday interactional community without regard to racial or ethnic identity. Externally created ("extra-community") practices tend to be based on the existence of externally-imposed racial or ethnic identities, but African-American and Native American community members show similar patterns in their use of extra-community practices. Thus, membership in an interactional community seems more important than externally-imposed racial or ethnic identity in determining local health practices, while class may be as or more important in accounting for extra-community practices.

This special issue highlights work that contributes to our understanding of health disparities and community-based participatory research (CBPR) approaches to promoting health equity across diverse populations and issues that matter to communities. We take on a global perspective, and thus, various efforts across international contexts are illustrated. Articles elucidate a variety of CBPR approaches designed to empower and build capacity among individuals and communities in order to seek changes at the level of community practices, programs, and systems. These articles span across diverse populations-children, youth, and families; adults and older adults; immigrants; refugees; Black people; Latinx people; Native Americans/Indigenous people, the Roma community; Muslim women, and women with disabilities-experiencing inequities of interest to community psychologists and other researchers and practitioners.

When physicians, nurse practitioners, and physician assistants transition from a community setting to a university-based academic environment during mid-career, it can be challenging. Strategic planning is needed to ensure success. Institutions can assist experienced providers making such a transition, and there are steps the provider can take to self-advocate. As a group of four medical professionals who began their careers in patient care community practices for up to 18 years before transitioning to an academic medical center, we have had to navigate an unfamiliar landscape. We collectively offer our tips for a successful mid-career transition to academic medicine.

This study identifies the digital literacies generated from Chinese young people’s engagement with Weibo (one of the major Chinese social media platforms). These literacies, manifest as widely accepted community practices on Weibo, extend the prevalent understanding of digital literacy as a set of functional skills or competencies. This extended understanding of digital literacies underlines the importance of their social and cultural dimensions, showing how young people experience them as meaningful and relevant to their digital life. By drawing attention to the constitutive nature of young people’s everyday online practices, and their role in defining digital literacies, this study also highlights the significance of digital literacies for the formation of their identity as a member of digital communities, and for their practice of citizenship in digital spaces.

This article explores the adaptation and modification of the tradition of woni in Manggarai culture, Flores, in encounters with Muslims. Before the Manggarai people met the Muslim community, the tradition of woni was used to honor clans that had certain ceki. Ceki can be compared to the concept of totems in classical anthropological studies, namely animals or plants that are considered sacred by a particular community and become symbols and identities of a clan. Due to its sacred nature, the animal or plant is treated as taboo. In encounters with Muslims, Manggarai Catholics practiced the tradition of woni by providing halal food. This is also done to maintain inter-religious harmony. However, along with the growing awareness of the concept of halal, accompanied by a movement to purify the teachings of Islam and the rise of identity politics, the question of food provided by non-Muslims becomes increasingly sensitive and even crucial. This factor encourages Catholics to adopt variations in practicing the tradition of woni. Employing an ethnographic approach, this study found seven models of adaptation to the tradition of woni practiced by Manggarai Catholics today. The more rigid the Muslim community practices the concept of halal, the higher the adaptation of the Manggarai Catholics to conform to the Muslim standards. Conversely, the easier the practice of Muslims regarding halal food, the model of adaptation by the Manggarai Catholics may become lesser.

This longitudinal ethnographic case study examines, from a sociocultural perspective, how a White female English as a second language teacher of immigrant adolescents enacted agency toward culturally sustaining pedagogy in her classroom, school, and community. The teacher demonstrated her agency in her personal and professional spaces by (a) re-contextualizing curriculum and instruction with students, (b) engaging in daily conversations with students, (c) recruiting community members to participate in class, (d) constructing an ELL teacher community, (e) visiting students’ homes and involving herself in refugee communities, and (f) performing community services with students. This study provides significant implications about how teachers, who will be working in classrooms and schools and encountering deficit discourses about immigrant students and standardization forces, can create agentive pedagogical spaces where the linguistic, cultural, and community resources of immigrant students are identified, understood, centered, and can connect those resources with classroom and community practices.

In recent years, service learning – a pedagogical approach that integrates learning through service in the community – has gained increasing popularity in higher education as a means to enhance student learning and civic engagement. Service learning is relevant to social work education because of its emphasis on social justice and the amelioration of social problems and field education through practicum sites. The benefits of service learning, however, are dependent on successful integration of this pedagogical approach into the classroom. By developing a web-based learning module, this project aims to explore the possibility of using community asset mapping and geographic information systems (GIS) as an integrated technology tool to promote service learning in social work education. An assessment of this module was conducted by a student survey. The overall positive feedback on the module indicates its contribution to social work study as well as its potential applicability to larger contexts. The project can serve as a starting point for developing best practices for the training of students in mapping and spatial thinking in their community practices that would benefit other disciplines as well. The project supports the university’s mission to improve student-centred, interdisciplinary, and innovative teaching and learning, and its commitment to enhance the economic and social well-being of the local communities.

Solidarity is a common response after a mass shooting. Social media and social media affordances, such as hashtags, are valuable technological tools after such events. How does social media facilitate the response to mass shootings? In particular, how do platform affordances shape solidarity practices? To this end, I analyzed Instagram images tagged #LafayetteStrong 2 years after a mass shooting in Lafayette, Louisiana. I observed several solidarity-inspired themes including material objects, community events and landmarks, references to support and reflection, and photographs as advertisements. I argue that Instagram affords a mediated form of solidarity, visually documenting ritualized community practices, while also facilitating individualized and subjective interpretations of solidarity. Users exploited Instagram’s affordances for advertisement purposes, capitalizing on a community-centered hashtag. These findings contribute to the sociological literature on mass shootings, the visual construction of solidarity, and the influence of technology.

Extract ----- Abstract This article presents systematisation of experiences as a proposal for the production of knowledge from and about educational, organisational, and social and community practices. It particularly highlights the interest arising from experiences in the field of University Extension. It is argued that systematization of experiences in University Extension can help to strengthen the transforming commitment of the university work, and contribute to the production of academic knowledge informed by the richness of the economic, social, political and cultural reality in which the university is inserted. Concrete steps to implement the systematisation of experiences in the university context, based on his experiences at the Universidad de Costa Rica and others, are presented here. Keywords: systematisation of experiences, university extension, social action, popular education, Latin America ----- La sistematizacion de experiencias: nuevas rutas para el quehacer academico en las universidades Resumen El articulo presenta la sistematizacion de experiencias, como propuesta de produccion de conocimiento sobre y desde practicas educativas, organizativas, sociales y comunitarias. Resalta particularmente el interes surgido en el campo de las experiencias de Extension Universitaria. Se argumenta que la sistematizacion de experiencias de Extension Universitaria puede contribuir a reforzar el compromise transformador del quehacer universitario y, ademas, aportar en la produccion de un conocimiento academico nutrido de la riqueza de la realidad economica, social, politica y cultural en la que la Universidad esta inserta. Basandose en su practica en la Universidad de Costa Rica y otras, se presentan pasos concretos para llevar a cabo Sistematizaciones de Experiencias en el ambito universitario. Palabras claves: sistematizacion de experiencias, extension universitaria, accion social, educacion popular, America Latina ----- Bibliography: Jara Holliday, Oscar: Systematisation of Experiences: New paths to academic work in universities, IJAR – International Journal of Action Research, 1-2020, pp. 62-74. https://doi.org/10.3224/ijar.v16i1.05

Moslem is a human obedience in submission to Allah SWT. The surrender to Allah SWT consists of spiritual and civic practices based on the Quran and Sahih Hadits. In community practices are influenced by how culture forms in society. Identity is part of the culture and social environment that can be shifted according to the dynamics of society life. Identity revolves around the space and time of every generation in the world of everyday life that comes from human thoughts and actions and evolves into real practice including Chinese culture which became a variety of Nusantara ethnic groups summarized in the activities of the Lautze 2 Mosque. The aim of this article is to examine how a Chinese Muslim as an Indonesian Nation by maintaining Chinese cultural identity without conflicting with religious rules by making the mosque utilizes. The method used is descriptive qualitative method to analyze how the Lautze 2 Mosque in Bandung has an active role in community activities and da’wah. The result show that the Chinese Muslim community has an active role in the utilize of the Lautze 2 Mosque as a means of religious da'wah, has an active role in helping people regardless of ethnicity and customs but still maintaining their identity as Chinese Muslims.