Abstract
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A:
We both live in the neighbourhood and we are members of a group that we have set up following courses with the Learning Communities Team and support from Neighbourhood Partnerships. Life was quite dull and boring before all of this started, but we had a lot more free time!
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B:
The house was a bit tidier, and I had time to cut the grass …
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A:
Now f…1 my daughter thinks one of my jobs is going to meetings!
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B:
My son did a project on “How to Change my Community” and told the school about what we have been doing and they didn’t believe him! So a lot has happened in the last 2 years since we did the first course.
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A:
It all started with the ‘My Life in […]’ course. We were given cameras to take pictures of things in our area that we thought needed to be improved and we made these into digital stories. It was a Family Learning course so our children got involved as well.
The extracts above are from a presentation made by members of the group at the heart of this chapter, which focuses on the difficulties new, small community groups can face when trying to understand the ‘difference’ they are making in their community. The chapter draws on the experience of a community group which was working to build social solidarity and make changes locally through working across generations.
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© 2013 Jane Watts
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Watts, J. (2013). Community Learning Approaches to Solidarity between the Generations: Research Evidence and Evaluation Tools for Impact. In: Mayo, M., Mendiwelso-Bendek, Z., Packham, C. (eds) Community Research for Community Development. Palgrave Macmillan, London. https://doi.org/10.1057/9781137034748_7
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DOI: https://doi.org/10.1057/9781137034748_7
Publisher Name: Palgrave Macmillan, London
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