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dc.contributor.authorChouhan, Jagdish
dc.contributor.authorHandsley, Stephen
dc.contributor.authorHerriot, Christopher
dc.contributor.authorMcGowan, Marilyn
dc.date.accessioned2020-05-21T08:27:19Z
dc.date.available2020-05-21T08:27:19Z
dc.date.issued2020-01-16
dc.identifier.citationChouhan, J., Handsley, S., Herriot, C. and McGowan, M. (2020) Fostering Partnership Learning Communities: The Impact of Utilizing International Student Field Trips to Facilitate and Co-Create Pedagogic Community Collaborations. Peabody Journal of Education, 95(1), pp.101-113.en
dc.identifier.issn0161-956X
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/19631
dc.descriptionThe file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.en
dc.description.abstractThis article seeks to evaluate the impact of an International partnership, between De Montfort University (DMU), a UK based Higher Education (HE) institution, and Evans High School, a Community Partnership SchoolTM, located in the US state of Florida. Informed by the application of Maslow’s hierarchy of need, the success of Evans High School is illustrated in statistical reports conveyed by the school during DMU’s biannual study visits to the campus. The range of external providers has addressed many of the needs of students who otherwise would refrain from engaging in the learning process due to health, socio-economic, emotional, and cultural barriers. Thus, a disempowered, disadvantaged community has been encouraged to participate in their children’s education. The study visit has furnished ample evidence of the efficacy of the methodologies employed in this partnership initiative. However, the authors contend this success could be further enhanced by extending the partnership to embrace the approach and techniques of informal education, effectively utilised by Hope Community Centre in Apopka, especially in their “Sin Fronteras” project. This approach could be of significant benefit in building self-esteem and self-confidence in Evans’ students, enhancing extra-curricular activities, whilst delivering a co-created curriculum in a fun and engaging manner, drawing those at risk of marginalisation, academic failure, or under-achievement back into the mainstream. This utilisation of Freirean informal education praxis, based around empowering students, would prepare students for a post-school environment which lacks the meritocratic opportunities they may have been socialised to expect, whilst extending Evans’ impact far beyond the parameters of educational attainment.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.subjectCommunity Schoolsen
dc.subjectInternational Partnershipsen
dc.subjectInformal Educationen
dc.subjectCo-created Curriculaen
dc.titleFostering Partnership Learning Communities: The Impact of Utilising International Student Field Trips to Facilitate and Co-Create Pedagogic Community Collaborationsen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.1080/0161956x.2019.1702418
dc.peerreviewedYesen
dc.funderNo external funderen
dc.cclicenceCC-BY-NCen
dc.date.acceptance2019-12-07
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen
dc.exception.ref2021codes252ben


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