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874928127 |
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|a Community education for social justice /
|c edited by Cameron White.
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|a Rotterdam :
|b Sense,
|c 2014.
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|a 1 online resource.
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|a text file.
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|a What is community? How important is community in the 21st century? Where might the idea of community 'fit' in education and schooling, teaching and learning? These are the questions and themes embedded in this book. The general critique is that community is an add-on in our schools and often is dismissed as a result of the individualistic and competitive nature of schooling today. Our focus is to provide critical investigations as to the possibility of community - and that we need community now more than ever! The concept of community education brings many ideas and issues to mind. Related themes include place-based, field-based, environmental, service learning, and outdoor education. Each has its own more narrow focus with community education perhaps an umbrella term than encompasses them all. Nevertheless, the suggestion here is that instead of community education serving as an extension or add-on to traditional approaches, it should be the focus of all education. What is often missing in teaching and learning are contexts and connections than make education meaningful. Community education engages participants in problem and issues-based approaches to the local community, thereby facilitating that local to global link. Instead of compartmentalized subjects, integrated approaches use what students and the community know or understand to develop further questions, solutions, or even problems. Community education offers efficacy in that it provides opportunities for collaboration in addressing local issues and problems. It enables the community to become the classroom, thus ensuring a more long-term connection to active rather than passive endeavors as citizens.
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|a COVER -- TABLE OF CONTENTS -- PREFACE -- 1. ENCOUNTERING SOCIAL AND COMMUNITY EDUCATION: Food for Thought -- INTRODUCTION -- COMMUNITY EDUCATION -- MY STORY -- SOCIAL EDUCATION -- LINKING -- FOOD FOR THOUGHT -- CONCLUSIONS -- 2. ESTABLISHING COMMUNITY: Our Journeys to Social Education -- INTRODUCTION -- PERSONAL STORIES � BEGINNING THE JOURNEY -- ILLUMINATING THE PATHWAYS -- EXPERIENCING THE JOURNEY -- LIVING THE EXPERIENCE -- CONCLUSION -- REFERENCES -- 3. CONSIDERING COMMUNITY: Exploring Interpretations and Implications for Education.
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|a INTERPRETATIONS OF COMMUNITYIMPLICATIONS FOR EDUCATION -- REFERENCES -- 4. PLACE-BASED EDUCATION: Bringing Schools and Communities Together -- RATIONALE FOR PLACE-BASED EDUCATION -- BEGINNING THE PLACE-BASED LEARNING PROJECT � FIRST STEPS -- LEARNING ABOUT TEMENOS PLACE & BREAD OF LIFE -- EVENT PLANNING -- THE EVENT -- POST EVENT & SUMMATION -- FINAL THOUGHTS -- REFERENCES -- 5. THE CLASSROOM AND PLACE-BASEDEDUCATION -- SMALL TOWN COMMUNITY IN THE URBAN SCHOOL -- COMMUNITY WITHIN THE SCHOOLS: TWO EXAMPLES -- CONCLUSION -- REFERENCES.
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|a 6. AGENTS IN NEIGHBORHOOD COMMUNITIESREFERENCES -- 7. PEDAGOGY OF THE DISABLED: Building a Community of Voices -- LEAVING THE CRUTCHES BEHIND -- COMMUNITY OF EMPOWERMENT -- CONQUERING MY FEARS -- REFERENCES -- 8. ISSUES IN INTERNATIONALIZING EDUCATION: Globalizing Community -- INTRODUCTION -- THEORETICAL FRAMEWORK -- METHODOLOGY -- DATA SOURCES -- RESULTS -- SIGNIFICANCE -- REFERENCES -- 9. “THE WORLD IS A BIG SACK OF MYSTERY: �Students� Discussions about Multicultural Education -- THE PLACE -- THE CHALLENGE -- THE CLASS.
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|a CRITICAL MULTICULTURALISMINTERPRETIVE LENS -- DIVERSITY + COMMUNITY = PLACE -- REFERENCES -- 10. PLACE-BASED EDUCATION IN ALASKAAND TEXAS -- INTRODUCTION -- INTRODUCTION TO PLACE-BASED EDUCATION -- CONTEXTUALIZING PLACE-BASED EDUCATION: NEEDS, PERSPECTIVES, AND LIMITATIONS -- THE ENVIRONMENT OF ALASKA -- ALASKAN TEACHER CERTIFICATION PROGRAM ANDPLACE-BASED EDUCATION -- LIMITATIONS OF PLACE-BASED EDUCATION -- VALUES OF ALASKA PLACE-BASED EDUCATIONIN TEXAS SCHOOLS -- MAKING PLACE-BASED EDUCATION HAPPEN -- CONCLUSION -- REFERENCES.
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|a 11. THE ART OF COMMUNITYA: Study of Project Row HousesTHE STORY OF THIRD WARD -- A STORY OF ART BREAKING TRADITION -- Artists as Agents of Change -- Inspiring the Agents of Change -- FINER ART -- PRIDE IN A PLACE CALLED HOME -- Third Ward Home Stories -- PROGRAMS AND PRINCIPLES (LESLIE) -- Good and Relevant Architecture -- Art and Culture -- Education -- Social Safety Net -- Economic Sustainability -- CONCLUSION -- REFERENCES -- 12. GLOBAL CLASSROOMS: Contextualizing the Community -- INTRODUCTION -- CONTEXTUALIZING THE GLOBAL THROUGH POPULAR CULTURE.
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|a Includes bibliographical references.
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|a Community and school
|z United States.
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|a Place-based education
|z United States.
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|a Education
|x Social aspects.
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|a Pédagogie du lieu
|z États-Unis.
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|a EDUCATION
|x Administration
|x General.
|2 bisacsh.
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|a EDUCATION
|x Organizations & Institutions.
|2 bisacsh.
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|a Droit.
|2 eclas.
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|a Sciences sociales.
|2 eclas.
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|a Sciences humaines.
|2 eclas.
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|a Community and school.
|2 fast.
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|a Education
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|a Place-based education.
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|a United States.
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|1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq.
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|a White, Cameron,
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