By Stephanie Y. Evans

Looks at town-grown relationships with a spotlight on African Americans.

This publication discusses race and its roles in university-community partnerships. The individuals take a collaborative, interdisciplinary, and multiregional strategy that permits scholars, supplier employees, neighborhood ingredients, college, and campus directors a chance to mirror on and redefine what influence African American identity—in the academy and within the community—has on a number of varieties of neighborhood engagement. From historical strategies of “race uplift” to modern debates approximately racialized perceptions of want, they argue that African American id performs an important position. In representing most sensible practices, strategies, own perception, and trained warnings approximately construction sustainable and collectively invaluable relationships, the participants offer a cogent platform from which to inspire the tough and much-needed inclusion of race in dialogues of nationwide carrier and neighborhood engagement.

“[African americans and neighborhood Engagement in greater Education’s] stability of concept and perform, in addition to historic and modern contexts, grants instruments for attaining cultural competency in neighborhood carrier in any self-discipline, via informing the transition from ‘doing’ to ‘being’ neighborhood service.” — educating Theology and Religion

“This booklet validates the African proverb ‘it takes a village to elevate a child.’ the themes are correct at the mark and spotlight the advantages of service-learning as an tool of person and neighborhood involvement and empowerment.” — Festus E. Obiakor, coeditor of Culturally Responsive Literacy Instruction

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Extra info for African Americans and Community Engagement in Higher Education: Community Service, Service-learning, and Community-based Research

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8 My personal experiences show that health disparities exist because of decreased access to care, diminished quality care, and diminished resources availability for African American patients. This further underscores the need for preventative care and health education in the African American community. The university–community commitment began several years ago, with the realization of a physical structure about eleven years ago. The interdisciplinary model for the practice was created by leaders within the community and the academic center.

Book Outline and Race-Centered Scholarship This book is divided into three sections: Community Service, Community Service-Learning, and Community-Based Research. Each section contains unique chapters with a brief introduction that addresses salient issues present in each type of community relationship. In part 1, “Community Service, Volunteerism, and Engagement,” author discussions include the following: examples of an extension of Black Arts Movement legacies between a Black Studies department and a New York community art center (chapter 1); how race impacts community health and family medicine practitioners who work with African American rural communities in Florida (chapter 2); mentor motivations, attitudes, and experiences in low-performing urban Florida schools (chapter 3); and dimensions of prejudice in North Carolina university/community relationships (and often stark White–Black dichotomies) in service programs (chapter 4).

Institutional Culture and Transformational Change,” in A Field Guide to Academic Leadership, ed. R. Diamond (San Francisco, CA: Jossey-Bass, 2002), 59–74. 5. D. E. Giles and N. ,” Michigan Journal of Community Service-Learning, special issue, 2000. 6. R. J. , Building Community Capacity (New York: Aldine De Gruyter, 2001); S. H. Leiderman, Guide to Collaboration: Lessons from the Children First Initiative (Philadelphia, PA: Center for Assessment and Policy Development, 2001). 7. Dewey, Democracy and Education.

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