%0 Journal Article
%T Paradoxes unbounded: Practising community making
%A Tess Maginess
%J European Journal for Research on the Education and Learning of Adults
%D 2011
%I 
%X The first section of this paper is a discussion of the paradoxes contained in definitionsof the word 'community' and deliberately foregrounds and makes problematicconflicting meanings before arguing for a third definition and practice of community.This third definition and practice celebrates and even transcends contradictions withinan active learning model of education in the community, aimed at tackling inequalityand prejudice. The second section offers an autocritical narrative account of aneducation in the community project that illustrates how such a practice of communitymaking can be achieved within an educational framework in which pupil is teacher andteacher is pupil and in which an imaginative, creative approach is deployed toconstruct a community making practice. The paper draws on understandings fromcommunity development, inclusive and creative education, emancipatory actionresearch, postcolonial and post-structuralist theory.
%K Education
%K community development
%K other
%K postcolonial theory
%K poststructuralism
%U http://dx.doi.org/10.3384/rela.2000-7426.rela0030