| Title | 20. Putting theory into (proposed) action |
|---|---|
| Subtitle | The significance of campaign planning as an assessment task |
| Contributor | Luke Ray Di Marco Campbell (author) |
| DOI | https://doi.org/10.11647/obp.0462.20 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.20 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Luke Ray Di Marco Campbell; |
| Publisher | Open Book Publishers |
| Published on | 2025-07-02 |
| Long abstract | This chapter investigates the use of campaign planning as an assessment strategy within a postgraduate Community Development programme in Scotland. Rooted in the principle of applying theory to practice, the assessment invites students to design a hypothetical campaign based on an issue of personal or community relevance. This approach offers students a simulated leadership experience, enabling them to engage critically with socio-political themes. By integrating academic literature with their own experiences in volunteering, placements, and activism, learners are encouraged to reflect on how theory can inform meaningful practice. The chapter evaluates the pedagogical value of the would-be-activism method and considers how it might further support students in translating these skills into their future professional lives. |
| Page range | pp. 229–236 |
| Print length | 8 pages |
| Language | English (Original) |
Dr Luke Ray Di Marco Campbell (he/they) is a Lecturer in Community Development in the School of Education at the University of Glasgow. A community development practitioner with roughly thirteen years practice experience, they have worked with a range of local and national organisations, primarily centring their work on anarcha-feminist practice, anti-racist initiatives, programmes for social inclusion, digital literacy for the elderly, youth anti-homelessness projects, and services supporting queer inclusion. Their research examines how individuals, community campaigns, and organisations have sought to navigate, challenge, adapt to, or oppose austerity. They teach on both Master’s and Bachelor’s courses on youth and adult educational policy and practice in community development. They supervise projects that relate to social inclusion, community work, hype-localised initiatives, and community organising, amongst others.