Document Type
Article
Publication Date
Winter 2012
Abstract
Consider academics who are committed to learning, teaching, and ongoing interaction with communities beyond the university, and who are simultaneously not satisfied with the learning opportunities for children in their community schools. What roles might they play in their local community? One answer, made compelling by contemporary models in practice, involves institution building—specifically, the co-construction and operation of critically engaged, action-oriented research groups to address challenges facing students, families, and schools. Examples include CREATE at The University of California at San Diego (Mehan 2008), The Cesar E. Chavez Institute at San Francisco State (Duncan-Andrade and Morrell 2008), The Llano Grande Center for Research and Development (Guajardo et al. 2008), and the Lastinger Center for Learning at the University of Florida. All interweave work in academia, schools, and communities to collaboratively impact students; all strive for the transformation of schools and neighborhoods into communities of learning that serve all students well, regardless of racial, socio-economic or regional background. The Institute for Community, University, and School Partnerships (ICUSP) was founded in 2006 with similar hopes for educational and community transformation. We connect graduate teaching, academic research, and service in our communities to develop, implement, and support the research programs and practices that positively impact students.
Recommended Citation
Kasun, G. Sue, "Dreaming in Context: Micro- and Structural Transformations in an age of Standardized Testing" (2012). Teacher Education and Leadership Faculty Publications. Paper 1400.
https://digitalcommons.usu.edu/teal_facpub/1400
