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Joanna Puckering - Gifts, Virtues and Obligations of University Volunteering

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Gifts, Virtues and Obligations of University Volunteering
This book takes a critical, grounded and ethnographic approach to elicit a deeper understanding of university volunteering. Anthropological theories of reciprocal gift exchange are used to re-visit some of the value-laden and at times conflicting ways of understanding volunteering as freely undertaken or coerced, altruistic or self-interested. It also explores how some of the changing uses and expectations of volunteering are related to the exercise of power and to the effect of social norms or structural constraints on agency. This book contains a detailed case study of a UK university, focusing on its relationships with local communities and voluntary organisations to illustrate the complex and culturally situated nature of volunteering and the gift. Joanna Puckering also draws on examples from countries such as the United States and Australia to address wider questions of why people do what they do, and why volunteering motives and outcomes attract differing interpretations. This volume will be relevant to scholars from anthropology, sociology and geography as well as those involved in the higher education and voluntary, corporate and social enterprise sectors.
Joanna Puckering is a Research Associate in the Department of Anthropology of Durham University. She co-edited From the Lighthouse: Interdisciplinary Reflections on Light (2018, Routledge, with Veronica Strang and Tim Edensor).
First published 2022
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
2022 Joanna Puckering
The right of Joanna Puckering to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 9780367859541 (hbk)
ISBN: 9781032126159 (pbk)
ISBN: 9781003015970 (ebk)
DOI: 10.4324/9781003015970
Typeset in Sabon
by codeMantra
Introduction
DOI: 10.4324/9781003015970-1
Volunteering in the good society
What is a gift and why do we give? Do we always expect to receive something in return? How are the norms of gift giving associated with social cohesion, behavioural control and unequal power relationships and what does any of this have to do with university volunteering?
Many countries consider volunteering to be an essential element of the good society ().
Contemporary definitions of coercion or pressure that are neither obvious nor articulated. Other attempts to define volunteering effectively have proven similarly problematic, as later chapters demonstrate.
What this book illustrates is that gift exchange and volunteering may be understood as two separate but related concepts, which can be explored through similar social mechanisms and paradoxes. Both are more or less universally recognised, but with diverse and sometimes contradictory cultural interpretations and values. Both are also subject to debates about power, obligation, motive and outcome, as well as the : 45).
The notion that human sociality is underpinned by interdependence rather than altruism (obligation to interrogate narratives of instrumentalism, autonomy, equality and partnership that increasingly characterise how people and institutions understand volunteering.
Civic engagement and anchor institutions
Before looking at these narratives and experiences in more detail, it is worth stepping back a little to consider briefly how other higher education institutions approach notions of ). However, institutions of this type especially those receiving public funding must also contend with considerable political and social pressure to engage with and benefit those local communities. This transactional relationship between university-community engagement, geographic location and wider socio-economic policy-making is usefully illustrated with the description of universities as anchor institutions, and reflects many of the themes and narratives emerging in the remainder of this book.
Case studies in a recent report ().
Another reference to place-based anchor institutions all in the public institutions, for example, are likely to facilitate or promote a wide range of general activities through community-based learning or by providing access to educational resources, whereas older, wealthier or more prestigious universities tend to take a more dominant role as leader. Whilst their engagement activities directed towards regenerating neighbourhoods close to the campus may well reflect benevolent intentions, such institutions also seek to address issues perceived to have a detrimental effect on their status. The final group, described as conveners, seek to collaborate actively with community partners for mutual benefit: an approach which is more problematic for universities in the leader category, whose community relationships may well be characterised by inequality and tension.
More recently, Brooke Wortham-Galvin and her colleagues (2017) draw on a number of research studies at ).
Writing about higher education and civic engagement from an international perspective, Ahmed Bawa and Ronaldo Munck agree that a socially embedded university becomes anchored in a community, with its positive democratic and communal values (2012: xvi). However, they also observe that the : 2).
The American democracy.
In her research about university service and engagement in Latin America, Maria Tapia similarly describes the three core characteristics of service as supporting the community through research and projects undertaken by students, in a way that explicitly associates this service with the students academic work (2012: 189). Drawing on a wide range of examples, encompassing universities in Argentina, Chile, Costa Rica and Mexico, she writes about the long-standing, although not necessarily central, importance of ).
Each example in this section illustrates some of the significant and varied social, political and economic roles played by universities as anchor institutions in their local communities, and argues that there is potentially much to gain by all parties. We can also see how dominant trends and discourses develop in this case the many reasons for being, and being perceived as, a socially responsible and engaged campus such that characteristics which may once have been intended to set institutions apart become the very features that many institutions have in common. What also begins to emerge, and which will be developed in later chapters, is the imbalance of power and wealth that so often exists between universities and the communities or countries in which they are located, apparent here in the type of support and resources being offered; the explicit and inferred motivations that some institutions might have for developing the areas in which they are located; and the different ways of understanding ideas about partnership, equality and collaboration.
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