The Ivory Tower in a World of Trouble

2021 ◽  
pp. 1-30
Keyword(s):  
Young People ◽  
Collaborative Learning ◽  
Community Engagement ◽  
Ivory Tower ◽  
Joint Activity ◽  
Community Partners ◽  
Expansive Learning ◽  
Ethnographic Approach ◽  
Shared Activity ◽  
University Community

This chapter introduces the authors' approach to university-community engagement as the process of collaborative learning among the young people engaged in afterschool activities run by University-Community Links (UC Links), along with the community and university people who have collectively engaged in designing, planning, and implementing those program activities. The prevalence of social displacement among community participants suggests a primary point for understanding the role that universities can play by engaging in the larger world. The chapter introduces the authors' ethnographic approach to the study of expansive learning among collaborating community and university partners as they confront dilemmas implicit in their engagement in joint activity and come to view their shared activity from an expanded perspective that transforms how they work together. The chapter then describes the historical emergence of UC Links, a California initiative that connects university and community partners in addressing pervasive social displacement and educational inequities.

Displacement and Dialogue

2021 ◽  
pp. 124-148
Keyword(s):  
Comparative Analysis ◽  
Young People ◽  
Community Engagement ◽  
Learning Activities ◽  
Expansive Learning ◽  
The Past ◽  
Local Organizations ◽  
Innovative Learning ◽  
The University ◽  
University Community

In this chapter, the authors draw on UC Links research to define university-community engagement as a form of expansive learning. Through comparative analysis of various program sites, the authors examine how UC Links community and university partners have worked together to build programmatic strategies for re-engaging disengaged students through innovative learning activities that have been developed in collaboration and through a process of critical dialoguing between community and university people. The authors begin with an ethnographic look at Oakland Y-PLAN (Youth – Plan, Learn, Act, Now) to show how these activities exemplify young people's expansive learning and how adults and young people from the university, the community, and multiple local organizations and agencies have learned how to work together productively – in other words, how they have learned to listen to each other's voices to transform the oppressive structures of the past and present and, in this way, envision and build a more equitable future.

University-Community Links

2021 ◽  
pp. 31-64
Keyword(s):  
Community Engagement ◽  
Historical Perspective ◽  
Early Experience ◽  
Educational Activity ◽  
Local Institutions ◽  
Collaborative Activity ◽  
Community Partners ◽  
Working Together ◽  
K 12 ◽  
University Community

This chapter offers a cultural historical perspective on a multi-site dispersed community of collaboratively engaged university and community partners called University-Community Links (UC Links). The chapter begins by defining the concept of university-community engagement and moves to an ethnographic description of university-community engagement as a sociotechnical activity system. Viewing UC Links in this conceptual framework enables us to examine the educational activity between K-12 and university students and how localized activity is implemented and developed through collaborative activity among adults working together across the multiple boundaries of local institutions. The chapter explores how those localized efforts are both extended and limited, influenced, and enhanced by collaborative activity at much broader organizational and macrosocial planes of activity. This multi-layered analysis begins with the early experience of a young participant at La Clase Mágica, one of the two original Solana Beach, California sites out of which the broader UC Links initiative emerged.

scholarly journals Levels and networks in community partnerships: A framework informed by our overseas partners

2013 ◽  
Vol 6 ◽  
Author(s):  
Thomas Klak ◽  
Emma Gaalaas Mullaney
Keyword(s):  
Community Engagement ◽  
Community Partnerships ◽  
Lower Intensity ◽  
Community Partners ◽  
Caribbean Country ◽  
Eastern Caribbean ◽  
And Function ◽  
University Community

The literature defines successful university-community partnerships as those that are long-term, deep, and multi-dimensional. Our findings, on the contrary, suggest that partnership success can occur at all levels of intensity. Lower-intensity partnerships often contribute crucially to the overall success of the community engagement project, and function as necessary support scaffolding for higher-level partnerships. Relatively few studies have sought to understand university-community partnerships from the perspectives of community partners, so we draw evidence from interviews with our partners in the Eastern Caribbean country of Dominica. We believe instructors can increase the success of their off-campus teaching by deploying our conceptualization of partnership levels and scaffolding.

Across the Continents: Engaging and Questioning Community

2014 ◽  
Vol 13 (6) ◽  
pp. 773-792
Author(s):  
Jayshree Thakrar ◽  
Deborah Kenn ◽  
Gary Minkley
Keyword(s):  
Community Engagement ◽  
Dynamic Force ◽  
Community Partners ◽  
Common Parlance

Academics study the concept of community as a dynamic force and, increasingly, universities have become researchers, partners, and participants in community engagement. What is surprising is the lack of a definitional framework for the word “community”, and perhaps due to the use (one might say overuse) of the term in common parlance, no one questions what we mean by community.To engage a discussion without questioning what community means would be insufficient, if not presumptuous. Our goal is to explore. Equally presumptuous would be to define the dynamic, fluid, transforming concept of community. We aim to plumb the wisdom of our colleagues, community partners, students and mentors to bring meaning to the word community in all its richness and resilience.

Key Concepts in Social Pedagogy — or How to See Everyday Life in Children's Residential Homes From a Social Pedagogical Perspective

2011 ◽  
Vol 36 (4) ◽  
pp. 214-218 ◽  
Author(s):  
Sylvia Holthoff ◽  
Lotte Junker Harbo
Keyword(s):  
Young People ◽  
Zone Of Proximal Development ◽  
Zone Model ◽  
Proximal Development ◽  
Joint Activity ◽  
Residential Homes ◽  
Social Pedagogy ◽  
Key Concepts ◽  
Paper Work ◽  
The Common

“Now I can actually play soccer with the young people without fearing that my colleagues think I am escaping the paper work.”These were the words from a participant in a social pedagogy training course in England a few years ago. This understanding emerged through in-depth discussions and activities around key social pedagogical concepts, such as the ‘common third’, the ‘3Ps’, the ‘zone of proximal development’ and the ‘learning zone model’. In this article we will explore how a joint activity, for example, playing soccer, can be seen as a pedagogical activity and with what intentions it is undertaken to make it pedagogically purposeful.

scholarly journals PENDIDIKAN KARAKTER: AKTIVITAS KETERLIBATAN SUKARELAWAN MUDA ERA MODERN BEKERJA SECARA DARING DAN LURING

2020 ◽  
Vol 7 (2) ◽  
pp. 96-102
Author(s):  
Muhammad Mona Adha ◽  
Eska Prawisudawati Ulpa
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Character Education ◽  
Social Interactions ◽  
Learning Process ◽  
Practical Skills ◽  
Ethnographic Approach ◽  
People Participation ◽  
Self Development

Abstract: Young people participation would be runs to the maximum by being given the opportunity and place to be creative carried out as volunteers. The experience and learning process of working both online and offline voluntarily can increase the knowledge, practical skills, and experience of every volunteer. Qualitative research with an ethnographic approach is implemented to find the context and social interactions that occur between volunteers and the environment in which they are active. Opportunities for self-development through acts of sincere and noble service become significant to continue to be developed in the midst of society and become a habituation as a form of strengthening character and character so that character education can continue to be turned on and become a servant for themselves and for people around them. 

scholarly journals The Development of a Community-Based, Pharmacist-Provided Falls Prevention MTM Intervention for Older Adults: Relationship Building, Methods, and Rationale

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
David A. Mott ◽  
Beth Martin ◽  
Robert Breslow ◽  
Barb Michaels ◽  
Jeff Kirchner ◽  
...  
Keyword(s):  
Older Adults ◽  
Community Engagement ◽  
Planning Process ◽  
Lessons Learned ◽  
Relationship Building ◽  
Falls Prevention ◽  
Original Research ◽  
Community Partners ◽  
Planning Phase ◽  
Engagement Process

The objectives of this article are to discuss the process of community engagement experienced to plan and implement a pilot study of a pharmacist-provided MTM intervention focused on reducing the use of medications associated with falling, and to present the research methods that emerged from the community engagement process to evaluate the feasibility, acceptance, and preliminary impact of the intervention. Key lessons learned from the community engagement process also are presented and discussed. The relationship building and planning process took twelve months. The RE-AIM framework broadly guided the planning process since an overarching goal for the community partners was developing a program that could be implemented and sustained in the future. The planning phase focused on identifying research questions that were of most interest to the community partners, the population to study, the capacity of partners to perform activities, and process evaluation. Much of the planning phase was accomplished with face-to-face meetings. After all study processes, study materials, and data collection tools were developed, a focus group of older adults who represented the likely targets of the MTM intervention provided feedback related to the concept and process of the intervention. Nine key lessons were identified from the community engagement process. One key to successful community engagement is partners taking the time to educate each other about experiences, processes, and successes and failures. Additionally, partners must actively listen to each other to better understand barriers and facilitators that likely will impact the planning and implementation processes. Successful community engagement will be important to develop both formative and summative evaluation processes that will help to produce valid evidence about the effectiveness of pharmacists in modifying drug therapy and preventing falls as well as to promote the adoption and implementation of the intervention in other communities.   Type: Original Research

Per rotte poco battute. 40 anni di avventure educative in giro per il mondo

TERRITORIO ◽  
2012 ◽  
pp. 7-15
Author(s):  
Paolo Ceccarelli
Keyword(s):  
Young People ◽  
Ivory Tower ◽  
Population Groups ◽  
Beaten Track ◽  
Working Together

The author looks back over the stages and subjects of long years of teaching and organisation in numerous international workshops on planning, bringing young people to address emerging problems not covered by the rulebook and encouraging them to get off the beaten track. It is a commitment conducted in the conviction that there is no sense in remaining closed within the ivory tower and that the search for new answers to old and new problems does not produce any serious results if it is conducted by introspective academics or fashionable professionals. We need to know ourselves better and influence each other reciprocally, with modesty and perseverance, working together on population groups who have specific problems to solve.

Toward authentic university-community engagement

2021 ◽  
pp. 1-15
Author(s):  
Mark G. Chupp ◽  
Adrianne M. Fletcher ◽  
James P. Graulty
Keyword(s):  
Community Engagement ◽  
University Community
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