LiteratureBase
Transforming Schools, Communities, and Universities: University-Assisted Community Schools as a Case Study
Harkavy, I., Hodges, R. A., & Weeks, J. (2022). Transforming Schools, Communities, and Universities: University-Assisted Community Schools as a Case Study. In Research Anthology on Service Learning and Community Engagement Teaching Practices (pp. 544-561). IGI Global.
Abstract
- The chapter describes the university-assisted community school approach developed by Penn’s Netter Center for Community Partnerships with its school and community partners since 1985, as well as adapted nationally. The approach is grounded in John Dewey’s theory that the neighborhood school can function as the core neighborhood institution that provides comprehensive services, galvanizes other community partners, and helps solve locally-manifested, universal problems such as health inequities and unequal education. Academically-based community service is presented as a core strategy for engaging the Penn’s academic resources with the schools and community. Penn’s evolution towards becoming a democratic anchor institution is discussed to highlight the importance of engaging the full resources (academic and economic) of the university in community partnerships. Providing concrete examples from nearly 35 years of work, the authors argue that university-assisted community schools is a promising approach to significantly improve schooling, communities, and universities.
- Relevant projects Evolving Schools, Global ESD, OpenEvo, Prosocial Schools
