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Promoting Educative Antiracism Dialogue and Activism through Community Engagement

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Bibliographic Details
Title: Promoting Educative Antiracism Dialogue and Activism through Community Engagement
Language: English
Authors: Greg Bartley, Danielle Ligocki, Robert A. Martin, Chaunda L. Scott
Source: Journal of Community Engagement and Higher Education. 2025 17(2):124-131.
Availability: Journal of Community Engagement and Higher Education. Tirey Hall Room 132 A, Indiana State University, Terre Haute, IN 47809. Web site: https://jcehe.indianastate.edu/index.php/joce
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Racism, Activism, Community Involvement, School Community Relationship, School Community Programs, Communities of Practice, Partnerships in Education, Critical Race Theory, Diversity (Faculty), Program Evaluation
Geographic Terms: Michigan
ISSN: 1934-5283
Abstract: This article highlights lessons learned from bringing together antiracist/activist faculty representing the Initiative to Eradicate Racism at Oakland University and community members from the Pontiac Collective Impact Partnership. We use Byrd and Scott's (2010) Critical Racism Pedagogy Model as a lens to understand how university/community partners can discuss social issues in productive and engaging ways. Specifically, this partnership demonstrates how faculty and communities can work collaboratively to create communities of practice with parallel antiracism/activist goals.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484365
Database: ERIC
Description
Abstract:This article highlights lessons learned from bringing together antiracist/activist faculty representing the Initiative to Eradicate Racism at Oakland University and community members from the Pontiac Collective Impact Partnership. We use Byrd and Scott's (2010) Critical Racism Pedagogy Model as a lens to understand how university/community partners can discuss social issues in productive and engaging ways. Specifically, this partnership demonstrates how faculty and communities can work collaboratively to create communities of practice with parallel antiracism/activist goals.
ISSN:1934-5283