Behind the Rhetoric: Applying a Cultural Theory Lens to Community-Campus Partnership Development

Autor/in	Kecskes, Kevin
Titel	Behind the Rhetoric: Applying a Cultural Theory Lens to Community-Campus Partnership Development
Quelle	In: Michigan Journal of Community Service Learning, 12 (2006) 2, S.5-14 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Service Learning; School Community Relationship; Partnerships in Education; Development; Higher Education; Culture; Social Theories; Social Structure; World Views + Suchen Sie Ihr Suchwort? Service-Learning; Hochschulpartnerschaft; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kultur; Gesellschaftstheorie; Sozialstruktur; World view; Weltanschauung
Abstract	The nature of engagement between American campuses and communities is contested. This article is an invitation to reconsider why community-campus partnerships often look so different and have diverse and sometimes negative outcomes. Using a cultural theory approach (Thompson, Ellis, & Wildavsky, 1990) to elucidate the four main cultural frames that inform human behavior--hierarchist, individualistic, fatalistic, and egalitarian--this treatment maps these frames onto the broad terrain of community-campus partnerships. This exploration enables service-learning and other partnership building practitioners to more clearly recognize and understand the preconceptions that influence partners' approaches. Because service-learning rhetoric is heavily biased toward egalitarian (reciprocal, mutual) relationship building, it does not necessarily ensure that all entities on and off campus understand or accept this approach. This application suggests several areas for future research as service-learning practitioners "unlearn a belief system" and work to build a new system in its place. (Contains 1 figure and 2 notes.) (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10