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Community Education An Overview Sciencedirect Topics

Leo Migdal
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community education an overview sciencedirect topics

The article explores the historical development of ideas in community education and their influence on contemporary lifelong learning practices. Community education combines formal and informal approaches to foster social cohesion, democratic values, and sustainable development, based on principles of participation, local relevance, and connecting individuals with their environment. The article focuses on the analysis of key community education models, including Danish folk high schools, the American community school movement, British village colleges, and French sociocultural animation. Grundtvig's philosophy of "schools for life" in Denmark emphasizes individual cultural and personal growth in a democratic context, while American community schools, founded during the Great Depression, integrate social justice and local problem-solving. In Britain, village colleges connected education with the everyday life of communities, while French socio-cultural animation links education with cultural empowerment. The article also provides insight into Freire's critical pedagogy and Dolci's maieutic method as examples of emancipatory approaches that promote collective reflection and social transformation through dialogue.

The author concludes that community education transcends traditional educational models by encouraging active participation, social justice, and sustainable development. This contribution enhances the understanding of key historical, cultural, and social influences shaping modern concepts of community education and raises questions about future possibilities for their development. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. In England, and many other countries, ‘community education’ has tended to be wrapped up with the idea of community schooling and especially the pioneering work of Henry Morris around village colleges. More recently, in the 1990s, there was a growth of interest in the related idea of full-service schooling and of ‘new community schools‘. With this came a deepening of community education theory and practice.

We can think about the theory and practice of community education as ‘education for community within community’. In other words, something called ‘community‘ is not just the ‘place’ in which education occurs, fostering community is also a central concern. he process of becoming part of an existing social network in order to encourage learning is sometimes labelled as informal education in UK discussions or as community education. For example, some time ago CeVe (Scotland) defined community education as: ..a process designed to enrich the lives of individuals and groups by engaging with people living within a geographical area, or sharing a common interest, to develop voluntarily a range of learning, action and... (CeVe 1990: 2)

However, this particular definition of community education did not put ‘education for community’ at the centre of the work. It is perhaps closer to the idea of education or learning in the community. In numerous polls and surveys, Americans identify education as one of the leading domestic challenges of the twenty-first century. Specifically, the challenge is not just to reform public schools but also to achieve the goal of academic success for all students. Many educational experts agree that reaching that goal will require increased cooperation among the schools themselves and a new kind of collaboration with the families and communities served by the schools. Community education offers a structured, effective way to respond to the challenge to improve public education because it expands the school's traditional role and creates a mutually interdependent relationship among home, school, and community.

Community education has three basic components–lifelong learning opportunities, community involvement in schools, and efficient use of resources–and is based on a set of ten broad principles: The current lack of confidence in public education has been more pervasive and prolonged than the crisis in confidence that followed the launch of Sputnik in 1957 by the Soviet Union. Community education has become the approach of choice of many educators who are determined to improve the public confidence in schools and to build partnerships in support of public education. Community education is a way of looking at public education as a total community enterprise. A community education program is a comprehensive and coordinated plan for providing educational, recreational, social, and cultural services for all people in the community. The following strategies provide a framework for developing such a program.

The strategies have overlapping characteristics and functions, but taken together, they outline a comprehensive action plan. Strategy 1. Encourage increased use of community resources and volunteers to augment the basic educational program. Every community has human, physical, and financial resources that can be used to enrich and expand traditional education programs. Community resources and volunteers have been used to expand curricular options, conduct field and study trips, offer various kinds of tutoring, sponsor student-based enterprises, and support experiential learning.

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