Literaturnachweis - Detailanzeige
| Autor/in | Hausburg, Taylor |
|---|---|
| Titel | School-Community Collaboration: An Approach for Integrating and Democratizing Knowledge |
| Quelle | In: Penn GSE Perspectives on Urban Education, 17 (2020), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1946-7109 |
| Schlagwörter | Stellungnahme; School Community Relationship; Learning; Partnerships in Education; Foreign Countries; Secondary Schools; Single Sex Schools; Curriculum Development; India |
| Abstract | In this article, I weave practice and theory into a framework for distinguishing between school-community "engagement" and school-community "collaboration," by considering if and how each approach integrates school- and community-based knowledge. I argue that, while school-community engagement efforts build students' knowledge "of" or "for" their communities, school-community collaboration happens when students co-construct knowledge "with" their communities. Drawing from my own experience as an educator and the academic literature describing school-community partnerships, I offer a brief sketch of each of these three approaches to knowledge-building, in order to spark conversation around the question: How might schools and teachers create more opportunities that transcend school-community engagement and represent true collaboration? (As Provided). |
| Anmerkungen | University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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