Community Education for Social Justice by Cameron White (eds.)

By Cameron White (eds.)

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C. (2010). About us. html Umphrey, M. (2007). The power of community-centered education teaching as a craft of place. Lanham, MD: Rowman & Littlefield Education. 31 SAMANTHA MANCHAC 5. THE CLASSROOM AND PLACE-BASED EDUCATION When I think of my large urban high school the last word that I would use to describe it is communal. Built in 2000, its sharp, imposing style reminiscent of the Brutalist school of architecture, Chavez High School* sits in stark contrast to the neighborhoods around it. The school is two stories of blank brick and mortar; it was constructed on a plot of land that the district purchased at a discount as it was once an industrial waste dump.

At the same time, students develop the knowledge, skills, and attributes of effective citizenship by identifying and acting on issues and concerns that affect their own community. When implemented thoughtfully, these strategies create a pedagogy of engagement. Students invest time and attention and expend real effort because their learning has meaning and purpose. FINAL THOUGHTS The idea behind this project was community learning and working together. Christina and I learned first hand what it takes to begin a curriculum that would include project-based learning.

Teachers can begin to develop communities within their schools by engaging their students culturally and caring for them or loving them so that a learning community is established. Additionally, community development is necessary in order to assist students in the development of social capital which they need in order to navigate certain aspects of society and which many students who are not from a background of privilege may not have access to otherwise. 35 S. MANCHAC SMALL TOWN COMMUNITY IN THE URBAN SCHOOL My own attempt at fostering community within my classroom and amongst my students might be informed by theory but it truly originates within my own schooling experience.

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