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Descriptors:
Urban Studies; Service Learning; Urban Areas; Community Needs; School Community Relationship; Partnerships in Education; Disadvantaged; Experiential Learning; Geography; Teaching Methods; Homeless People; Foreign Countries

Abstract:
This symposium explores and examines the challenges and opportunities of building community-university collaborations in marginalized urban areas. The selection of short essays highlights different experiences of building and sustaining community-university partnerships in a variety of cities as vehicles for enhancing experiential learning in geography, urban studies, and cognate disciplines. The aim is to foster a debate among geographers about the role of community-university partnerships in marginalized urban areas and their potential for advancing reciprocal activities that address community needs while offering new circumstances for university out- reach and teaching. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Equal Education; Foreign Countries; Classification; School Community Relationship; Human Resources; Volunteers; Inclusion; Minority Group Students; Ethnicity; Racial Differences; At Risk Students; Interaction; Grouping (Instructional Purposes); Heterogeneous Grouping; Adults; Case Studies; Educational Environment

Abstract:
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions--homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Interests; Unions; Voting; Nutrition; Union Members; Eating Habits; Cooperation; School Community Relationship

Abstract:
Unions serve their members' interests. But union members are also community members, and their interests go well beyond increasing pay and benefits. A local union president has found that his members are best served by participating in a community-wide coalition. Providing eyeglasses to needy students, promoting healthy eating, and increasing voter registration are just a few of the important issues they have tackled together. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Public Schools; Private Sector; Social Work; Partnerships in Education; Privatization; Social Services; School Community Relationship; Special Education; School Districts; Income

Abstract:
Privatized service delivery within Medicaid has greatly increased over the past two decades. This public program-private sector collaboration is quite common today, with a majority of Medicaid recipients receiving services in this fashion; yet controversy remains. This article focuses on just one program within Medicaid, school-based services for children with special education disabilities--the Medicaid School Program. A survey of public school districts within a region of one Midwest state found some expected results: Most districts were enrolled in the Medicaid program and receiving reimbursements for services; annual revenues were moderate; and a majority of districts provided most of the available Medicaid services. However, it was also found that almost every school district contracted with an outside private company to perform most of the Medicaid administrative functions (eligibility, billing, compliance), and almost every district was extremely satisfied with this collaborative arrangement--benefiting both entities. Support for this type of partnership is discussed in the context of public schools' and the social work profession's current fiscal and political challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; School Community Relationship; Partnerships in Education; Industry; Labor Force; STEM Education; Labor Force Development; College Role; Barriers

Abstract:
As concerns grow over labor shortages in science, technology, engineering, and mathematics fields, the colleges ready students for jobs or more education. Educators are also looking to community colleges to fill the gap. With their high enrollments of minority and low-income students, community colleges are obvious places to recruit a diverse work force. One of the first steps is to alert students to the STEM jobs going unfilled for lack of qualified applicants. Because community-college students are more likely than others to be financially strained, however, they may shy away from time-intensive STEM programs. Those juggling classes, jobs, and family demands can be daunted by the academic requirements. And deficiencies in math often land students in remedial-course quicksand. There is also an image issue. Many students view science and math as fields for nerds, according to a report last year by the National Academies. Key to recruiting, it said, is "creating a culture where it's cool to be smart." Community colleges are working to break through those barriers, often in partnerships with industry or neighboring four-year colleges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Colleges; Library Services; Public Libraries; Electronic Learning; Online Courses; Higher Education; School Community Relationship; Interpersonal Relationship; Virtual Universities; Virtual Classrooms

Abstract:
In late December, a set of articles and essays in "The New York Times" focused on the public library as a place, and on the changing meaning of that place with the rise of electronic books and the demise of brick-and-mortar bookstores like Borders. As librarians "struggle with the task of redefining their roles and responsibilities in a digital age," their libraries are "reinventing themselves as vibrant town squares, showcasing the latest best sellers, lending Kindles loaded with e-books, and offering grass-roots technology-training centers." The conversation about place versus the Internet continues, but now it has grown to encompass the fate of the college campus itself. Online learning and MOOCs (massive open online courses) have arrived, the argument goes, so place does not matter. The campus will become a relic, bound for desertion, like the ruins of Ozymandias. Within the next 50 years, half of American colleges will succumb to mounting financial pressures and shut down. The problem is not student debt or a flaccid hiring market. Big changes are coming because "the college classroom is about to go virtual." Just as with libraries, campuses that are dismal, disconnected, and underutilized as places will suffer, while the ones that are vital will have a shot at succeeding. Colleges will need to find ways--preferably creative and inexpensive--to make their places relevant: Link to local communities. Use those communities as places where students can apply their education to fix problems or enhance strengths. Find the unique characteristics of the local geography, and incorporate them into lessons. Provide spaces where students can connect both intellectually and physically with one another, and with their college work. People who predicted the death of the library made the mistake of thinking that libraries were merely useful for information distribution--an understandable error, given that libraries' central role involved passing around books and journals. But pundits now make the same mistake when thinking about the college campus. If college were merely about the "sale of information," the enterprise would have gone the way of Borders a long time ago. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Colleges; College Faculty; Citizen Participation; Institutional Mission; School Community Relationship; Ethnography; Autobiographies; Urban Schools; Physical Education; After School Programs; Scholarship; Rewards; Tenure; Doctoral Programs; Professional Identity; Theory Practice Relationship; Holistic Approach

Abstract:
Community engagement is central to the public and civic mission of a growing number of colleges and universities, and numerous faculty members are applying their expertise to issues of importance to local communities and the larger society. However, there have been few first-hand descriptions of the career paths of faculty who engage in community-engaged scholarship. Faced with the current traditional typology of faculty work--teaching, research, and service--junior faculty in particular are often advised to postpone their community engagement work until after they secure their foundation in research and teaching. The author is a tenured full professor who regards community-engaged scholarship as central to his work. Using an autoethnographic style, he reflects on the motivations, influences, and experiences that have informed his intentional efforts to integrate teaching, research, and service into his professional identity as a community-engaged scholar. His story is an invitation for present and future scholars to view their work through an engaged lens: specifically to think imaginatively about how engaging in pressing social issues and developing respectful and productive relationships with individuals and organizations at the local community level might improve and advance their scholarship. The author's reflections contribute to the theory and practice of community-engaged scholarship by addressing the tensions facing community-engaged scholars as they navigate faculty roles and rewards in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Youth; African Americans; Altruism; American Studies; Anthropology; Instructional Leadership; Empathy; School Community Relationship; Public Education; Imagination; Interdisciplinary Approach; Ethnography; Drama; Poetry; Inquiry; Criticism; Sociology; Teaching Methods; Reflection; Females; Violence; Singing; Migrants; Males; Psychological Patterns

Abstract:
"Writings of Healing and Resistance: Empathy and the Imagination-Intellect" is a multi-authored, interdisciplinary journey. It continues the work started in Public Education and the Imagination-Intellect (Peter Lang, 2003) by extending the importance of empathy in developing an action-based social consciousness. Mary E. Weems doesn't argue for a specific way of pursuing an empathy connected to mind, body, and spirit: She acknowledges that just as artists work in various media, each with their own process for sharing how they think and feel about a particular topic or moment, each individual may arrive in their own way at a deep, spiritual, close identification with the experiences of the other. "Writings of Healing and Resistance" encompasses a variety of forms: autoethnography, ethnodrama, poetic inquiry, and critical essay, as well as scholars' work in a number of disciplines including communications, cultural studies, sociology, anthropology, educational leadership, African American studies, and cultural foundations. This book contains the following: (1) Introduction: Hope, Pedagogy and the Imagination-Intellect (Norman K. Denzin); (2) One Love: Empathy and the Imagination-Intellect (Mary E. Weems); (3) A Space for Imagination: The Power of Group Process and Reflective Writing to Cultivate Empathy for Self and Others (Susan V. Iverson); (4) Anarchic Thinking in Acupuncture's Origins: The Body as a Site for Cultivating Imagination-Intellect (Mitra Emad); (5) Call and Response: Writing to Answer the Urge of a Bruised Spirit (Dominique C. Hill); (6) The Kindness of [Medical] Strangers: An Ethnopoetic Account of Embodiment, Empathy, and Engagement (Elyse Pineau); (7) The Poetics of Black Mother-Womanhood (Amira Davis); (8) Stop in the Name of: An Auto/ethnographic Response to Violence against Black Women (Mary E. Weems); (9) A Telephone Call (Norman K. Denzin); (10) Tell It: A Contemporary Chorale for Black Youth Voices (Durrell Callier); (11) Tasseography as a Healing Practice: Education in a Post-Racial Classroom (Akil Houston); (12) What Does It Mean to Be a Nigger in the Academy? (Mary E. Weems); (13) Migrant Stories: Searching for Healing in Autoethnographies of Diaspora (Marcelo Diversi and Claudio Moreira); and (14) In Trouble: Desire, Deleuze, and the Middle-Aged Man (Jonathan Wyatt). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Social Capital; Careers; School Community Relationship; Youth; Community Services; Partnerships in Education; Transitional Programs; Resilience (Psychology)

Abstract:
Western governments around the globe have become increasingly focused on the successful transition of young people from school to further education and/or training. It could be suggested that for many countries this is the key focus of their youth policies. Nevertheless, the divide between those young people who manage to successfully transition into a meaningful careers pathway and those who do not continues to widen. Establishing stronger welfare safety nets and better youth services that can respond more effectively to the needs of young people as they reach fruition have all been a part of the policy and practice developments of the last decade. And although these are all important aspects of a functioning community, at the centre of young people's lives remains their connection to education and thus to their school. This connection, if successfully positive, can develop resiliency, community links, social capital and an economic future for young people. These are daunting responsibilities to place on one institution. This paper examines one school's approach to establishing innovative careers pathways for young people. It also discusses the importance of partnerships between schools, community services and other community, government and parent stakeholders in the creation, application and evaluation of careers and transition programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Action; Teaching Methods; Preservice Teacher Education; Foreign Countries; Educational Background; Educational Change; Free Enterprise System; Social Change; Neoliberalism; Pedagogical Content Knowledge; Teacher Education; Partnerships in Education; School Community Relationship

Abstract:
Teacher education is in a state of uncertainty around the world including the more wealthy and less wealthy countries. If it is generally accepted that teacher education can make a difference in the educational lives of all students regardless of cultural and educational background, then how exactly to arrange the detail of schooling is not. Under particular circumstances, schooling that is primarily concerned with reproducing the values and practices of the market economy and privileged minority, suggests that most likely teacher education will submit to economic power and not make a difference. Schooling of this type participates in the rearticulation and sometimes further penetration of social hegemonic practice. On the other hand, if schooling within the dominate economy and values sets about establishing the conditions whereby the majority of students are encouraged to investigate significant knowledge, social constructs and cultural scaffolds critically, imaginatively and independently then teacher education structured in the same way can make a difference, contributing to authentic community building and social change. Drawing inspiration from the work of Paulo Freire, this paper describes the efforts of teacher education in Australia grappling with these tensions and contradictions within the constraints of university and school requirements, as well as a strongly neoliberal economy. It briefly outlines a history of partnership-based and practice-based pre-service teacher education that has generated support for on-site approaches of various types. Moving beyond Pedagogical Content Knowledge, the paper explores the conditions for a new concept of philosophical project knowledge that theorises teacher education as learning through social action and partnerships between communities, schools and universities. In this way, education is seen as a democratic right and a process of liberation for all citizens especially those marginalised and excluded within a market economy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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