Related Papers
Gateways: International Journal of Community Research and Engagement
Pedagogy matters: A framework for critical community-engaged courses in higher education
Marilee Coles-Ritchie
This article describes specific pedagogical components of a community engagement project between students in a psychology course and youth at a juvenile justice centre (JJS). The purpose of the research was to illustrate how feminist and critical pedagogies can create reciprocal community engagement that provides a space for learning at both college and community sites. The researchers involved in this study included the professor of the Psychology of Women course, a senior college student who previously took the course, the JJS volunteer coordinator and an education professor. Together, they employed qualitative, single case study methodology in order to understand the complex social phenomena of this community-engaged course. The results demonstrate that lessons addressing social inequities are beneficial for youth in JJS and offer a way to alleviate the gap in gender-specific programming. They also create community and offer an empowerment lens. By explicitly focusing on the peda...
Community Literacy Journal
Rewriting Partnerships: Community Perspectives on Community-Based Learning (Iglesias, 2020)
2020 •
Charisse S Iglesias
Michigan Journal of Community Service Learning
Understanding the Dynamics of Co-creation of Knowledge: A Paradigm Shift to a Complexity Science Approach to Evaluation of Community-campus Engagement
2020 •
Connie Nelson
The Power of Relationships: A Qualitative Study of a University-Community Partnership Model in Higher Education
2021 •
Kankana Mukhopadhyay
Meaningful university-community partnerships (UCPs) can contribute in transforming stereotypes, and promoting collaboration and social learning for students and community members. However, preparing students in higher education to engage in their civic responsibility through UCP-based pedagogy is difficult. This paper illustrates and critically analyses a UCP model practised in an informal curriculum programme at a residential college in a Southeast Asian university to promote holistic learning through community engagement. Engaging with different communities in unique ways is achieved through the UCP, partnerships that were established with institutions and organisations that work with marginalised and vulnerable groups like migrant workers, elderly, youth-at-risk, and more. Grounded in empirical evidence obtained from 31 indepth interviews and five focus group discussions with students, and eight in-depth interviews with community partners, this paper systematically analyses the a...
The Dialectics of Collective and Individual Transformation: Transformative activist research in a collaborative learning community project
eduardo vianna, Anna Stetsenko, Naja Hougaard
In this chapter we describe the implementation of a transformative activist research project designed and carried out in collaboration with students in a community college in the New York City metropolitan area. The inspiration for this project was the critical need to provide alternative educational opportunities for community college students, mostly disadvantaged young adults from diverse backgrounds, many of whom struggle in college. Our aim was to move beyond instrumentalist conceptions of higher education that seek to develop competencies in order for students to, fit in with the existing social structures by meeting the expected demands of the job market. Inspired by cultural-historical activity theory (CHAT) expanded by the transformative activist stance (TAS, Stetsenko, 2008), we sought to engage students in collaboratively developing a project through which both students and faculty/researchers [WU1] could move beyond the goals of adapting to the world towards activist pursuits of social transformation in college and beyond. The specific goal was to work in solidarity in striving to break away from a narrow, commodified educational agenda focused on utilitarian learning outcomes geared toward future employability. Our method was based on co-constructing with students, based on critical-theoretical pedagogy (Vianna & Stetsenko, 2011), a collaborative space and tools for activist learning and development to expand active engagement in transforming alienating and oppressive educational practices in the college and in their community practices. Thus, this project consisted in bringing together students and researchers to collaboratively investigate and promote the development of their transformative activist stance by expanding the contribution of each to a widening range of community practices, including sociocultural practices and discourses. In other words, we invited our participants to engage in the collective task of developing a genuine learning community[1] committed to dialectically changing institutional practices by changing and empowering themselves as activists who understand and commit to their indispensable role as agents of social change. The implementation of this project illustrates the core notion of TAS about the dynamics of individual and collective layers in collaborative projects as mutually co-evolving and sustaining each other. As we discuss below, this project integrates some elements of, but also radically transcends [WU2] constructivist-inspired educational models that are fast becoming the hallmark of institutional reform in postsecondary education.
Community-University Partnerships: Community Engagement for Transformative Learning
2008 •
Fay Fletcher
Recently, various scholars have remarked that university continuing education (UCE) is moving away from one of its original core foci, that of social justice. In this article, the possible causes of this are discussed, including current political environments, the role of universities and academics in perpetuating or disrupting the status quo, and increased reliance on cost recovery and for-profit programming. Community-based participatory research as a feasible strategy for promoting UCE’s role in social justice is also presented. An example of UCE that was developed in response to existing social inequities and driven by discussions with the community is offered to demonstrate that critical voices can have an impact and that institutions of higher education can be collaborative and foster networks of relationships for learning. Finally, key points for the successful development of a UCE program that responds to critical voices and returns to social justice are shared.
Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University
Emily Bowling
Educational Foundations
Critical Community Building: Beyond Belonging
2011 •
Silvia Bettez
Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction Introduction and problem statement
wan li
Building Community in the Classroom through Utilizing Critical Pedagogy
Shane Brady
Community building is an essential component of social work education. Given the interactive nature of social work education, promoting trust and fostering rapport in the classroom is of the highest importance. Critical pedagogy as conceptualized by Paulo Freire provides excellent tools for building classroom communities in social work education.
