Pathways to community engagement in education : collaboration in diverse, urban neighbourhoods /: collaboration in diverse, urban neighbourhoods. (2023)

• Record Type: Book
• Further Information: Note: Catherine M. Hands.
• Authors: Hands, Catherine M
• Contents: CONTENTS 1. Chapter 1 Introduction to Pathways to Community Engagement in Education: School-Community Collaboration in Diverse, Urban Neighbourhoods …………………………….…… A History of Community Involvement in Schooling …………………………………………….. The Roles of Those Not 'Profiting From Instruction': Community Members' Historical Involvement in Schooling ………………………………………………………………… Citizens Cast As 'School Disturbers' ……………………………………………………. Contemporary Relations between Schools and Communities ……………………………………. A Snapshot of Collaboration: What, Who, and How …………………………………….. Methods ………………………………………………………………………………………….. Data Sources …………………………………………………………………………….. The City of Stirling …………………………………………………………………….. A Sketch of the Schools in the Study ……………………………………………………. Concluding Thoughts and an Overview of the Book ……………………………………………… 2. Chapter 2 Interpreting the Map and Navigating to Destinations: Using School-Community Policy to Influence Practice …………………………………………………………… Map Makers and Map Readers ……………………………………………………….. The Policy Mediator ………………………………………………………….. The Policy Critic ……………………………………………………………… The Policy Constructor ………………………………………………………. Mediators, Critics, and Constructors in the Stirling School Districts …………………. Policy Mediators ………………………………………………………………. Policy Critics and Constructors ………………………………………………………… Responding to Policy Flexibility: Shaping Practices with More Policy at the District Level ……………………………………………………………………………… Principals as Critics and Constructors: Circumventing Existing Policy and Creating New Policy at the School Level …………………………………………………….. Principals as Critics: Ignoring Policy ………………………………………………. Policy Interpretation: Summary and Recommendations …………………………………….. Considerations for Collaboration ……………………………………………………. Concluding Thoughts ………………………………………………………………………… 3. Chapter 3 Sustainable Partnerships: The Ecology of Community Engagement Initiatives … The Ecology of Collaboration …………………………………………………………………….. The Lifecycle of the School-Community Collaborative Process ………………………… Collaboration: Meeting Needs Together Stage 1: Identifying Student, School, and Community Partner Needs and Goals ……… Stages 2 and 3: Identifying and Contacting Potential Collaborators ……………………. Stage 4: Negotiating Partnership Terms …………………………………………………. Stage 5: Creating a Win-Win Situation …………………………………………………… Stages 6 and 7: Engaging in Collaborative Activities and Assessing Collaborative Practices …………………………………………………………………………………… A Collaborative Process: Summary and Recommendations ………………………………………. Considerations for Collaboration ………………………………………………………….. Concluding Thoughts ………………………………………………………………………………. 4. Chapter 4 The Social Contexts and Permeable Borders That Influence Partnerships ……… Intertwined Open Systems: A Depiction of School-Community Interaction ………….. School and Community on the Path to Collaboration ……………………………………. Stirling: A Community in Transition ……………………………………………… Community Context Determines Schools' Visions and Priorities for Community Partnerships ……………………………………………………………………….. School Personnel's Inclination Toward Partnering Impacted Permeability ………. Exchanges of Human and Material Resources Across Permeable Borders ………… Social Context and Permeable Borders: Summary and Recommendations ………………… Considerations for Collaboration …………………………………………………… Concluding Thoughts ………………………………………………………………………… 5. Chapter 5 Networks: The Importance of Who and What You Know ………………….. Networks and Social Capital: Linking Schools and Communities ………………………….. Building Social Capital by Cultivating Interpersonal Relationships ……………….. Building and Maintaining a Network ………………………………………………………… The Importance of a Social Network ………………………………………………… Different Types of Networks and Their Impact ……………………………………… Challenges to Networks and the Consequences of Not Having One ………………….. How to Build a Network ……………………………………………………………… Networks: Summary and Recommendations ………………………………………………….. Personal Connections Are the Glue Holding the Network Together ………………….. Considerations for Collaboration ……………………………………………………… Concluding Thoughts …………………………………………………………………………… 6. Chapter 6 Building Bridges and Crossing Boundaries …………………………………… Social Networks and Boundary Spanners ………………………………………………………. Boundary-Spanners Create Bridges to Resources ………………………………………………. School-Level Bridges ………………………………………………………………… Board-Level Liaisons for School Personnel and Community Members ………………. Community Members with Mandates to Liaise ……………………………………….. The Importance of a School-Community Liaison ……………………………………… Boundary-Spanning Capacity ………………………………………………………….. Bridges and Boundary-Spanners: Summary and Recommendations …………………………… Considerations for Collaboration ………………………………………………………. Concluding Thoughts ……………………………………………………………………………. 7. Chapter 7 Facilitating or Frustrating Efforts to Collaborate Social Contexts that Facilitate or Frustrate Collaborative Efforts Structure Culture Behaviour Social Contexts' Characteristics Facilitated or Impeded Collaboration Structural Features Impact Relationship Development and Maintenance Organizational Cultures Shape Collaborative Opportunities Individuals' Mindsets and Behaviours Affect Collaboration Collaboration Enablers and Challenges: Summary and Recommendations Considerations for Collaboration Concluding Thoughts 8. Chapter 8 Collaboration to Support Vulnerable Populations ………………………………. Collaboration as a Gateway to Social Capital ……………………………………………………. An Overview of Diverse Students' Needs in Stirling …………………………………………….. Students Living in Poverty ……………………………………………………………….. Newcomers to the Country ………………………………………………………………. Indigenous Children and Youth ………………………………………………………….. 2SLGBTQIA+ Students ………………………………………………………………….. Students with Developmental Delays, Mental Health Challenges, and Behavioural Issues. Accessing Social Capital for Vulnerable Groups through School-Community Partnerships …….. Schools As Intermediaries ………………………………………………………………… District-Level Support for Community Engagement ……………………………………… Community Organizations Provide Care, Opportunities, and Insight …………………….. Preparing to Transition into the Community: The Roles of School- and Community-based Programs Supporting Vulnerable Populations ……………………………………………. Vulnerable Populations: Summary and Recommendations ……………………………………….. Instrumental and Expressive Resources Available Through Community Engagement ….. Considerations for Collaboration ………………………………………………………… Concluding Thoughts …………………………………………………………………………….. 9. Chapter 9 Thriving and Not Just Surviving: Support for Mental Health in a Networked Community ……………………………………………………………………………………….. Social Networks Promote Wellbeing …………………………………………………………….. Mental Health Issues and Their Prevalence in Schools ………………………………………….. The Expanding Role of Schools and the Growing Need to Colla
• Publisher Details: Basingstoke : Palgrave Macmillan
• Publication Date: 2023
• Extent: 1 online resource (276 pages), illustrations (black and white)
• Subjects: 371.19; Community and school; Community education
• Languages: English
• ISBNs: 9783031330018
• Related ISBNs: 9783031330001
• Notes: Note: Description based on CIP data; resource not viewed.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
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