NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1123380
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: ERIC
ISSN: ISSN-0882-4843
Introduction--Intervening: The Value of Campus-Community Partnerships
Nickoson, Lee; Blair, Kristine
Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v24 n1-2 p49-56 2014
The basis for this special issue of "Feminist Teacher" arises from a white paper ["Women's Studies as Civic Engagement: Research and Recommendations" (Orr)] presented at the 2011 National Women's Studies Association, which provides strategies feminists can adopt to continue the mission to foster social change in the community and the academy. It's an opportune moment for feminist scholars to intervene in divergent understandings of teaching, research, the value of higher education, and the role of the academy in creating and sustaining community activism. Given the commitment to advancing collaborative, co-equal relationships, this special issue on "Feminist Campus-Community Partnerships: Intersections and Interruptions" posits that learning focused on community engagement can contribute to interventions and intersections between academic communities and the communities in which they reside, as well as between teachers, students, and community partners.
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A