Redefining Community–Urban University relations: A project for education faculties?

Dippo, Don

doi:10.1080/10476210500122634

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Similarly, providing suitably challenging and supported service-learning experiences in community settings has significant resource implications. Key findings of scholars working in universities with relative success in community engagement highlight the importance of well-understood conceptual and curricula frameworks and the investment of dedicated personnel and resources over time (Dippo, 2005). Importantly, given recognition of sustainability as a strategic priority and policy agenda in many universities, this paper is suggestive of its potential to support wider recognition, legitimation and resource investment in service-learning practices, partnerships and scholarship in higher education.…”

Section: Resultsmentioning

confidence: 80%

Potential of service-learning to promote sustainability competencies in pre-service teachers: a case study

2015

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This research investigates the potential of service-learning to develop a situated, embodied and critically reflective human agency for sustainability. It employs document analysis to review the intended curriculum and the institutional contexts of national and international cases wherein service-learning is a component of pre-service teacher education. Exploration of intended learning outcomes and project and assessment experiences across three cases reveal the potential of service-learning to develop in pre-service teachers sustainability competencies involving participative action with community partners to achieve agreed-upon outcomes, as well as critically reflective capacities and understanding of how, in their future classrooms, schools and communities, they can serve as adaptive, lifelong learners and agents for social and environmental change. Findings also suggest that explicitly linking service-learning activities, guided by social justice and equity principles, with a (social) sustainability agenda may further validate the utilisation of and investment in service-learning and civic engagement in teacher and higher education settings.

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Section: Resultsmentioning

confidence: 80%

Potential of service-learning to promote sustainability competencies in pre-service teachers: a case study

2015

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“…We combined the various approaches outlined by van Manen such as "a wholistic reading approach" (van Manen, 1997, p. 93) in seeking broad meanings from the documents followed by more "selective" and "detailed reading" approaches. Importantly, we were seeking themes that may help us to facilitate this complex program in a way which circumvented some of the difficulties (see, for example, Butcher et al, 2003;Dippo, 2005;Johnston, 2003) presented by community-based teaching and learning programs.…”

Section: Research Process and Theoretical Frameworkmentioning

confidence: 99%

Negotiating the dilemmas of community‐based learning in teacher education

Johnston

Davis

2008

Teaching Education

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At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organizations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. In this paper, the implementation of community-based teaching and learning programs developed by PSTs is examined for educational and organizational issues that shaped the outcomes for PSTs. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based PST education curricula and pedagogies as an important and emerging area of interest.

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“…; for commentaries on the U.S. context, see Bailey & Karp, 2003;Lawson, 2002;Ward, 2006). It is with this consideration in mind that closer alliances between the university and their surrounding communities have acquired greater urgency (Brathwaite, 2003;Dippo, 2005;James & Haig-Brown, 2001; for a range of views on the U.S. context, see Ferreira, 2007;Greenwood & Levin, 2003;Goldring & Sims, 2005;Lawson, 2002;Sirotnik, 1988;Thorkildsen & Scott Stein, 1996;Zetlin, Harris, MacLeod, & Watkins, 1992), extending from reconceptualizing the "disengaged" university as community resource (James & Haig-Brown, 2001, p. 234) to stressing the obligation the university has in promoting the ideals of equity and accessibility (Campbell, 2003, p. 35;James, 2003a, p. 143). These alliances have given rise to a wide variety of different initiatives, including a number of programs designed to facilitate the transition of students from high school to university, with particular emphasis on those students who might not otherwise pursue university studies.…”

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confidence: 99%

Between Vulnerability and Risk: Promoting Access and Equity in a School–University Partnership Program

Bourke

Jayman

2010

Urban Education

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This article utilizes interview data to explore how notions of risk operate in a school-university partnership program. Our analysis traces the divergence between conceptualizations of "at-risk" in scholarship, its use in policy, and students' responses to this terminology. Although students targeted in such programs are often constructed in both scholarship and policy in terms of deficiency, it is a designation the students themselves are often quite resistant to, and consider it to be an inaccurate representation of their circumstances. We conclude by suggesting that despite the pervasive contemporary espousal of inclusivity and equity in education, universities essentially remain the site of exclusionary practice.

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Redefining Community–Urban University relations: A project for education faculties?

Cited by 3 publications

References 5 publications

Potential of service-learning to promote sustainability competencies in pre-service teachers: a case study

Potential of service-learning to promote sustainability competencies in pre-service teachers: a case study

Negotiating the dilemmas of community‐based learning in teacher education

Between Vulnerability and Risk: Promoting Access and Equity in a School–University Partnership Program

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