Universities and community-based research in developing countries: community voice and educational provision in rural Tanzania

The main focus of recent research on the community engagement role of universities has been in developed countries, generally in towns and cities and usually conducted from the perspectives of universities rather than the communities with which they engage. The purpose of this paper is to investigate the community engagement role of universities in the rural areas of developing countries, and its potential for strengthening the voice of rural communities. The particular focus is on the provision of primary and secondary education. The paper is based on the assumption that in order for community members to have both the capacity and the confidence to engage in political discourse for improving educational capacity and quality, they need the opportunity to become involved and well-versed in the options available, beyond their own experience. Particular attention is given in the paper to community-based research (CBR). CBR is explored from the perspectives of community members and local leaders in the government-community partnerships which have responsibility for the provision of primary and secondary education in rural Tanzania. The historical and policy background of the partnerships, together with findings from two case studies, provide the context for the paper

Locke, labor and emancipation [Locke, arbeit und emanzipation]

In the first part of the paper, I describe the role labour, under conditions no longer existent, played for the perfection of individuals in Locke's political philosophy. Or to use a more up-to-date term, I describe labour's emancipatory role. In the second part, I examine the conditions for realizing Locke's aim of a society of autonomous individuals with a minimum of state power and market coercion, starting from a society whose members are becoming increasingly economically superabundant