|
Sign In to gain access to subscriptions and/or personal tools.
|
An Implementation Revolution as a Strategy for Fulfilling the Democratic Promise of University-Community Partnerships: Penn-West Philadelphia as an Experiment in Progress
Lee Benson
Ira Harkavy
John Puckett
University of Pennsylvania
In this article, the authors argue that the academic-practitioner divide is largely a product of the Platonic false dualism between "superior" pure theory and "inferior" applied practice. The authors call for a Dewey-inspired implementation revolution to build local democratic neighborly communities as a means for advancing academic-practitioner collaboration, fulfilling America’s democratic promise, and overcoming the influence of Plato’s aristocratic philosophy on American higher education. The authors describe the University of Pennsylvania’s Center for Community Partnerships’work with public schools as an experiment in progress designed to advance academic-practitioner collaboration and a "democratic devolution revolution." Academically based community service learning and research and communal participatory action research are highlighted as particularly useful approaches for improving scholarship and communities and forging democratic, mutually beneficial, and mutually respectful university-school-community partnerships.
References
- Astin, A. W. (1997). Liberal education and democracy: The case for pragmatism. In R. Orrill (Ed.), Education and democracy: Re-imagining liberal learning in America (pp. 207-223). New York: College Entrance Examination Board .
- Baker, B. (1999). Effects of a university-assisted community school based extended day program in literacy acquisition rates of inner city children. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.
- Benson, L., & Harkavy, I. (1991). Progressing beyond the welfare state . Universities and Community Schools, 2(1/2), 1-25 .
- Benson, L., & Harkavy, I. (1994) Anthropology 210, academically-based community service and the advancement of knowledge, teaching, and learning: An experiment in progress . Universities and Community Schools, 2(1/2), 66-69 .
- Benson, L., & Harkavy, I. (1997). School and community in the global society . Universities and Community Schools, 5(1/2), 16-71 .
- Bok, D. C. (1990). Universities and the future of America. Durham, NC: Duke University Press .
- Boyer, E. L. (1994, March 9). Creating the new American college. Chronicle of Higher Education, A48-A48.
- Churchman, C. W., & Mitroff, I. I. (1998). The management of science and the mismanagement of the world. In W. N. Dunn (Ed.), The experimenting society: Essays in honor of Donald T. Campbell (pp. 103-123). New Brunswick, NJ: Transaction Publishing .
- Deutsch, C. (1999). But is it good for children? Universities and Community Schools, 6, 68-70 .
- Dewey, J. (1902/1976). The school as social centre . Journal of the Proceedings of the National Educational Association. In J. A. Boydston (Ed.), John Dewey: The middle works, 1899-1924, 2, 80-93 . Illinois: Southern Illinois Press .
- Dewey, J. (1927/1954). The public and its problems. Denver, CO: Alan Swallow .
- Gardner, J. W. (1998, February 10). Remarks to the Campus Compact Strategic Planning Committee, San Francisco.
- Greenwood, D., & Gonzáles, J. L. (1992). Industrial democracy as process: Participatory action research in the Fagor cooperative of Mondragón. the Netherlands: Van Gorcum .
- Harkavy, I., Johnston, F. E., & Puckett, J. L. (1996). The University of Pennsylvania’s Center for Community Partnerships as an organizational innovation for advancing action research . Concepts and Transformation, 1(1), 15-29 .
- Harkavy, I., & Puckett, J. L. (1991a). The role of mediating structures in university and community revitalization: The University of Pennsylvania and West Philadelphia as a case study . Journal of Research and Development in Education, 25(1), 10-25 .
- Harkavy, I., & Puckett, J. L. (1991b). Toward effective university-public school partnerships: An analysis of a contemporary model . Teachers College Record, 91(4), 556-581 .
- Harkavy, I., & Puckett, J. L. (1994). Lessons from Hull House for the contemporary urban university . Social Service Review, 68(3), 299-321 .
- Johnston, F. E., & Hallock, R. J. (1994). Physical growth, nutritional status, and dietary intake of African-American middle school students from Philadelphia . American Journal of Human Biology, 6, 741-747 .[CrossRef]
- Provost’s Council on Undergraduate Education. (1995, May). The 21st century Penn undergraduate experience: Phase one. University of Pennsylvania Almanac Supplement, S-1–S-4.
- Sanday, S. R. (1998, December 3). "Opening statement: Defining public interest anthropology". URL: http://www.sus.upenn.edu/~psanday.99.html
- Schulman, L. (1997). Professing the liberal arts. In R. Orrill (Ed.), Education and democracy: Re-imagining liberal learning in America. New York: Cambridge University Press .
- University of Pennsylvania. (1996). Annual report 1994-1995. Philadelphia: University of Pennsylvania (pp. 1-11).
- Whyte, W. F. (Ed.). (1991). Participatory action research. Newbury Park, CA: Sage .
- Whyte, W. F., & Whyte, K. K. (1984). Learning from the field: A guide from experience. Newbury Park, CA: Sage .
- Whyte, W. F., & Whyte, K. K. (1991). Making Mondragón: The growth and dynamics of the worker cooperative complex (2nd ed.). Ithaca, NY: ILR Press .
Nonprofit and Voluntary Sector Quarterly, Vol. 29, No. 1,
24-45 (2000)
DOI: 10.1177/0899764000291003
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
|
|
