Fostering Partnership Learning Communities: The Impact of Utilizing International Student Field Trips to Facilitate and Co-Create Pedagogic Community Collaborations

Autor/inn/en	Chouhan, Jagdish; Handsley, Stephen; Herriot, Christopher; McGowan, Marilyn
Titel	Fostering Partnership Learning Communities: The Impact of Utilizing International Student Field Trips to Facilitate and Co-Create Pedagogic Community Collaborations
Quelle	In: Peabody Journal of Education, 95 (2020) 1, S.101-113 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1702418
Schlagwörter	College School Cooperation; Partnerships in Education; International Cooperation; Universities; High Schools; Study Abroad; Field Trips; Foreign Countries; Program Effectiveness; Informal Education; Self Esteem; Extracurricular Activities; Academic Achievement; United Kingdom (Leicester); Florida + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; University; Universität; High school; Oberschule; Studies abroad; Auslandsstudium; Exkursion; Ausland; Informelle Bildung; Nichtformale Bildung; Self-esteem; Selbstaufmerksamkeit; Außerunterrichtliche Aktivität; Schulleistung
Abstract	This article seeks to evaluate the impact of an International partnership between De Montfort University (DMU), a UK-based Higher Education (HE) institution, and Evans High School[TM], a Community Partnership School, located in the US state of Florida. Informed by the application of Maslow's hierarchy of need, the success of Evans High School is illustrated in statistical reports conveyed by the school during DMU's biannual study visits to the campus. The range of external providers has addressed many of the needs of students who otherwise would refrain from engaging in the learning process due to health, socio-economic, emotional, and cultural barriers. Thus, a disempowered, disadvantaged community has been encouraged to participate in their children's education. The study visit has furnished ample evidence of the efficacy of the methodologies employed in this partnership initiative. However, the authors contend this success could be further enhanced by extending the partnership to embrace the approach and techniques of informal education, effectively utilized by Hope Community Centre in Apopka, especially in their "Sin Fronteras" project. This approach could be of significant benefit in building self-esteem and self-confidence in Evans' students, enhancing extra-curricular activities, whilst delivering a co-created curriculum in a fun and engaging manner, drawing those at risk of marginalization, academic failure, or underachievement back into the mainstream. This utilization of Freirean informal education praxis, based on empowering students, would prepare students for a post-school environment which lacks the meritocratic opportunities they may have been socialized to expect, whilst extending Evans' impact far beyond the parameters of educational attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01