This paper will argue for routine, reciprocal and meaningful partnerships between the University and the local community. Participation in both policymaking and the generation of knowledge has traditionally been dominated by over-represented groups, drawing on the limited expertise of professionals and practitioners. However, an increasing body of research indicates that the inclusion of individuals and communities living with disadvantage enhances the effectiveness of policymaking, delivery of services and generation of research. With a particular focus on the social sciences, this paper argues that the business of Universities - teaching, learning and research - must have a greater regard for the local community and the voluntary, community, faith and social enterprise sector (VCFSE) if they are to play a role in bringing about radical social change. This is even more crucial in the face of wicked problems, such as entrenched poverty, the mental health crisis in young people and the climate crisis, that require a multi-disciplinary, multi-organisational and multi-actor approach to generating solutions capable of disrupting the status quo. Drawing on the principles of coproduction, critical pedagogy and social pedagogy, and rejecting the concept of 'employability', this paper will argue that Universities need to pay more regard to local knowledge and the lived experience of those communities most affected by the consequences of wicked problems. This would promote a community-centric approach to research and pedagogy - and the nurturing of graduates that do not just 'fit into' the capitalist culture of consumerism that is killing us. Otherwise the potential for social change will be limited, the environment will continue to degenerate and social inequalities will persist.