Dr Sanjana Shrestha, the newest graduate of the Centre for Communication and Social Change, shares about her PhD research and her experience at The University of Queensland.
Please introduce yourself…
I am Sanjana Shrestha. I am originally from Nepal. I am a community development practitioner.
How did you come to do your PhD at UQ, and with the Centre for Communication and Social Change?
I came to know about my PhD at UQ through my friend who was doing PhD there in Communication for Social Change (CSC) at UQ.
How was your experience at UQ?
My experience at UQ has been truly wonderful. The university offers an excellent environment, a resourceful library, and exceptionally supportive staff and colleagues. My supervisors (Dr Lynda Shevellar and Assoc. Prof. Elske van de Fliert) were incredibly encouraging and provided invaluable guidance throughout my PhD journey.
While I pursued my part-time PhD remotely, I had the opportunity to experience the vibrant UQ environment during certain periods of my studies. Even as a remote student, I greatly benefited from the robust support provided by my supervisors and the library team, and my friends from UQ.
What was your PhD research topic, and how did you come to it?
My PhD topic was “Understanding the Value of Thirdspace in Community Engagement: A Study of Community-based Learning Spaces in Nepal. I have been working in the field of community development for over 15 years, driven by a deep curiosity about the ways in which physical and social spaces influence community participation and engagement, crucial to fostering meaningful community development. To address this curiosity and contribute to the field, I undertook research to explore the theoretical concept of space, examining its role and value in enhancing community engagement practices.
How did you research your PhD?
Employing an exploratory case study methodology, my research rigorously dissects the intricate processes, outcomes, and power dynamics associated with space creation, utilisation, and community engagement. I considered this within five community-based learning centres situated, encompassing three learning centres initiated organically by local communities and two initiated by government authorities. The study was grounded in the concept of space as socially constructed, shaped by human interactions and the broader social context.
My research focused on three core questions: i) How are these spaces produced? ii) How do communities practice engagement within these spaces? iii) How do marginalised groups engage and participate in these spaces?
Using qualitative research methods, my study drew upon sociological theories of community engagement, space, and power to explore how communities conceptualise, perceive, and experience these learning spaces. I also used grounded theory to understand the meaning of participation and engagement from the perspective of communities engaged in community-based learning spaces being researched. This approach provided deep insights into the production of space and the social dynamics within these environments.
Where and who did you research with?
The study was conducted in a central southern district of Nepal and involved data collection through various qualitative methods, including focus group discussions, in-depth interviews, and informal interviews. A total of 303 participants contributed to the research.
The participants included: Leaders who created the community spaces; agents who supported the creation of these spaces, and community members who actively used the spaces.
To ensure a diverse and inclusive understanding, community members were categorised into male, female, and Dalit (so-called "low caste/untouchables") groups, representing some of the most marginalised communities in Nepal.
What are the most important findings from your work?
The findings of this research are critical to advancing the field of community development. They emphasise that community participation, engagement, and development do not occur in isolation but are deeply embedded within specific spaces. These findings highlight that space is not merely a backdrop but a fundamental element intertwined with the processes of development and engagement. This underscores the importance of cultivating socio-spatial awareness when considering community development initiatives.
The findings enrich the understanding of space and socio-spatial relationships by employing spatially informed participatory approaches facilitated by various community-level stakeholders. By examining the dynamics of community engagement within these spaces, the research not only revealed the transformative potential of socio-spatial relations but also provided critical insights into the lived experiences of the most marginalised groups within the community.
The study underscores the importance to understand participation and engagement from the perspective of the community itself. Using a grounded theory approach, the research framed the meaning of participation and engagement based on the feedback and lived experiences of those directly involved in these spaces. This community-driven perspective ensures that the concepts of participation and engagement are not externally imposed but rooted in the realities of the people who actively shape and experience them.
The findings also show that by actively challenging entrenched power structures and eliminating bias, these spaces have the potential to serve as catalysts for a more equitable and harmonious society. Aligning the operations of these spaces with the community’s shared values and goals not only enhances community engagement but also galvanises collective efforts to address local issues, strengthening the bonds within the community. Thus, the creation of an inclusive learning space can be a strategic intervention to foster community engagement and empower individuals thriving in their own organic spaces, which have the potential to ensure no one is left behind.
Which finding was the most surprising?
One of the most surprising findings of my research was the extent to which the spatial aspect significantly interfaces with community development. I was particularly struck by how deeply interconnected the relationship is between spaces and communities—how spaces shape communities, and in turn, how communities actively shape the spaces they occupy and engage with.
This reciprocal relationship revealed that spaces are not just passive settings for activities but dynamic and evolving arenas where social, cultural, and power dynamics play out. For example, certain physical characteristics of spaces influenced the level and type of participation, while the social interactions within those spaces redefined their meaning and purpose over time.
What was even more unexpected was how marginalised groups, such as Dalits and women, interacted with these spaces in ways that reflected their unique challenges and strengths. The spaces became sites for both empowerment and resistance, where the most excluded members of the community could negotiate their identities and assert their voices.
This realisation challenges conventional approaches to community development, which often overlook the socio-spatial interplay, and underscores the need for spatially conscious planning and interventions.
How do you hope the research will be used in future?
I hope this research serves as a foundation for reshaping the understanding and practices of community development, particularly by emphasising the significance of spatial dynamics. By highlighting the reciprocal relationship between spaces and communities, I aim for this study to inspire policymakers, community development practitioners, and researchers to integrate socio-spatial considerations into their work.
Currently, based on the learning from my research, I am actively involved in developing flexible guidelines to support development practitioners in facilitating community-driven development. These guidelines are being designed to ensure inclusivity and uphold the principle of leaving no one behind (the focus of the UN Sustainable Development Goals) , particularly addressing the needs of marginalised groups and fostering equitable engagement in development processes.
