Teaching and Learning in Community Schools

Session Type: Symposium

Abstract

The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address educational inequities. Community schools are well-positioned to enact research-backed strategies like integrated supports that help students come to class more prepared to learn, hands-on community-based opportunities to deepen and extend learning, and sustainable workplace conditions to promote teacher satisfaction and retention. Embracing the link between learning and community, teachers and community partners support students in accessing rich, challenging, and culturally relevant curriculum and pedagogy. This symposium explores the expanded conception of what it means to teach in a community school and presents new ways for researchers to study and advance the field and the larger community schools movement.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Policies, Mattering, and Praxis

Chair

• Karen Hunter Quartz, University of California - Los Angeles

Papers

• Community-School Relationships for Culturally Sustaining Teaching and Learning - Hui-Ling S. Malone, Michigan State University

• Project-Based Learning at a Community School in San Francisco - Anna Maier, Learning Policy Institute; Jenny Founds, Dr. Martin Luther King Jr. (MLK) Academic Middle School

• Culturally Responsive Education in a Small Community School in New York City - Julia A Daniel, University of Colorado - Boulder

• The Power of Democratic Teaching Processes - Marisa Saunders, University of California - Los Angeles; Karen Hunter Quartz, University of California - Los Angeles; Rosa Jimenez, RFK Community Schools

Discussant

• Jeannie Oakes, University of California - Los Angeles