دورية أكاديمية
Being in Community: A Food Security Themed Approach to Public Scholarship
| العنوان: | Being in Community: A Food Security Themed Approach to Public Scholarship |
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| اللغة: | English |
| المؤلفون: | Harrison, Barbara, Nelson, Connie, Stroink, Mirella |
| المصدر: | Journal of Public Scholarship in Higher Education. 2013 3:91-110. |
| الإتاحة: | Missouri Campus Compact, Missouri State University. 901 S. National Avenue, Springfield, MO 65897; Tel: 417-836-3104; Fax: 417-836-3105; -e-mail: jpshe@missouristateledu; Web site: http://jpshe.missouristate.edu |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2013 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Food Service, Food, National Security, Service Learning, Interdisciplinary Approach, Partnerships in Education, Student Participation, Teacher Participation, Community Education, Community Needs, Research Projects, Models, Educational Cooperation, Learning Experience, Scholarship, School Community Programs, School Community Relationship, Community Organizations, Higher Education |
| مصطلحات جغرافية: | Canada |
| تدمد: | 2159-9823 |
| مستخلص: | For six years the Food Security Research Network at Lakehead University, Canada, has been engaged in an interdisciplinary theme-based service-learning initiative focusing on food security. Informed by complexity theory, the contextual fluidity partnership model brings community partners, students, and faculty into a nexus through which new knowledge focused on addressing food security can emerge. This approach to public scholarship diminishes boundaries in the location and forms of knowledge, opening up space for community knowledge to be a genuine part of the knowledge mix. For the last six years we have blurred the lines between community (public, private, and social sectors), students, and academics to create an "in community" focus to service-learning. This article highlights how the themed approach to service-learning using a contextual fluidity partnership model impacts faculty members and their involvement in public scholarship, and leads to innovation and new knowledge that is grounded in place and context. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2016 |
| رقم الأكسشن: | EJ1120258 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2159-9823 |
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