| Autor: |
Porter, Lisa, Beers, Daniel, LeBlanc, Joseph, Meza, Diana, Koubek, Ekaterina |
| Předmět: |
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| Zdroj: |
Journal of Community Engagement & Scholarship; 2023, Vol. 15 Issue 2, p1-20, 20p |
| Abstrakt: |
When the COVID-19 pandemic forced P-12 schools to temporarily transition to online learning, it exacerbated the already deep-seated educational inequities in communities across the United States. Employing a grounded theory approach, this paper explores how educators and community stakeholders created a free full-time volunteer-led K-2 learning pod for historically underserved students. The authors discuss the opportunities and challenges experienced in the pod's implementation, as well as lessons for these types of university-community partnerships. The findings of the study reveal the potential of equity-focused collaborations that accept risk, occupy uncomfortable liminal spaces, and leverage informal networks and relationships to build trusting and authentic community partnerships. The paper concludes with a call to reimagine the parameters of university-community engagement in times of crisis. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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