By Cameron White (eds.)
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Extra resources for Community Education for Social Justice
Still, I feel that the school and the community at large do not seem to overlap and that this carries over into the school, where students are not engaged with the teachers, the curriculum or each other, causing them to miss out on the benefits of participating in a community within an academic setting or to miss out on developing social capital that might help them navigate certain situations. As a result, I feel that there are things that I can draw from or adapt to the larger school to help foster a stronger sense of community among my students in hopes that this carries over to their greater schooling experience.
2008). EVENT PLANNING We were surprised with the openness we were received by Ebony with Temenos Place and Reverend John with Bread of Life. They seemed eager to receive us and opened the facility up to allow for the bingo night we had planned. The next step was planning and funding the event. Little did we know how involved this project would be. In designing bingo night we knew that we would need bingo equipment, food for the participants, and some sort of parting gift for the residents. Since Bingo Night was suggested as a way to help the community, we thought they had bingo equipment on hand.
Great Barrington, MA: The Orion Society. Temenos, C. D. C. (2010). About us. html Umphrey, M. (2007). The power of community-centered education teaching as a craft of place. Lanham, MD: Rowman & Littlefield Education. 31 SAMANTHA MANCHAC 5. THE CLASSROOM AND PLACE-BASED EDUCATION When I think of my large urban high school the last word that I would use to describe it is communal. Built in 2000, its sharp, imposing style reminiscent of the Brutalist school of architecture, Chavez High School* sits in stark contrast to the neighborhoods around it.