THE TENSIONS AND REWARDS OF COMMUNITY ENGAGEMENT FOR FACULTY MEMBERS

Publication Date

1-1-2023

Document Type

Contribution to a Book

Publication Title

Reframing Community Engagement in Higher Education

DOI

10.4324/9781003448525-13

First Page

177

Last Page

212

Abstract

Community-engaged learning is not a revolutionary, new innovative pedagogy. In fact, the idea of connecting academic knowledge to community action draws from a broad range of movements spanning from the extension efforts of land grant universities in the 1860s to workforce initiatives of the New Deal to Civil Rights activism. More recently, the field has embraced the importance of a “critical service-learning” approach defined by Tania Mitchell as a “social change orientation, working to redistribute power, and developing authentic relationships” as an essential step forward for this practice and pedagogy. The University website lists “community” as one of the institution’s grounding values. Community is described as the value of “collective work and a culture of trust that promotes collaboration, problem-solving and partnerships while creating belonging, accountability and courageous action.” Community-engaged scholars of color must learn the particular affective contours of the White noise and nonsense operating in time, place, and space.

Department

Psychology

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