[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600559-105":59,"doc-detail-600559-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","weak-state-strong-community-promoting-community-participation-in-post-conflict-countries","Weak State, Strong Community? - Promoting Community Participation in Post-Conflict Countries","","Promoting “community participation” in managing social services is described as a new global orthodoxy in post-conflict humanitarian and development programs. The article examines how participation in school governance affects social capital and civil society building, arguing that it can reshape citizens’ perceptions of the state, deepen social divisions when democratic structures are weak, and fail to translate networks, norms, trust, and political skills into genuine civil society. Community participation is further analyzed through participation paradigms like PRA.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/weak-state-strong-community-promoting-community-participation-in-post-conflict-countries/600559/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/weak-state-strong-community-promoting-community-participation-in-post-conflict-countries/600559.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why has community participation become prominent in post-conflict development and humanitarian work?","Question",{"text":112,"@type":113},"It appeals to governments and international organizations because it includes beneficiaries’ voices as a counterweight to top-down approaches and supports new relief paradigms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What risks does the article identify with promoting participation in school governance?",{"text":117,"@type":113},"It may undermine the social contract and aggravate social divisions after conflicts. It can also leave communities disillusioned rather than empowered.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect participation with social capital and civil society building?",{"text":121,"@type":113},"It argues that newly acquired social capital and political skills among marginalized community members do not necessarily strengthen civil society.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600559,1792208609,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Weak State, Strong Community?  \nPromoting Community Participation in Post-Conflict Countries  \nDana Burde  \nTeachers College, Columbia University  \nIntroduction  \nPromoting \"community participation\" in managing social services is a new orthodoxy among governments and international organizations. It has circumnavigated the globe, appearing in countries as varied as the United States and Malawi, Nicaragua and Bosnia-Herzegovina. It is a buzzword in international development work, edging out the \"poverty alleviation\" and \"human capital\" themes that came before it (Botchway, 2000; Cornwall, 2003; Ackerman; 2003) . And it has emerged recently in programs that promote international humanitarian assistance for countries or regions at war or in conflict, thus establishing itself in the new relief paradigm. In relief work, the increased role of participation is evident from the mushrooming of parent-teacher associations, parent-school councils, and other varieties of community-based school management organizations. The belief that small civic associations are key ingredients for strengthening civil society and enhancing democracy provides persuasive theoretical support for these interventions. Thus, community participation in educational governance has become part of the formula to achieve both traditional development goals and social reconstruction after a conflict.  \nYet in international development and humanitarian assistance, the beauty of participation is often in the eye of the donor or facilitator, and less frequently in the eye of those who participate. This is not to say that participation should not be promoted, but rather, to note that it is a complex tool that can be manipulated in multiple ways to varying effect. Supporting community associations to deliver social services when a state remains weak can significantly revise the relationship of the state to its citizens. To the extent that it works to increase the efficiency and quality of social services, participation may provide a patchwork solution to systemic problems, veiling more profound and contentious issues of structural change and political representation.  \nThe purpose of this article is to explore the effects of community participation in school governance, as an element of development and humanitarian assistance programs, on social capital and civil society building. First, although participation in school governance is meant to produce multiple benefits for school and society, it may, in the long term, change perceptions of the role of the state, subsequently undermining the social contract between citizen and state. Second, so much reliance on community participation in the absence of strong democratic state structures may aggravate rather than assuage the social divisions that are particularly dangerous and pronounced after a conflict. Finally, newly acquired \"social capital\" (networks, norms, trust) and political skills among marginalized members of small communities do not necessarily strengthen civil society (see also Belloni, 2001)1. Rather than the vibrant civil society it is meant to produce, community participation, promoted with uncritical enthusiasm in the field of educational development and education in emergencies, runs the risk of leaving disillusioned and unempowered communities in its wake.  \n© 2004 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol.6 (2) 73  \nDana Burde  \nThe following pages will examine community participation in the field of educational development and as it has moved into the field of international humanitarian aid and, hence, into the sub-field of education in emergencies. The first section describes different types of participation in education, its institutional forms, and the paradigms that support it. The second section reviews briefly education in emergencies and the principles it shares with educational development program","cbCainBTV3CIV7QP","https://ap.wps.com/l/cbCainBTV3CIV7QP","pdf",279137,15,"English","# Introduction\n## The Power of Participation: Types of Participation and the Paradigms that Support Them","[{\"question\":\"Why has community participation become prominent in post-conflict development and humanitarian work?\",\"answer\":\"It appeals to governments and international organizations because it includes beneficiaries’ voices as a counterweight to top-down approaches and supports new relief paradigms.\"},{\"question\":\"What risks does the article identify with promoting participation in school governance?\",\"answer\":\"It may undermine the social contract and aggravate social divisions after conflicts. It can also leave communities disillusioned rather than empowered.\"},{\"question\":\"How does the article connect participation with social capital and civil society building?\",\"answer\":\"It argues that newly acquired social capital and political skills among marginalized community members do not necessarily strengthen civil society.\"}]","Weak State, Strong Community? - Promoting Community Participation in Post-Conflict Countries | PDF",1792090931,38]