Community-based Learning Projects are teaching and learning opportunities at a university which also benefit from diverse neighborhoods as classroom settings , if created with community input. Partnerships with community leaders can promote the creation of cross-sector community collaboratives ( Strohschen, 2014 ) to authentically identify social concerns and design contextually relevant education solutions. This concept adheres to the values expressed through the ABCD-based practices for community development (McKnight & Kretzmann, 1996 AU29: The in-text citation "McKnight & Kretzmann, 1996" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; McKnight, & Block, 2010 AU30: The in-text citation "McKnight, & Block, 2010" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) and Emancipatory Education (Freire, 1970 AU31: The in-text citation "Freire, 1970" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Toward the Freedom of the Human Spirit: Re-Searching and the Role of Leadership and Education
Gabriele Strohschen (DePaul University, USA)
Copyright: © 2022
|Pages: 17
DOI: 10.4018/978-1-6684-4144-2.ch015
Abstract
These days, educators in academia are simply no longer the only knowledge producers and disseminators. Yet, as political, social, economic, ecological, and technological structures are changing, educational leadership is called upon to ready adults for global challenges. The 21st century knowledge society requires leadership with appropriate traits and skills: emotional intelligence; spirituality; finely honed facilitation of learning within cross-cultural, cross-sector, and inter-disciplinary settings; and a willingness toward a praxis of partnering. In this chapter, the author explores the interdependence of the multi-dimensional roles of education, educational leadership, and research. Examined within collaborative and contextual paradigms, she suggests research to become a re-searching to align the purpose of education institutions and the role of educators to empowerment of people by freeing the human spirit in service of creating a sustainable world with critically thoughtful human beings.