Toward Community-Based Learning contends that the ideal school offers the opportunity to understand reality in a way that connects teaching and education with conditions in the surrounding community and the student’s life and concerns. This view holds that problem solving requires an understanding and awareness of the whole, which can be achieved through direct activities. In this manner, learning is linked to its natural context, with ideal instruction being actively problem-oriented, holistic, and life-centered.
This thought-provoking volume offers an essential and comprehensive picture of community-based learning in the field of education. The book deals with the history of community-based learning as well as its present applications, including its global successes and difficulties. The authors provide numerous pedagogical approaches that are designed to meet the challenges of contemporary education. They show how learning is connected with authentic community environments in which students can gain new understandings through solving emerging problems. They also demonstrate how teachers can make learning more functional and holistic so that students have the ability to work in new situations within the complex world around them. School-specific descriptions reveal how teachers and their students have implemented community-based projects in the U.S.A., India, and China at different times.
Contributors are: Thomas L. Alsbury, Mary Ewans, Linda Hargreaves, Susan K. Johnsen, Eija Kimonen, Susan Kobashigawa, Karon N. LeCompte, Suzanne M. Nesmith, Raimo Nevalainen, and Lakia M. Scott.
Eija Kimonen, Ph.D. (2011), University of Jyväskylä, is Senior Researcher in the RICEI Project at that university. She has coedited and published books on reform pedagogics in the U.S.A. and India, including
Education and Society in Comparative Context (Sense Publishers, 2015).
Raimo Nevalainen, Ph.Lic. (1995), University of Jyväskylä, is Researcher in the RICEI Project at that university. He has coedited books on teacher education, including
Transforming Teachers' Work Globally (Sense Publishers, 2013) and
Reforming Teaching and Teacher Education (Sense Publishers, 2017).
Toward Community-Based Learning reveals how educators and communities are making education meaningful for students in cultures as diverse as the U.S.A., China, and India. The authors successfully combine international research with numerous examples of community-based learning in this essential volume for educators everywhere.” –
Linda Hargreaves, Cambridge University, U.K.
Linda Hargreaves Preface
Notes on Contributors
PART 1: Foundations for Community-Based Learning: An International View
1 Ideals for Community Engagement from the East and West
Eija Kimonen and Raimo Nevalainen
PART 2: The Research and Evolution of Community-Based Learning
2 Community-Based Learning: An Exploration from Philanthropy to Praxis
Thomas L. Alsbury, Suzan Kobashigawa and Mary Ewart 3 Community-Based Learning and Student Outcomes: What Research Reveals
Thomas L. Alsbury, Suzan Kobashigawa and Mary Ewart
PART 3: Community-Based Pedagogical Strategies with Students and for Educators
4 Community-Based Pedagogical Strategies with Students
Lakia M. Scott, Karon N. LeCompte, Suzanne M. Nesmith and Susan K. Johnsen 5 Connecting Learning to the Community: Pedagogical Strategies for Educators
Suzanne M. Nesmith, Lakia M. Scott, Karon N. LeCompte and Susan K. Johnsen
PART 4: Global Approaches for Community-Based Learning
6 Toward Learning in the Community: Insights from the u.s.a., India, and China
Eija Kimonen and Raimo Nevalainen
Eija Kimonen and Raimo Nevalainen Index
Anyone interested in the theory and practice of community-based learning, and those concerned with the changes in school–community relationships in the U.S.A., India, and China at different times.