Metropolitan Universities最新文献_第5页

Community Autonomy and Place-Based Environmental Research 社区自治与基于地的环境研究

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26440

J. Britton, Hugh Johnson

引用次数: 1

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26467

Sonalini Sapra, Christian Matheis, Diya M. Abdo

{"title":"Seeking Justice, Seeking Hope","authors":"Sonalini Sapra, Christian Matheis, Diya M. Abdo","doi":"10.18060/26467","DOIUrl":"https://doi.org/10.18060/26467","url":null,"abstract":"This article focuses on place-based pedagogy developed in partnership with Every Campus A Refuge (ECAR) at Guilford College, which is the first initiative of its kind to mobilize college and university campus resources to provide housing and other forms of assistance to refugees seeking resettlement in the institution’s local area (within and beyond the institution’s physical borders). ECAR is transforming refugee resettlement in the United States as it also transforms our understanding and teaching about the issues faced by these communities, and the role of post-secondary educational institutions. Through ECAR’s commitment to “compassionate hospitality and radical accountability” (Every Campus A Refuge, n.d.), campuses undergo transformations that blur the boundaries between campus and community and redefine the notion of “place” for students and community members. This paper outlines the main place-based curricular components of the ECAR and Principled Problem Solving initiative at Guilford College. We present an analysis of survey data collected from students who participated in the curriculum, and analyze their responses. This data indicate that the academic program’s place-based pedagogy 1) provides students opportunities to learn about what forced displacement is and why it happens; 2) centralizes the voice, agency, and perspectives of the individuals who experience forced migration and resettlement; 3) emphasizes how we can collectively organize and advocate to address the problems of forced displacement and resettlement. In this way, the minor is helping students engage in the work of principled problem-solving in refugee resettlement through specialized course offerings and place-based pedagogy. The paper concludes with challenges and opportunities for campuses interested in adopting this place-based campus refugee resettlement program for their colleges/universities, as well as discuss pathways for further research and pedagogical innovation.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42118761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Place-Based Pedagogy as Entrepreneurship Accelerator 探索地方教育学作为创业加速器

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26459

J. Palazzolo, Raj Devasagayam

引用次数: 2

Detroit as a Marker for Divorcing Place-Based Education and Orthodox History from Oppressive Pedagogy Practices 底特律是将地方教育和东正教历史与压迫性教育实践区分开来的标志

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26448

Joshua Musicant

{"title":"Detroit as a Marker for Divorcing Place-Based Education and Orthodox History from Oppressive Pedagogy Practices","authors":"Joshua Musicant","doi":"10.18060/26448","DOIUrl":"https://doi.org/10.18060/26448","url":null,"abstract":"Most research and practice surrounding place-based education is focused in STEM-specific initiatives. This article takes a social theoretical approach to question that predominance, underscoring the role of STEM in bipartisan, nationalist narratives in the United States since the 1980s to suggest that place-based practice serves an oppressive function when instituted without corresponding place-based pedagogy in social studies. These potentially oppressive dynamics are argued to be acute in urban contexts in which orthodox, didactic pedagogical methods in social studies education promote complacence within an oppressive economic system. These orthodox methods are contextualized within the perspective of social theorists from Baudrillard to Fukuyama that history has increasingly been made to appear as a static procession as opposed to as a transformable process in which young people can participate. Using the author’s experience as a place-based educator in Detroit, the article charts a path for an orthodox but critical, place-based social studies curriculum for high school students in Detroit in which history is taught backwards through the context of the city and its history, a process that is replicable in other localities. It also charts an unorthodox, dynamic, dialogical social studies curriculum in Detroit---also replicable in other localities---for educators invested in place-based processes of knowledge production with young people. These processes utilize a deep place method in which the classroom and the dynamics therein are made a critical aspect of place.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44600575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Putting Deliberative Pedagogy in Place: How Colleges and Universities Can Help Build a More Democratic Society 实施审议式教学法:高校如何帮助建设一个更民主的社会

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26443

Nicholas V. Longo

引用次数: 0

Elevating Community Voices through Place-Based Education Initiatives in Chicago 芝加哥通过在地教育倡议提升社区声音

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26444

Tyler J. Hough

引用次数: 0

A Framework for Justice-Centering Relationships: Implications for Impact in Place-Based Community Engagement 以司法为中心的关系框架：对基于影响力的社区参与的启示

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26450

Melissa M. Quan

{"title":"A Framework for Justice-Centering Relationships: Implications for Impact in Place-Based Community Engagement","authors":"Melissa M. Quan","doi":"10.18060/26450","DOIUrl":"https://doi.org/10.18060/26450","url":null,"abstract":"Community engagement in higher education has been promoted as critical to fulfilling higher education’s responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and outcomes. However, it is not clear from existing literature whether community engagement impacts communities in positive ways. \u0000The problem addressed through this study was how campus-community partnership stakeholders define impact. Using grounded theory, the ways community and campus partners defined, measured, and understood community impact in a diverse set of campus-community partnerships at two U.S. urban, Jesuit universities that employ place-based approach to community engagement were explored. Relationships as facilitators of impact and as impacts in and of themselves emerged as central themes. Themes from the data led to the development of the Justice-Centering Relationships Framework which includes two paradigms for understanding community impact in higher education community engagement – Plug-and-Play and Justice-Centering Relationships – that are bridged by a Reframing process. The Framework contributes to and informs the “how” of taking a place-based community engagement approach that leads to positive benefits for community impact, student learning and formation, and institutional change.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42465075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On Becoming a People’s College: Placemaking as Hidden Curriculum 论成为一所人民大学：作为隐性课程的场所营造

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/26445

Sean Crossland

引用次数: 0

Does Place Actually Matter? Searching For Place-based Pedagogy amongst Impact and Intentionality 地点真的重要吗？在影响和意向中寻找基于地点的教育学

Metropolitan Universities Pub Date : 2023-03-08 DOI: 10.18060/27203

Susan Haarman, Patrick M. Green

{"title":"Does Place Actually Matter? Searching For Place-based Pedagogy amongst Impact and Intentionality","authors":"Susan Haarman, Patrick M. Green","doi":"10.18060/27203","DOIUrl":"https://doi.org/10.18060/27203","url":null,"abstract":"The emergence of this special issue of Metropolitan Universities journal, “The Pedagogy of Place-Based Initiatives and Anchor Institutions,” stems from developing, teaching, and evaluating courses and pedagogical programs at urban/metropolitan institutions. This issue is rooted in scholarly practice and focuses on the intersection of place-based initiatives and pedagogy. It interrogates how place-based initiatives such as hyper-local community-based learning and anchor frameworks impact teaching and learning in the classroom. This framing article for this special issue captures the themes and broader questions that emerged from the articles while proposing a line of inquiry to engage the readers with the special issue focus. Our line of inquiry throughout this special issue is whether a distinct pedagogy emerges from place-based initiatives such as anchor institution approaches and hyper-local community-based learning. We begin by interrogating how place-based initiatives such as anchor institution approaches and highly intentional partnership work do not guarantee a change in classroom instruction and may fail to impact pedagogy long-term. We provide examples of service-learning within our local professional context and draw from themes that emerged from the scholarly articles in this issue. We also noted the intersection of place, institution, and systemic context. We offer a framework for a pedagogy of place with committed approaches to these place-based intersections as we have experienced them in our practice and emerging from the issue’s scholarly articles. ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Online Modules for Community Engaged Learning During a Global Pandemic 全球大流行期间社区参与学习的在线模块

Metropolitan Universities Pub Date : 2023-03-02 DOI: 10.18060/26403

Alexander Lancaster, Barrett Bonella, B. Gesteland, Patrick Tadlock, R. Fry

{"title":"Online Modules for Community Engaged Learning During a Global Pandemic","authors":"Alexander Lancaster, Barrett Bonella, B. Gesteland, Patrick Tadlock, R. Fry","doi":"10.18060/26403","DOIUrl":"https://doi.org/10.18060/26403","url":null,"abstract":"Context: In Summer, 2020, our team created virtual community-engaged learning (VCEL) modules, in response to the need to move classes to online and hybrid delivery styles during the height of the COVID-19 pandemic. These modules addressed engaged learning concepts, and were designed with faculty, students, and community partner organizations in mind. Challenge: This paper explores the challenges of creating and beta testing these VCEL modules, as well as the creative methods taken to produce high-quality content that would continue to serve students in the wake of the pandemic. Product: what emerged from this project is a unique set of self-contained learning modules in Canvas Commons that include built-in assessments, allowing students to demonstrate learning, and giving faculty members the ability to review engaged-learning theory and strategies, and to seamlessly integrate the virtual content into their online classes. Findings: Our beta test findings indicate that students generally had a positive experience with the content, and spent approximately two hours, on average, engaging with the material. In this reflective analysis of our process, we offer an explanation of the replicable process of creating VCEL modules and a description of the outcomes associated with the production and testing of the content therein.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41797507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0