Involving community partners across syllabus design makes partnerships sustainable

Evidence

I now meet with community partners before, during, and after the design of the course syllabus in order to gain insight and feedback on their collaboration with the communityengaged learning experiences. This has encouraged community partnerships to be more sustainable and beneficial, which works to maintain consistent and genuine relationships through each passing semester. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 362

I am currently developing more reciprocal and purposeful community partnerships for the social studies methods course. I now meet with community partners before, during, and after the design of the course syllabus in order to gain insight and feedback on their collaboration with the communityengaged learning experiences. This has encouraged community partnerships to be more sustainable and beneficial, which works to maintain consistent and genuine relationships through each passing semester. I am very transparent with TCs in the development of such community partnerships in order to demonstrate the flexibility and intention that are necessary for ­communitybased pedagogies to flourish. In turn, TCs gain valuable insight as how to nurture community partnerships for their own classrooms. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 362

Categorization

• SEED: Concrete method detail for a piece on how reciprocity in course design keeps service-learning partnerships alive across semesters.
• corroborated: 2 independent passages support this claim — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 362
• XREF: connects to: Community-based teacher education operationalizes Freire’s pedagogy for future educators — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 366; Effective place-based education runs on community partnerships and genuine student projects. — David Sobel, Place-Based Education: Connecting…, 13; Community mentors can be woven into cross-curricular project-based learning for young students — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 355 (+1 more)