Cultivating Community: Detailing School and Community Engagement under Complex Conditions

Autor/inn/en	Hardy, Ian; Grootenboer, Peter
Titel	Cultivating Community: Detailing School and Community Engagement under Complex Conditions
Quelle	In: Teaching Education, 27 (2016) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1034683
Schlagwörter	School Community Relationship; Educational Change; Partnerships in Education; Academic Achievement; Foreign Countries; Interviews; Educational Improvement; Educational Practices; Cooperation; Focus Groups; Classroom Observation Techniques; Community Involvement; School Community Programs; Gardening; School Districts; Economically Disadvantaged; Homeless People; Low Income Groups; Poverty; Elementary Schools; Urban Schools; Elementary School Students; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulpartnerschaft; Schulleistung; Ausland; Interviewing; Interviewtechnik; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Co-operation; Kooperation; Gartenarbeit; School district; Schulbezirk; Homeless person; Homeless persons; Obdachloser; Armut; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This article reveals the nature of actions, discussions and relationships which helped forge school-community partnerships for engaged student learning and wider community participation for students and families living under difficult socio-economic circumstances. Specifically, the article draws upon interviews with key personnel and staff involved in the establishment and enactment of a "Community Partnerships" programme to help improve the opportunities for students attending a primary school serving a low socio-economic urban community in south-east Queensland, Australia. Drawing upon the notion of educational practice as a product of ongoing interactions between particular actions (doings), discussions (sayings) and relationships (relatings), which both constitute and are responsive to particular conditions or "architectures" for practice, the article reveals how the conceptualisation, establishment and consolidation of the community partnerships programme was dependent upon specific "relatings" between key district and school personnel, the actions/"doings" of these personnel and ongoing "sayings"/dialogue about their work. Collectively, these "doings", "sayings" and "relatings" all helped to stimulate new conditions--"practice architectures"--for improved opportunities for students and their families. Teacher education informed by such theorising of community partnerships as the product of specific actions, dialogue and relationship-building is vital for developing improved understandings of such interactions and partnerships over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01