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Community as text: Using the community as a resource for learning in community schools

, , and . New Directions for Youth Development, 2003 (97): 107-120 (2003)M3: Article; Accession Number: 11773618; Blank, Martin J. 1,2 Johnson, Sheri DeBoe 3 Shah, Bela P. 4; Affiliation: 1: Institute for Educational Leadership, Washington, D.C. 2: Coalition for Community Schools, Washington, D.C. 3: Partnership manager, Coalition for Community Schools, Institute for Educational Leadership, Washington, D.C. 4: Program associate, Coalition for Community Schools, Institute for Educational Leadership, Washington, D.C.; Source Info: Spring2003, Vol. 2003 Issue 97, p107; Subject Term: LEARNING; Subject Term: EDUCATION -- Curricula; Subject Term: COMMUNITY & school; Subject Term: STUDENTS; Subject Term: MOTIVATION (Psychology); Number of Pages: 14p; Document Type: Article.

Abstract

The community-as-text approach to learning engages and motivates students by using the resources, challenges, assets, and history of the community as part of the core curricula. Students show greater interest and academic success when content is meaningful and relevant and when it contributes to their sense of community connectedness and pride. When the community is used as text for instruction, young people can become assets in their community, helping to solve specific problems alongside peers and adults. The authors discuss four different community-as-text models: service-learning, academically based community service, using the environment as an integrating context for learning, and place-based education. Although there are several community-as-text models, the authors suggest that they share common characteristics: a focus on real family and community conditions and challenges; reinforcement and extension of standards-based reform; student engagement and motivation; student involvement in program development, implementation, and evaluation; considering young people as resources to their communities; and collaboration between schools and organizations and individuals in the community. The authors provide examples of how these strategies successfully play out in school settings. Using the community as text is an important distinguishing element of community schools that work to improve student learning and create stronger schools and healthier families and communities. ABSTRACT FROM AUTHOR; Copyright of New Directions for Youth Development is the property of John Wiley & Sons Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)

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