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1. When I was asked by the editors of this book to write a
foreword, I was seized by panic. Obviously, neither I am an expert
in Knowledge Representation in Fuzzy Databases nor I could have
been beforehand unaware that the book's contributors would be some
of the most outstanding researchers in the field. However, Amparo
Vila's gentle insistence gradually broke down my initial
resistance, and panic then gave way to worry. Which paving stones
did I have at my disposal for making an entrance to the book? After
thinking about it for some time, I concluded that it would be
pretentious on my part to focus on the subjects which are dealt
with directly in the contributions presented, and that it would
instead be better to confine myself to making some general
reflections on knowledge representation given by imprecise
information using fuzzy sets; reflections which have been suggested
to me by some words in the following articles such as: graded
notions, fuzzy objects, uncertainty, fuzzy implications, fuzzy
inference, empty intersection, etc.
Maria Avila presents a personal account of how, from her experience
as a teenager working in a factory in Ciudad Juarez, she got
involved in community organizing and how she has since applied its
distinctive practices to civic engagement in higher education. Her
premise is that community organizing can help create a culture that
values and rewards civically engaged scholarship and thus advance
higher education's public, democratic mission. Adapting what she
learned during her years as an organizer with the Industrial Areas
Foundation, she describes a practice that aims for full reciprocity
between partners and is achieved through the careful nurturing of
relationships, a mutual understanding of personal narratives,
leadership building, power analysis, and critical reflection. She
demonstrates how she implemented the process in various
institutions and in various contexts and shares lessons learned.
Community organizing recognizes the need to understand the world as
it is in order to create spaces where stakeholders can dialogue and
deliberate about strategies for creating the world as we would like
it to be. Maria Avila offers a vision and process that can lead to
creating institutional change in higher education, in communities
surrounding colleges and universities, and in society at large.
This book is a narrative of her personal and professional journey
and of how she has gone about co-creating spaces where democracy
can be enacted and individual, institutional, and community
transformation can occur. In inviting us to experience the process
of organizing, and in keeping with its values and spirit, she
includes the voices of the participants in the initiatives in which
she collaborated aEURO" stakeholders ranging from community
partners to faculty, students, and administrators in higher
education.
Maria Avila presents a personal account of how, from her experience
as a teenager working in a factory in Ciudad Juarez, she got
involved in community organizing and how she has since applied its
distinctive practices to civic engagement in higher education. Her
premise is that community organizing can help create a culture that
values and rewards civically engaged scholarship and thus advance
higher education's public, democratic mission. Adapting what she
learned during her years as an organizer with the Industrial Areas
Foundation, she describes a practice that aims for full reciprocity
between partners and is achieved through the careful nurturing of
relationships, a mutual understanding of personal narratives,
leadership building, power analysis, and critical reflection. She
demonstrates how she implemented the process in various
institutions and in various contexts and shares lessons learned.
Community organizing recognizes the need to understand the world as
it is in order to create spaces where stakeholders can dialogue and
deliberate about strategies for creating the world as we would like
it to be. Maria Avila offers a vision and process that can lead to
creating institutional change in higher education, in communities
surrounding colleges and universities, and in society at large.
This book is a narrative of her personal and professional journey
and of how she has gone about co-creating spaces where democracy
can be enacted and individual, institutional, and community
transformation can occur. In inviting us to experience the process
of organizing, and in keeping with its values and spirit, she
includes the voices of the participants in the initiatives in which
she collaborated aEURO" stakeholders ranging from community
partners to faculty, students, and administrators in higher
education.
1. When I was asked by the editors of this book to write a
foreword, I was seized by panic. Obviously, neither I am an expert
in Knowledge Representation in Fuzzy Databases nor I could have
been beforehand unaware that the book's contributors would be some
of the most outstanding researchers in the field. However, Amparo
Vila's gentle insistence gradually broke down my initial
resistance, and panic then gave way to worry. Which paving stones
did I have at my disposal for making an entrance to the book? After
thinking about it for some time, I concluded that it would be
pretentious on my part to focus on the subjects which are dealt
with directly in the contributions presented, and that it would
instead be better to confine myself to making some general
reflections on knowledge representation given by imprecise
information using fuzzy sets; reflections which have been suggested
to me by some words in the following articles such as: graded
notions, fuzzy objects, uncertainty, fuzzy implications, fuzzy
inference, empty intersection, etc.
Building Collective Leadership for Culture Change shows how five
community engagement research projects in the greater Los Angeles
area were able to create more collaborative and participatory
cultures in their academic institutions and nonacademic settings by
using community organizing, research in action, and narrative
inquiry. These projects focused on incorporating civic engagement
into the work of scholars, creating a civic engagement minor at
California State University, Dominguez Hills, integrating community
organizing practices within the Los Angeles Unified School
District, and building a regional organizing network among
civically engaged higher education institutions. As the case
studies authored by Maria Avila and her collaborators show, these
projects succeeded because they took place in collaborative spaces
where participants were part of designing the purpose, goals, and
specific actions to create culture change. Building Collective
Leadership for Culture Change is a vital inquiry into the
possibilities of collective interpretation of accomplishments among
researchers and participants.
Building Collective Leadership for Culture Change shows how five
community engagement research projects in the greater Los Angeles
area were able to create more collaborative and participatory
cultures in their academic institutions and nonacademic settings by
using community organizing, research in action, and narrative
inquiry. These projects focused on incorporating civic engagement
into the work of scholars, creating a civic engagement minor at
California State University, Dominguez Hills, integrating community
organizing practices within the Los Angeles Unified School
District, and building a regional organizing network among
civically engaged higher education institutions. As the case
studies authored by Maria Avila and her collaborators show, these
projects succeeded because they took place in collaborative spaces
where participants were part of designing the purpose, goals, and
specific actions to create culture change. Building Collective
Leadership for Culture Change is a vital inquiry into the
possibilities of collective interpretation of accomplishments among
researchers and participants.
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