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Extractivism is so often characterized as resource extractivism - the exploitation of a community's natural resources for economic gain. However, when we think about the relationships between community and university, there are many ways in which the university can take out of the community or benefit to an extent that extracts human, capital, and natural resources. I contend that some of the university-community engagement work that has been done in the last 20 years replicates colonial structures in ways that have harmed communities under the well-intentioned guise of service-learning, community-based learning, or "development." Drawing on Du Bois (1947) and on Riofrancos' (2020) work on colonialism and extractivism, this paper will explore the role of the university as both a transformer and oppressor through global learning. I will explore the promise and pitfalls for these engaged pedagogies, and propose pathways to avoiding unjust, extractive practices in the pursuit of learning and student development. I will end with recommendations for just, equitable, and critical community-based global learning and some promising examples.

Through a multistakeholder partnership, this research aims to catalyze the development of a blue economy corridor (BEC) through community-based asset mapping in the eastern portion of the Tar-Pamlico River Basin in North Carolina, a geographic area predominated by physically and culturally rural landscapes. Underpinned by appreciative inquiry, this project aims to counter a deficit model of community development in this portion of eastern North Carolina by increasing awareness of quality of life assets that communities currently possess and may leverage for sustainable economic, environmental, and social development through their inclusion in a digital interactive map freely available to the public.

This study identified custodial grandparents' perception of sources of stress that may affect their health and better understand their needs. Findings from this qualitative study are based on thematic analysis of interviews with 10 custodial grandparents. The following themes emerged: (1) grandparents' stress from perceived lack of readiness to care for grandchildren; (2) need for effective communication between and among family members; (3) sufficiency of financial and legal resources; (4) access to community resources, and (5) raising grandchildren reenergizes and revitalizes grandparents' physical and mental health. These findings provide insight into the stressful aspects of the role of raising grandchildren. Understanding stressors affecting custodial grandparents and their grandchildren will help school nurses, social workers, teachers, school administrators and other professionals collaborate to address their challenges.

Middle Grades teacher candidates participated in a "field trip" in an Integrated Reading course to model best practices in culturally responsive teaching. The college students visited their downtown city including a regional art museum and memorial sculpture garden commemorating local Black history to experience and contemplate possibilities for literacy integration in their pedagogy. Teacher candidates were encouraged to explore and understand community culture, history, and assets with respect to their future students' lives, identities, interests, and experiences, and how these considerations should motivate their instructional decision making with literacy applications. A follow-up discussion was facilitated by the course professor along with a final project and presentation to combine key takeaways from the field trip with the coursework objectives. Recommendations are made for both middle grades teachers and teacher educators on opportunities for leveraging community assets with culturally relevant pedagogy and literacy integration as combined lenses for middle grades best practice.

It is estimated that 1.6 billion students were displaced from the traditional school building in 2020 due to the COVID-19 pandemic (UN, 2022; IMF, 2020). While the drastic change in how society normally functions was a shock for everyone, children and historically marginalized people suffered disproportionately severe impacts (GHO, 2022; UNESCO, 2020). Superintendents played a pivotal role in ensuring that students could continue to learn remotely until the end of the school year. Without the safety net of the school building, a focus on equity was crucial, as those already negatively affected by the status quo were faced with additional burdens. The purpose of the current study was to understand female superintendents' experiences with ensuring equity at the beginning of the pandemic. The researcher found that superintendents leaned on utilizing effective messaging, ensuring access and opportunities to school sponsored programs, leveraging community resources and support, and addressing resistance to changes. The strategies they employed helped them continue the focus on ensuring every family was well situated during the break in school and when schools reopened. This information can be used to inform new practices and policies that will support equity through future school interruptions or traumatic events. Inevitably, this includes ensuring that the culture of the district is aligned with its values and addressing the parts of the system that do not work for all students (Mitchell, 2021).

With the rise of COVID-19 and growing awareness of racial injustice, the last few years have been exceptionally tumultuous for our systems of education and their stakeholders. But scholars critical of traditional paradigms of schooling and accountability have argued that these crises kindle opportunities for profound change. Gloria Ladson-Billings, who has long argued for an approach to education that embraces cultural and epistemological diversity, has called for a "hard re-set" in education and has urged stakeholders to fundamentally reconsider the kind of human beings we want to nurture. With a reset in mind, we have turned our attention to studying out-of-school-time (OST) arts learning environments. The arts--dance, theater, music, the visual arts, and the digital and design arts--offer us a way to reimagine what good learning and teaching look like and how to design learning environments that work for all young people, and perhaps particularly for our most vulnerable youth. In this article, we draw on findings from our national critical qualitative study of out-of-school time community youth arts organizations. We offer policy recommendations for arts education and school improvement in four major categories: (1) Focus on youth and community assets; (2) Expand beyond a program-centric model of funding and design; (3) Support creative professionals; (4) Rethink the design and implementation of assessment systems. Within each category, we make recommendations specific to the various stakeholders who affect arts education policy--arts education leadership, funders and policy makers, and researchers.

The philosophy of full-service community schools (FSCS) is increasingly infused into the ethos of schools across the nation in Black and Brown communities with purported goals to engage families and address the multifaceted disparities they experience in schools and communities. Limited research explores the experiences of Black families within contemporary FSCSs. This qualitative critical case study centers the perspectives of parents, district and school staff, and community partners and highlights how the disregard of and inequitable resource access persist for Black families.

Digital disparities have been a concern among different communities across the U.S. The lack of an integrated approach to evaluate digital connectivity limits our understanding of where and what the differences are to address digital equity. This research utilized broadband internet open data and other government datasets to evaluate the status of digital connectivity across the U.S. where K-12 schools and public libraries are located. This work is funded by the University of North Texas Libraries' Dean's Innovation Grant (DIG) 2021-2022 award. The research data and products are open for others to use and replicate.

Collaboration is an essential practice linked to improved postschool outcomes of youth with disabilities and many school systems depend on special educators to broker this collaboration and engage meaningful partners throughout the transition planning process. Community asset mapping is a strategy for locating and leveraging resources and is rooted in the idea that community resources (e.g., people, programs, providers) can be activated to gain access to information, advice, and assistance that can improve personal outcomes. This article describes Mapping Assets for Postschool Success (MAPS), an innovative five-step approach that leverages Google My Maps for digital asset mapping that could support the transition to adulthood. The article focuses on the process of developing base maps, which is the prerequisite to developing personalized maps for students, and discusses strategies for practitioners to utilize the base map as part of ongoing efforts to empower youth and families with knowledge about resources and opportunities during the transition planning process.

Due to a lack of research on sexual consent in sexual minority communities, we know little about how and what individuals who identify as lesbian, gay, or bisexual (LGB) learn about consent. To this end, a convenience sample of 25 LGB adults (N = 25) was interviewed about the factors that have shaped their perceptions and approaches to sexual consent. Data was analyzed using a constant comparative approach wherein data was collected and analyzed simultaneously. Participants identified interpersonal resources, such as past partners, friends, and family, as influential in their views of consent. They also described the lack of inclusive sexual health resources and inadequacies in school-based sexual education as obstacles in the learning process.

This study examines Chinese immigrant parents' educational involvement beliefs and practices during their children's transition to kindergarten in the United States. Interviews were conducted with 10 Chinese immigrant parents in an area with a small Chinese population and limited ethnic resources. Three main themes emerged. First, limited English proficiency and inadequate knowledge of the American educational system are barriers to parental involvement. Specifically, although parents acknowledged the importance of family-school partnerships, they were not confident interacting with teachers or local parents. Parents expressed concerns that their limited English skills would adversely impact their children's academic and mental development. Additionally, parents explained reasons for having high educational expectations for their children, given the unequal educational opportunities for immigrant students. Second, Chinese immigrant parents endeavored to understand the American educational system, and they adjusted their beliefs and practices by comparing American and Chinese schools and volunteering in the school. Third, Chinese immigrant parents navigated ethnic resources by building a collaborative ethnic community and creating parent support groups on social media. This study highlights that although immigrant background restricted Chinese immigrant parents' educational involvement, they were keenly aware of the importance of parental involvement in supporting their children's kindergarten transition and actively adjusted their educational involvement beliefs and practices.

Action researchers are empowered because they carry out research "with" rather than "on" participants. Likewise, the Tanzanian government has been attempting to devolve power to the people since independence. The latest efforts started in the 1980s and focused on the devolution of power from central government to the people through local governments. The uniqueness of the decentralization process and the associated reforms in the country have attracted some scholarly attention, with researchers asserting that the existing model of local government, famously known as Decentralization by Devolution (D-by-D), has considerable potential. However, past research on decentralization has generally been disempowering. Using Action Research (AR), this study aimed to explore strategies to empower local marginalized communities, as co-researchers, to identify key local challenges in accessing public resources, notably water, and enable them to take initial steps towards addressing them through existing local government structures. The application of AR suggests that Tanzania has strong local government structures that can accommodate the participation of marginalized communities in the management of water and other public resources. Nevertheless, local communities need to be empowered through participatory approaches to best interact with the local government structures and ensure accountability in the management of such resources.

This study sought to investigate the impact of an English as a second language methodology course in which we asked pre-service teachers (PSTs) to visit the communities served by their field placement schools for their mentored teaching practices in a linguistic community walk project. We aimed to understand the impact of a linguistic community walk project on PSTs' understanding of the existing disparities in access to community resources for people from different linguistic backgrounds, and how this experience impacts their pedagogical orientations to support the teaching and learning of emergent multilingual learners. Drawing on the theory of critical multilingual language awareness, we observed the impact of the linguistic community walk project on PSTs' language ideologies and envisioned pedagogy. Findings suggest that PSTs' involvement in the project heightened their awareness of the importance of utilization of authentic and culturally relevant materials and resources in their classrooms. Additionally, the project helped PSTs move away from monolingual ideologies by critically reflecting on the marginalization of minoritized communities in community spaces, indicating a wider potential of the approach for teacher education programs.

Social media is an important part of all of our lives. However, there is no requirement for students in Manitoba to receive formalized education in regards to social media and its usage in the K-12 Canadian curriculum instruction. Such formalized education is extremely important for adolescents to understand the multiple facets of social media usage and engagement. These facets include and are not limited to exploring both the risks and the advantages associated with social media usage, consistent classroom programming with multiple members of the school team (guidance counsellor, school social worker and school psychologist), access to community resources, and management of social media to navigate their life online. When adolescents are safe online, they can use social media as an important tool to enhance their lives.

This case study provides an overview as to how two faculty members co-taught an asynchronous online course with a service-learning component during the COVID-19 global pandemic. Within this paper, the authors recount the adjustments that were made in order to accommodate an online teaching modality while maintaining their commitment to service learning.

Inclusion is central to work in early intervention and early childhood special education (EI/ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early Childhood [DEC], 2014). Inclusion, according to the joint statement of the DEC and the National Association for the Education of Young Children (2009), means that each and every child, regardless of their abilities or disabilities, as well as their family have the right to be accepted and respected as valued full members of their communities and participate in a broad range of activities, including educational and recreational settings. The expected outcomes of ensuring equitable access to this broad range of activities and settings for children and their families are a sense of belonging and membership, positive social relationships, and development and learning to reach their full potential. To achieve the outcome of equitable access and active participation, engagement, learning, and development, a variety of intentional supports need to be considered that are designed around the individual needs and priorities of the child and their family. The purpose of this article is to describe a process grounded in a family-centered, strength-based, capacity-building approach to guide professionals in partnering with families for successful community inclusion. To implement the process, the first task is to develop a shared understanding of the family's concerns, resources, and priorities. The second task then for the professional and family is to jointly identify outcomes and develop a plan for achieving the outcomes. The authors propose the use of two tools (i.e., Ecomaps and Routines-based Interview [RBI]) and describe how they may be used together to implement the process. They begin by briefly describing each tool and how they work together. This is followed by a detailed description to guide implementation of the process through three phases--developing an Ecomap, conducting an RBI, and identifying outcomes and potential solutions.

Objective: To learn about the challenges, policies, and needed resources to serve people with intellectual disability and protect staff during the COVID-19 pandemic. From the perspective of intellectual disability service providers. Methods: We conducted in-depth qualitative interviews with 16 intellectual disability organization administrators throughout Illinois, USA from November 2020 through February 2021. We coded and analyzed the data using thematic analysis. Results: Three major themes emerged: (1) COVID-19 caused considerable challenges to people with intellectual disability and staff and service providers, (2) intellectual disability organizations reinvented service provisions in response to COVID-19 challenges, and (3) the interrelatedness of intellectual disability organizations, public policies, and community entities became evident. Conclusions: Exhibiting responsiveness to needs and developing innovative solutions were strategies championed by intellectual disability organizations during the pandemic. Fostering collaboration with community entities may assist these organizations in navigating pandemic challenges and developing resilient infrastructure for future environmental threats.

Ambassadors for Biodiversity (EmBio) is an ocean literacy research project that contributes to the improvement of literacy on marine and coastal biodiversity, namely encompassing the areas covered by the Natura 2000 Network, by promoting coastal and oceanic resources conservation and natural and cultural values preservation of the Portuguese western Atlantic coast. This project directly promotes the achievement of the Sustainable Development Goals (SDGs) and the implementation of 2030 Agenda developed by the United Nations and adopted by most countries in the world, which define the priorities and aspirations for global sustainable development until the year of 2030, mobilizing a world-wide effort to meet a common set of goals and objectives. This paper contributes to understanding how ocean literacy, and specifically the EmBio research project, fits into the international agenda for sustainable development and the SDGs and its targets. Through an analysis and a comparison between the project EmBio and the SDGs, it was possible to identify connections on 11 out of 17 goals and 31 out of 169 targets, with a special emphasis on the SDG 14--Life Below Water. The results highlight the relevance of this project and, especially, ocean literacy for the accomplishment of the SDGs.

The purposes of this research were to study and compare knowledge about Khok Hin Lad community forest, environmental ethics, and environmental volunteers from learning activities of undergraduate students before and after activities, to study and compare knowledge about Khok Hin Lad community forest, environmental ethics, and environmental volunteers of undergraduate students with different gender and GPAs. The sample used in the research was 99 second-year undergraduate students in Environmental Education, Faculty of Environment and Resource Studies, Mahasarakham University, which are derived from purposive sampling. The research instruments were a manual of environmental learning activities in Khok Hin Lad community forest by using area-based learning, knowledge test about Khok Hin Lad Community Forest, Environmental ethics test, and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation. And hypothesis testing using t-test, F-test (One-Way MANOVA, One-Way MANCOVA, and Univariate Test). The study found that: (1) The student's knowledge average score of Khok Hin Lad community forest, environmental ethics, and environmental volunteers after learning activities were higher than before the learning activities' statistical significance (p< 0.05). (2) There was no different knowledge of Khok Hin Lad community forest, environmental ethics, and environmental volunteers between students of different gender (p> 0.05). (3) There was no different knowledge of Khok Hin Lad community forest, environmental ethics, and environmental volunteers between students with different GPAs (p> 0. 05).

This research aims to examine 1) analytical thinking skills of pre-service teachers by using research-based learning (RBL) and community learning resources (CLR), and 2) satisfaction of learning activities among the pre-service teachers. The one-shot case study was implemented in the research design. The research sample included 3rd year Social Studies students of Faculty of Education Khon Kaen University, (n =35). Research tools included 4 sets of a lesson plan, an evaluation form of student's analytical thinking skills, and a satisfaction questionnaire. Descriptive statistics: Mean, Percentage, and Standard Deviation were applied to analyze the obtained data. Research results showed 1) positive development of analytical thinking skills of the students through RBL integrated with CLR. 28 students out of 35 students (80 percent) passed the test with an average score of 20.46 (75.79 percent). 2) Pre-service teachers had overall satisfaction in RBL integrated with CLR at a high level ([x-bar]= 3.94, S.D. = 0.34).

The research aimed to study the context of area-based approach learning management and guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers in the learning center for Thai hill tribe communities in northern Thailand. The method of qualitative research was used. Purposive sampling was conducted to obtain key informants which were social studies teachers of the highland learning center, accounting for 285 people. This area is a development area of the royal project. Learning center for Thai hill tribe communities in northern Thailand have accessed to organize social studies teaching at the basic education level. The tools used in the research consisted of in-depth interviews and focus group discussion recording. Then, content analysis was conducted. From the research result, it was found that the context of area-based approach learning management for sustainable highland community resources management of social studies teachers consisted of: executing the process of area-based management by surveying and collecting village data to be used as knowledge in learning management for pre-school students and students of basic education and the illiterate; developing occupations for the interested group in communities; developing life skills by using the method of coordination with community leaders; building local networks; participating in meeting with the community; and exchanging information in order to inform people in the community of external exchanges. Regarding the use of area-based knowledge of social studies teachers, they have implemented the knowledge until this has brought about guidelines for promoting community resources management. For example, the community has participatory development plans. The community has networks of natural resources and environmental conservation and citizens have local conscience. Results of sustainable highland development are the fact that the community has strong power in conserving traditions, inheriting tribe cultures, establishing local herbal plants groups to take care of community health. Moreover, there are groups developing local products, building community declarations and regulations for living together in the community peacefully. The guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers consisted of 5 components which were FPCIL, namely (1) F: Facilitator, (2) P: Participatory assessment and planning, (3) C: Community capital value added, (4) I: Innovation of knowledge and (5) L: Lesson-learned.

International students bring rich and complex experiences to postsecondary education in the United States. Unfortunately, they too often encounter many challenges along their academic journeys. This article suggests that the practice of mentoring might be enhanced by deploying Yosso's theory of community cultural wealth as a way for faculty members to acknowledge, affirm, and appreciate the capital that international students bring to mentor-mentee relationships. Three forms of capital, in particular, are examined in relation to mentoring international students: aspirational, familial, and linguistic.

Social studies education constitutes a diverse aspect of the human ecosystem that needs external resources to enable effective tuition and learning in the classroom. Using external resources has been a significant challenge for Ghana's junior high school teachers. Given this, the study explored the integration of community resources in teaching social studies in a selected junior high school in the Adentan District in the Greater Accra Region of Ghana. It investigated the factors that militate against using community resources and assessed how these problems could be resolved. The study made use of the random sampling technique, with a sample size of forty (n = 40) students, a teacher (n = 1) and a principal (n = 1). The researchers employed questionnaires and interviews as instruments for gathering data. The expressive survey research design was used as the methodology for the reading. It was revealed that community resources were not efficiently utilised to teach social studies, although the respondents reported its enormous benefits in the teaching-learning procedure. Again, the study identified some factors that impede the use of community resources in teaching social studies; over-reliance on textbooks, lack of means of transport, inflexible timetable, and lack of support and cooperation from parents and other stakeholders. Despite the challenges, we recommend that social studies teachers prioritise integrating community resources in coaching social studies to make it more pragmatic, relevant, and effective.

With more low-income children in the United States participating in center-based early childhood education programs than ever before, understanding the features of preschool classrooms that promote positive and equitable outcomes for children is of increasing concern to education researchers. Relatively little empirical work, however, has considered the role that characteristics outside of preschool walls might play in shaping low-income children's learning and development early in life. This study uses novel administrative data to characterize the institutional resources, indicators of social organization, and structural determinants of development for the neighborhoods surrounding 195 preschools across nine U.S. cities. Using latent profile analysis, preschool neighborhoods were grouped into four profiles reflecting different combinations of community characteristics. These neighborhood profiles predicted low-income preschoolers' (N = 1,230; M age = 4.18 years) language/literacy, executive function, and approaches to learning at the end of the 2009 or 2010 academic year, with particularly positive outcomes in communities characterized by high physical disorder and unaffordability, as well as in those marked by high community resources and physical order and low residential mobility. Findings highlight the multidimensional realities of low-income children's preschool community environments and offer new directions for characterizing educational contexts.

Community gardens offer valuable educational and social benefits, contributing to enhanced environmental learning and community building. To expand these opportunities and support community gardens' objectives, we emphasize the necessity of establishing specific structures that facilitate gardeners' practices. Investigating a Korean community as a case study, we identify the ways in which certain structures afford and limit learning opportunities and community building, shedding light on the role structures can play in the field of the community garden. Our analysis illustrates the importance of understanding the dynamic relationship between gardening practices and supporting structures. By doing so, garden participants and policymakers can more intentionally activate opportunities to learn about the environment and to build community. Our research aims to examine structures that afford and limit practices as a means of providing a valuable lens to guide community gardening program designers and policymakers in achieving the goals of promoting environmental learning and community building.

Students who have significant disabilities have the same aspirations as their non-disabled peers: living productive, enriched, and self-determined lives. Adolescent-to-adulthood transition services have the potential to help position students with disabilities to obtain the best possible outcomes, thereby helping them lead full and included adult lives. It is vital that school and community-based support professionals act in concert with students with significant disabilities and their families to develop and implement successful transition services. This article discusses how partnerships across disciplines can help position students with disabilities for the best possible outcomes during the crucial period of their transition from the United States secondary school setting to adulthood. Perspectives and suggestions are presented for working collaboratively across fields to ensure successful transitions within the scope of practice of each professional area.

The purpose of this article is to describe the formation of Miang resource management of the highland communities in the Upper Northern Thailand through design-based learning which is the mechanism to learning the management of the communities' resource for self-reliance derived from the solid and strong foundation of the communities. The method utilized in the quality research, collecting the information from the documentary study, participatory and non-participatory observation, and the deep interview with the community philosopher, and the data is analyzed by using the content analysis method. The research found that most of the highland communities in the Upper Northern Thailand located at the west of Phi Pan Nam Mountains have a lifestyle that connects with the participatory Miang resource management, have wisdom which is the innovation of design-based learning for self-reliance of the communities through the accumulating and the transfer of the knowledge from generation to a generation called "Miang Culture" which is created from the systematic design-based learning process through the wisely utilization of Miang resource existing in the community, and to cause the maximum sustainability based on the participation of the community without causing the trouble or breaching other's right.

Young children birth to 6-years of age and their families were each studied for 6 months to identify the everyday family and community activities that were sources of informal everyday learning opportunities. The participants included 115 children with identified disabilities or developmental delays and 91 children without disabilities or delays. Including children with and without disabilities or delays permitted an assessment of similarities and differences in patterns of participation in everyday activities. The investigation was conducted at 14 research sites in eight states to insure geographic, economic, racial, and ethnic diversity. This involved in-vivo observations, interviews of the children's parents or other primary caregivers, collection of artifactual evidence, and other sources of information to identify the make-up of each child's everyday learning opportunities. Results showed that both groups of children routinely participated in the same number of everyday family and community activities. The family activities afforded both groups of children the same number of learning opportunities. Children without disabilities or delays were afforded more learning opportunities in community activities compared to children with disabilities or delays. Descriptive analysis of the learning opportunities found that the children participated in a variety of informal environmental learning activities involving nature, animals, insects and bugs, water, plants, natural play structures, and soil (sand, dirt, etc.) in different learning places (forests, meadows, parks, playgrounds, etc.). Implications for practice are described.

Violence has been a prevalent issue within the African American community for the last two decades. This research study seeks to supplement the plethora of research around this area. Particularly, this study is concerned with what variables impact an individual's tendency to react violently within the African American community. Utilizing structural-functionalist ideology, the hypothesis being tested here is that the more relatives one has to call on for help if needed, and other related variables, the lower tendency that individual will have to violently react. The data was taken from The National Survey of American Life collected through a multi-stage sample design combined a 'core' national area probability sample of households and analyzed using multiple regression techniques. The study ended with confirming the hypothesis that as the number of relatives an individual can call for help increases, the tendency for the individual to react violently will decrease; with stipulations concerning the magnitude of impact. This research can be used to advocate for increased funding and support for family strengthening and other related organizations and programs that seek to curtail violent tendencies within the African American community.

Disability service providers are often critical sources of guidance for people with intellectual and developmental disabilities (IDD) and their families. This study examined the extent to which these professionals were familiar with community resources that could help support the inclusion of people with IDD in valued experiences and help meet pressing service needs for families. We surveyed 294 service providers about their familiarity with disability-related resources, their experiences trying to access needed information and resources for their work, and the sources of information they consider most helpful. The degree to which participants were familiar with community resources varied widely across professionals and topic areas. Moreover, more than half of providers indicated they are "sometimes" or "often" unable to find needed information or assistance related to serving people with disabilities. The most helpful sources of disability information were said to be internet searches, conferences or workshops, and local/state disability organizations. We address implications for policy, practice, and research aimed at strengthening the pathways through which information is disseminated to individuals with disabilities and their families.