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Academics in Action!A Model for Community-Engaged Research, Teaching, and Service$
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Sandra L. Barnes, Lauren Brinkley-Rubinstein, Bernadette Doykos, Nina C. Martin, and Alison McGuire

Print publication date: 2016

Print ISBN-13: 9780823268795

Published to Fordham Scholarship Online: May 2016

DOI: 10.5422/fordham/9780823268795.001.0001

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PRINTED FROM FORDHAM SCHOLARSHIP ONLINE (www.fordham.universitypressscholarship.com). (c) Copyright Fordham University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in FSO for personal use.date: 18 October 2019

John Dewey, Participatory Democracy, and University-Community Partnerships

John Dewey, Participatory Democracy, and University-Community Partnerships

Chapter:
(p.27) 1 John Dewey, Participatory Democracy, and University-Community Partnerships
Source:
Academics in Action!
Author(s):

Robert Innes

Leigh Gilchrist

Susan Friedman

Kristen Tompkins

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823268795.003.0002

The educational philosophy of John Dewey and the contemporary constructivist learning theories that have evolved from his pragmatist perspective provide a foundation for guiding efforts to introduce higher education reforms that harmonize the three global missions of the university: teaching and learning, research and scholarship, and service to communities and society. A broad principle of Dewey’s perspective is that useful knowledge is the unity of abstraction and application (i.e., praxis). Useful knowledge is constructed in communities of inquiry when learners in classrooms and participants in university-community partnerships engage in dialog to solve meaningful problems. Core concepts and practices consistent with pragmatism and constructivism are explored (e.g., participatory democracy, dialogic discourse, project-based learning, service learning, participatory research) in the context of efforts to enhance the quality of communication across cultural barriers in both the classroom and the community.

Keywords:   dialogic discourse, inquiry, participatory democracy, participatory research, problem-based learning, service learning, useful knowledge

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