COVID-19 Reflections of Hyperlocal, Placed-Based Engagement

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Ellerbee, Daren A.; Kirby, John; Kuttner, Paul; Schwartzentruber, Lorna; Valis, Ashley; Dostilio, Lina
Titel	COVID-19 Reflections of Hyperlocal, Placed-Based Engagement
Quelle	In: Metropolitan Universities, 34 (2023) 1, S.55-66 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-8485
Schlagwörter	COVID-19; Pandemics; Place Based Education; Universities; Networks; School Community Relationship; Partnerships in Education; Foreign Countries; Local Issues; Pennsylvania (Pittsburgh); Pennsylvania (Philadelphia); Utah; Canada; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? University; Universität; Hochschulpartnerschaft; Ausland; Kanada
Abstract	The degree to which Universities could nimbly and effectively respond to the impacts of the COVID-19 crisis on their local communities depended upon the structure and orientation of their community engagement infrastructure. Institutions that support a hyperlocal form of place-based engagement were uniquely positioned to harness their extensive place-based organizational networks, intimate knowledge of community assets, and existing paths to leverage institutional resources to work alongside neighbors, residents, organizational leaders, elected officials, elders, youth and families committed to everyone's thriving through the COVID-19 crises. Hyperlocal, place-based engagement describes an engagement approach within higher education in which a university's community engagement efforts are focused on a bounded area, such as a neighborhood, within a larger city or metropolitan region, and are aligned with that community's development goals (Dostilio, Ohmer, McFadden, Mathew, & Finkelstein, 2019). These efforts typically advance two goals: to (1) position the institution to partner with, and add value to, community building efforts undertaken by the neighborhood being engaged; and (2) to enhance and accelerate the institution's ability to forge mutually-beneficial alliances and mobilize knowledge production. Because these efforts are long-term, they create unique conditions for engagement that proved to accelerate community-campus engagements to address COVID-19 impacts. The Community Engagement Professionals (Dostilio, 2017) who lead hyperlocal engagement activities were particularly crucial to their institution's COVID-19 community responses. At the time of the pandemic, a group of such professionals had been meeting as a learning community to exchange promising practices of hyperlocal engagement. This article is written from the perspective of these professionals, endeavoring to reflect on how their work to steward hyperlocal approaches was challenged and affirmed through the COVID-19 pandemic. As a group of directors committed to social change, we share a common desire to make a difference by acknowledging the power and privilege of the universities we represent. Making evident the expressed commitments of each CUMU member institution who contributed to this article, we aim to share insight into our unique position within the university and community which permitted us to be responsive during COVID in ways that both strengthen our relationships and challenged them. We pivoted and found new ways to remain impactful as neighbors supporting neighbors. We acted to steer partners through institutional systems to access resources. Dedicated program staff remained familiar faces who were able to identify needs and mobilize quickly to address them. Hyperlocal, neighborhood-based centers remained trusted pipelines to partners interested in finding ways to support residents, and more. As this new reality shaped by COVID-19 emerges, we reflect on how the pandemic affected, refined, and changed the way we carry out our missions, recognizing through this experience that the real work exists beyond our centers' walls. (As Provided).
Anmerkungen	Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01