scholarly journals Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

2020 ◽  
Vol 12 (7) ◽  
pp. 2601 ◽  
Author(s):  
Thomas Macintyre ◽  
Martha Chaves ◽  
Tatiana Monroy ◽  
Margarita O. Zethelius ◽  
Tania Villarreal ◽  
...  
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Power Structures ◽  
Educational Approach ◽  
Community Based ◽  
Community Learning ◽  
Community Based Learning ◽  
Sustainability Challenges ◽  
Learning Ecologies ◽  
Levers And Barriers

In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.

Decolonizing Development Education and the Pursuit of Social Justice

2019 ◽  
Vol 12 (3) ◽  
pp. 31-46 ◽  
Author(s):  
Farhana Sultana
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
International Development ◽  
Theory And Practice ◽  
Colonial Power ◽  
Power Structures ◽  
Development Education ◽  
Popular Discourse ◽  
Institutional Politics ◽  
Dominant Narratives

Decolonization has become a popular discourse in academia recently and there are many debates on what it could mean within various disciplines as well as more broadly across academia itself. The field of international development has seen sustained gestures towards decolonization for several years in theory and practice, but hegemonic notions of development continue to dominate. Development is a contested set of ideas and practices that are under critique in and outside of academia, yet the reproduction of colonial power structures and Eurocentric logics continues whereby the realities of the global majority are determined by few powerful institutions and a global elite. To decolonize development's material and discursive powers, scholars have argued for decolonizing development education towards one that is ideologically and epistemologically different from dominant narratives of development. I add to these conversations and posit that decolonized ideologies and epistemologies have to be accompanied by decolonized pedagogies and considerations of decolonization of institutions of higher education. I discuss the institutional and critical pedagogical dilemmas and challenges that exist, since epistemological, methodological, and pedagogical decolonizations are influenced by institutional politics of higher education that are simultaneously local and global. The paper engages with the concept of critical hope in the pursuit of social justice to explore possibilities of decolonizing development praxis and offers suggestions on possible pathways forward.

scholarly journals The Past, Present, and Religious Studies Future of Civic Engagement in American Higher Education

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Sara Ronis ◽  
Travis Proctor
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Religious Studies ◽  
Late Antique ◽  
Community Based ◽  
American Higher Education ◽  
Ancient Religion ◽  
Community Based Learning ◽  
The University

We argue that Civic Engagement is fundamental to the stated work of the university, the humanities, and the project of religious studies. We trace the historical connections between Civic Engagement and higher education in the American context to the present, highlighting a consistency of focus on Civic Engagement across diverse university contexts even as educational priorities and instantiations shift. We then explore the particular role of Civic Engagement in Religious Studies pedagogy. We contend that being explicit about integrating Civic Engagement in the religion classroom enhances our students’ ability to understand complex concepts in late antique religion and underscores for them how relevant the study of late ancient religion is to students’ lives today. We offer three ways that instructors in Religious Studies can incorporate Civic Engagement into their classes: cultivating naming practices, focusing pedagogical exercises on honing students’ Civic Engagement skills, and, where practicable, engaging in community-based learning.

scholarly journals The Need for Social Accountability in Medical School Education: a Tale of Five Students’ Integration into Vancouver’s Downtown Eastside

2017 ◽  
Author(s):  
Taren Roughead ◽  
Hira Gill ◽  
Krista Dewar ◽  
Naomi Kasteel ◽  
Kimberly Hamilton
Keyword(s):  
Community Involvement ◽  
Personal Experience ◽  
Medical Curriculum ◽  
Social Accountability ◽  
Community Based ◽  
Community Learning ◽  
University Of British Columbia ◽  
Downtown Eastside ◽  
Community Based Learning ◽  
The University

AbstractMedical educators are recognizing that social accountability is a tenet of Canadian medical education, yet it is a difficult concept to teach didactically. Accumulating evidence supports the integration of social accountability into the medical curriculum through community involvement. Fortunately, the University of British Columbia Faculty of Medicine enables students to pursue community learning as part of its curriculum; and we, five medical students, benefited from that opportunity. This commentary will promote the importance of teaching social accountability in medical schools through community-based learning based on available literature and our personal experience with Vancouver’s Downtown Eastside (DTES). RésuméLes professeurs de médecine reconnaissent que la responsabilité sociale est un pilier de l’éducation médicale canadienne; néan- moins, c’est un concept difficile à enseigner didactiquement. De plus en plus de preuves appuient l’intégration de la responsabilité sociale au curriculum médical à travers l’engagement communautaire. Heureusement, la Faculté de Médecine de l’Université de la Colombie-Britannique permet aux étudiants de participer à l’apprentissage par engagement communautaire en tant que composante du curriculum; nous, cinq étudiants en médecine, avons pu profiter de cette opportunité. Ce commentaire va promouvoir l’importance d’enseigner la responsabilité sociale dans les écoles de médecine par l’intermédiaire de l’apprentissage par engagement communau- taire, basé sur la littérature disponible et notre expérience personnelle avec le quartier de Downtown Eastside de Vancouver (DTES). 

Leveraging Partnerships to Support Community-Based Learning in a College of Education

2020 ◽  
pp. 58-89
Author(s):  
Danielle E. Dani ◽  
Min Lun Wu ◽  
Sara L. Hartman ◽  
Greg Kessler ◽  
Theda Marie Gibbs Grey ◽  
...  
Keyword(s):  
Higher Education ◽  
Community Organizations ◽  
College Of Education ◽  
Community Based ◽  
Interdisciplinary Learning ◽  
Formal And Informal Learning ◽  
Societal Problem ◽  
Regional Community ◽  
Community Based Learning ◽  
Pedagogical Approaches

This chapter presents a model for leveraging community engagement to support learning in higher education institutions. The model capitalizes on bi-directional and mutually beneficial school-university and university-community partnerships. It purposefully attends to local societal problem-solving. The model uses collaborative and problem-based learning as pedagogical approaches to promote interdisciplinary learning in and about the local and regional community. The chapter provides examples of how this model was applied in third space; utilized the distributed expertise of faculty, students, and community organizations and professionals; and developed technology-enhanced products and processes that impact formal and informal learning of individuals in P-24 and beyond.

scholarly journals Examining the connection between classroom technology and student engagement

2014 ◽  
pp. 1-15 ◽  
Author(s):  
R.C. Morris ◽  
Loran Carleton Parker
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Sense Of Community ◽  
Classroom Technology ◽  
Community Based ◽  
Community Learning ◽  
Novel Technology ◽  
Community Dialogue

Technological pedagogy is being relied upon more-and-more as a way to address the growing needs of higher education. This study investigated the use of a tool designed with the specific purpose of student engagement in a large classroom. The tool allows students to post to a community based discussion in a manner similar to a Twitter feed. Despite engaging in a community dialogue, findings suggest that as usage of the technology went up a student’s sense of community learning went down. This result prompted the authors to consider how this tool was utilized in the classroom. We close with a warning that adoption of a novel technology alone does not produce a greater sense of community learning.

scholarly journals Community-based learning: A model for higher education and community partnerships

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
Peter Day
Keyword(s):  
Higher Education ◽  
Community Empowerment ◽  
Learning Needs ◽  
Community Practice ◽  
Community Informatics ◽  
Community Based ◽  
Community Voice ◽  
Learning Partnerships ◽  
Community Based Learning ◽  
The University

This paper presents a model of community-based learning partnerships, developed at the University of Brighton, for consideration by Higher Education as a means to securing effective community informatics engagement.  The absence of funding and time to pursue research proposals required me to be creative in continuing collaboration with our community partners of funded research projects. It is suggested here that the academic curriculum together with the resources and goodwill of a UK university can support both the formal requirements of HE student learning and the more informal learning needs of community practice through the development of community media/informatics learning partnerships. This is the first in a series of papers to be written that share the story of community-based learning experiences at the University of Brighton. Our purpose is to engage in meaningful community Informatics/media research and practice partnerships with a view to contributing to knowledge whilst affecting social change. A number of preliminary community informatics/media partnership activities are introduced through the joint lenses of community empowerment and community development. The significance of community voice and community learning in facilitating and enabling active citizenship and empowered communities through community informatics practices is also explored.

scholarly journals A Paradigm Development of Community Learning Management in the Small Sized School in Buri Ram Province Thailand

2018 ◽  
Vol 3 (2) ◽  
pp. 197
Author(s):  
Kovit Kiyasit ◽  
Phatchanee Kultanan ◽  
Kovit Vajarintarangoon ◽  
Benchaporn Wannupatam ◽  
Chaloemchai Sosutha ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Training Session ◽  
Thinking Skills ◽  
Learning Paradigm ◽  
Community Based ◽  
Community Learning ◽  
Community Needs ◽  
Community Based Learning ◽  
Learning Management ◽  
Paradigm Development

The objectives from this research were to 1) develop and find out the efficiency of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school, 2) study the effectiveness of a community based learning paradigm management to promote creative thinking for teachers in the small-sized school, and 3) study the satisfaction of developing a community-based learning paradigm as a creative thinking paradigm for teachers in the small-sized school. This research was Research and Development (R&D) combined with the design of a single sample system. The research instrument used in the research was a learning management paradigm community based learning with three learning units and creative thinking evaluation form. The data was analyzed by average, standard deviation, and t-test dependent. The findings of this research are: 1) The efficiency of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was 81.20/82.50, 2) The effectiveness of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was that post-training session based on the paradigm of community-based learning management was higher than pre-training session significantly at 0.05, and 3) satisfaction in developing a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was very high. This study implies that the learning paradigm of the community needs to be applied so that creative thinking skills could be improved.

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