Community-University Engagement

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1069

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Author: search.filters.author.Lepore, WalterSubject: search.filters.subject.SDG 17: Partnerships for the Goals

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    Mutual learning and empowering support: Networks and balance between local and global demands
    (GUNi, 2017-03) Tremblay, Crystal; Singh, Wafa; Lepore, Walter
    Community-University Engagement (CUE) net-works and research partnerships may be particularly useful for advancing sustainable social and ecological development as they can mobilize the knowledge, skills and assets of both Higher Education Institutions (HEls) and communities. In this chapter, we present a series of principles for stakeholder engagement and partnership at HEls, showcase key global CUE networks com-mitted to strengthening the civic roles and responsibility of HEls, and propose recommendations to help policymakers and practitioners use networks and partnerships as a practical tool to engage with global and local pressing problems. There is growing evidence that indicates a large aggregate trend to unite civil society, HEls and networks in common efforts to co-create knowledge, mobilize it to inform practice and policy, and enhance the social, economic and environ-mental conditions of people, communities, nations and the world.
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    Bridging knowledge cultures: A guide for community practitioners and community organizations
    (UNESCO Chair, 2024) Lepore, Walter; Hall, Budd L; Tandon, Rajesh
    This guide by Walter Lepore, Budd Hall and Rajesh Tandon is about helping community practitioners and organisations build stronger research partnerships with universities. It draws on the larger Bridging Knowledge Cultures project, which studied ten K4C hubs across Indonesia, Malaysia, India, Uganda, Tanzania, South Africa, Colombia and Canada. The book explores partnerships in areas such as fishing communities, maternal health care, waste management, and early childhood education. Community knowledge is rooted in lived experience and oral tradition, while academic knowledge is typically validated through peer review and disciplinary standards, a gap that often leaves community knowledge undervalued within formal academic settings. It closes with practical recommendations for practitioners facilitating collaboration between communities and universities, pointing to trust, mutual respect, and the recognition of practices like storytelling as legitimate forms of knowledge