UID:
almahu_9949880883102882
Format:
1 online resource (433 pages)
Edition:
1st ed.
ISBN:
9783031605833
Note:
Intro -- Acknowledgements -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I: Transformative Histories -- Chapter 1: Introductions: University-Community Links & -- Core Commitments for Transformative Education -- University-Community Partnerships for Transformative Education -- Origin Stories -- Seedlings -- Rooted in Play, Informal Learning, and Creative Activity Using Diverse Tools -- Rooted in Collaboration and Intergenerational Learning -- Rooted in Social Justice and a Commitment to Diversity and Educational Equity -- New Buds of Development -- Our Writing Process: Slow Scholarship -- A Word About Wording -- Audience -- Resistance, Renewal, and Transformative Education -- References -- Chapter 2: Transforming Systems of Activity through Expansive Learning: A Journey of Renewal -- Introduction -- UC Links Conceptual Framework -- UC Links as a Sociotechnical Activity System -- Program Context: The UC Links Network -- Macrosocial Context -- The Organizational System -- Key Ideas: Pandemic as a Portal to Transformation -- Discussion -- References -- Part II: Transforming Pedagogies: Planting Seeds of Resistance -- Chapter 3: Putting Culture, Language, and Power in the Middle: Dual-Language Participatory Arts for Building Community and Making Change -- Introduction: The Corre la Voz Activity System -- Program Context -- Key Ideas: Program and Activity Designs-CLV Strategies for Consolidating Community Cultural Wealth and Shifting Cultural Power Patterns -- What Makes a Strong Community? Contrato-Council -- Daily Activity Structure for Building and Sharing Power -- Poder de la Palabra: Power of the Word -- Dinámica: Latin American Techniques for Democratizing Space -- A Sample Project: Community Cultural Wealth and Public Voice through Photovoice -- Discussion -- References.
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Chapter 4: Heart of Language: Teamwork as Sociogenesis -- Introduction -- Program Context -- Engaging Youth in Film and Music Video Production -- Film and Music Video as Social Praxis -- Multimedia Project: "Dark Dreams" -- Key Idea: Teamwork as Sociogenesis -- Inside the Nightmare -- Key Idea: The Heart of Language -- First Level: Scaffolding Caregivers -- Second Level: Participatory Narrative -- Third Level: Celebrating Being Together -- Discussion: From a Pedagogical Point of View -- References -- Chapter 5: Critical Digital Literacies among Youth: From Food Eating Contests to Societal Transformation -- Introduction -- Critical Digital Literacies: An Overview -- Extending Critical Digital Literacies -- Program Context -- Reframing Project Goals -- Key Ideas: Supporting Shifts Toward Meaningful Messaging -- Key Ideas: Intertwining Narratives -- We Are What we Eat … and Discuss -- Fluidity "Makes-Up" Gender -- Discussion -- References -- Chapter 6: Nurturing Connection through Joyful, Creative Play: A Heart-Driven Approach to Educator Preparation -- Introduction -- Program Context -- Key Idea: The Value of Play -- Discussion: Re-Imaging Education -- References -- Chapter 7: Co-designing Science Lessons in Spanish: Connecting Science, Home Language, and Community for Undergraduates -- Introduction -- Program Context -- Key Ideas -- Co-design Process -- Discussion -- Undergraduate Shifts in Views on Research Based on Co-Design Process -- Bringing Undergraduates' Whole Selves into Research and Co-Design -- References -- Chapter 8: Math CEO: A Mutually Beneficial Partnership between College Mentors and Latinx Youths -- Introduction -- Program Context -- College Students as Mentors of Adolescents -- Joyful Math Activities and Intergenerational Learning -- Key Idea: Impact on Youth -- Math Outcomes -- Future Aspirations -- Positive Youth Development.
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Key Idea: Impact on College Students -- Interest in Teaching Careers -- Teaching Skills -- Discussion -- References -- Chapter 9: Making Connections: Pandemic-Era Lessons from a Maker-Centered University-Community Partnership -- Introduction -- Program Context: Across Transitions -- Key Ideas -- Discussion -- References -- Chapter 10: Rising with the Tides of Change Through Community Based Literacies -- Introduction -- Branching Towards New Virtual Ground (Agencia en LEAFY) -- Making Waves with Coastal Literacies (Aprendizaje Colaborativo en la Escuela) -- Revolutionizing our Curie-osity (Perteneciente a Nuestra Comunidad) -- Discussion -- References -- Part III: Transforming Learning and Transforming Lives -- Chapter 11: Transforming Learning: First-Person Reflections from UC Links Participants -- Adrian Ramirez (University of California, Santa Cruz, Youth Action Network) -- Gabriella Garcia (University of California, Santa Cruz, Youth Action Network) -- J.C. Leapman (University of California, Davis, Beta Lab) -- Jonathan Segura (Brigham Young University) -- Emily Helms (Brigham Young University) -- Gregory A. Thompson (Brigham Young University) -- Armando Olea Romero (University of California, Los Angeles, B-Club) -- Yasmeen Ramos (San José State University, Y-PLAN) -- Amrita Deo MA (San José State University, Y-PLAN) -- Chapter 12: Transforming Lives: First-Person Reflections from UC Links Participants -- N. Karla G. Trujillo (University of Colorado, Boulder) -- Fatima Del Rocio Robles (University of California, Irvine, Math CEO) -- Mercedes Soledad Barriga (University of California, Irvine, Math CEO) -- Wesley Veiga (University of California, Berkeley) -- Janelle Franco (University of California, Los Angeles, B-Club) -- Lucinda Pease-Alvarez (University of California, Santa Cruz) -- Lynda Stone (California State University, Sacramento).
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Sayra Martinez (La Colonia de Eden Gardens Inc., University of California, San Diego) -- Sayra Martinez (La Colonia de Eden Gardens Inc., University of California, San Diego [English Version]) -- Part IV: Transforming Learning Ecologies: Growing Seeds of Renewal -- Chapter 13: University-Community Partnerships as "Hybrid Contexts of Activity": Learnings from Two Projects with Roma Children in Spain -- Introduction -- Program Context -- Key Ideas -- Discussion -- References -- Chapter 14: Learning with the City: Establishing a Culturally Sustaining School-University-City Partnership -- Introduction -- Program Context -- Key Idea: Seeing Street Design as Social Justice -- Key Idea: Building and Extending Linguistic Capital -- Key Idea: Growing an Organic Partnership -- Discussion: Reimagining Education by Expanding the Perspectives, Voices, and Physical Spaces Where Learning Takes Place -- References -- Chapter 15: Forming Authentic Civic Partnerships While Creating Joyful, Equitable Cities -- Introduction -- Program Context -- Key Ideas -- Focus Upon Basic Needs First -- Mutual Understanding and Sharing -- Trust and Genuine Connections -- Engaging Across the K-12 Spectrum -- Real Tools and Responsibilities -- Connectivity: Bridge Gaps Between Disparate Networks -- Discussion: Impacts and Outcomes -- References -- Chapter 16: La Mia Scuola è Differente, an After-School Program with an Intercultural Focus: The Challenges and Opportunities of Program Development -- Introduction: The Italian Perspective and Context -- Program Context -- Historical Background of the District -- The Project La Mia Scuola è Differente -- The Garden, a Multidimensional Metaphor -- Key Ideas: Challenges and Opportunities -- The Partnership -- The Involvement of University Students -- Engaging Children as Active Learners -- Discussion -- References.
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Chapter 17: Educational Inclusion in Uruguay: Creating Collaborative Narratives with Migrant Children During the Pandemic -- Introduction -- Program Context -- Key Ideas: Monitoring and Support for Children Disengaged from the Educational System During the Pandemic -- Key Ideas: Intercultural and Intergenerational Multigrade (IIM) Workshop -- Key Ideas: Diversity and Health Emergency-Joint Efforts of School Teachers and University Members in the New Educational Pandemic Scenario -- Discussion -- References -- Chapter 18: Educación Inclusiva en Uruguay: Creando Narrativas Colaborativas con Niños Migrantes Durante la Pandemia -- Introducción -- Descripción del Sitio -- Ideas Claves: Seguimiento y Acompañamiento a los Niños Desvinculados del Sistema Educativo Durante la Pandemia -- Ideas Claves: Taller Intercultural Multigrado e Intergeneracional (IMI) -- Ideas Claves: Diversidad y Emergencia Sanitaria, Esfuerzos Conjuntos de las Maestras y Equipo Universitario ante el Nuevo Escenario Educativo en Pandemia -- Discusión -- References -- Chapter 19: The Wellbeing Club-Uganda: Facilitating Positive Wellbeing and Leadership Among Adolescents in Kampala, Uganda -- Introduction: Why Wellbeing? Ugandan Refugee Education -- The Wellbeing Club-Uganda -- Program Context -- Acquiring the Language of Wellbeing: Pedagogical Approaches -- Engaging Mind and Body through Mindfulness -- Building Community: Talking Circles, Wellbeing Check-ins, and Community-Engaged Projects -- Key Ideas -- The Language from the Model Improved Students' Family Relationships and Leadership Development -- Mindfulness Helped Regulate Emotions, Explore Purpose, and Connect Families -- Talking Circles and Wellbeing Check-ins Built Connections -- Community Projects Inspired Involvement -- Discussion -- References -- Part V: Transforming the Future: Cultivating Seeds of Regeneration.
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Chapter 20: Concluding Thoughts: Reflections on Resistance, Renewal, and the Future of Transformative Education.
Additional Edition:
Print version: Welsh Mahmood, Mara University-Community Partnerships for Transformative Education Cham : Palgrave Macmillan,c2024 ISBN 9783031605826
Language:
English
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