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‘Building’ Engagement into the Fabric of the University

The LabPEAT Experience in Librino, Catania, Italy

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University Engagement With Socially Excluded Communities

Abstract

This paper explores the way that the University of Catania, in Sicily, Italy, has attempted to build up a mission of community engagement through creating a University Centre for Engagement. That process reveals the tensions that a university faces in attempting to build engagement with external partners, in parallel with wider ambitions to create socially useful outcomes. From a University perspective, the story tells how the University has moved through different stages, from a traditional research approach towards a university–community partnership experience; showing also how a real collaboration between the university and distressed communities arose from conflict and frustration, as long as it revealed its heuristic potential, being the only way for researchers to really deal with the most meaningful problems on the ground. The chapter focuses on one activity, the university–Librino partnership, the attempt to help a declining new town revitalise itself by ridding itself of a domination by the Mafia. Although the engagement developed and was later to be deemed successful, the key issue remains that whilst the university and city authorities were well organised to participate, it is harder to see sustainable long-term benefits for the city residents. The chapter argues that multi-lateral interactions must be at the heart of the engagement process, even if they reduce the immediate benefits to the university, because without an ongoing dialogue, the societal benefits, and upholding the societal compact, can never be realised.

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Notes

  1. 1.

    My Ph.D. program at the University of Catania was interdisciplinary, simultaneously covering architecture, planning and engineering. At the beginning of my final defense, it was clear to me that committee members were not familiar with the concept of Participatory Action Research. During my presentation the concept was clearly appreciated by one committee member, a famous national planning theory scholar, but almost not comprehended by the other two, specialized in architectural technology and design. In particular, one of them confidentially told me: ‘I am not very good in philosophy and theory, so I did not really understand that much, but it seems an elaborate and rigorous work’.

  2. 2.

    The pedagogical turn from the unidirectional and theory-based teaching toward what is called ‘experiential learning’ has not had a relevant impact on the Italian academic system: The large majority of credits are earned by students repeating (speaking or writing), during their final examinations, what they have been told during unidirectional and mainly theoretical lectures.

  3. 3.

    Historically large Italian unions have been able to exert some pressure on public decision-making thanks to their high membership levels, and their power to mobilize a large portion of society against unfair measures; the same logic is applied by CGIL-Librino leaders, thanks to their strong relationship with former cooperatives of left-oriented unions.

  4. 4.

    The Laboratory for the Ecological Design of the Territory was the structure that, in 2006, promoted the Centre for University Engagement.

  5. 5.

    LibrinoAttivo’s previous activities had been a Librino tour open to other Catania residents, for visiting historical landmarks in the modern landscape and other cultural initiatives such as a photo- and a video-competition.

  6. 6.

    This allusion to connections between organized crime and local politicians is not just the author’s opinion: There is much literature (across disciplines such as sociology, anthropology, criminology and political sciences) demonstrating how Sicilian politicians, since the birth of the Italian nation (if not before), have had mafia’s direct or indirect support in change of political favors; about the Catania case, see inter alia Caciagli (1977).

  7. 7.

    National and regional legislation requires that for each resident there has to be 9 m2 of land designated to parks, 4.5 m2 to schools, 2.5 m2 to parking, 2 m2 to collective activities (DM 1444/68).

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Correspondence to Laura Saija .

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Saija, L. (2013). ‘Building’ Engagement into the Fabric of the University. In: Benneworth, P. (eds) University Engagement With Socially Excluded Communities. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4875-0_7

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