Small rural schools have often been characterised as being at the heart of their communities. However, there is no clarity on what that means nor on the perceived meaning of 'community' within this context. The findings of the Small School Rural Community Study focused on the relationship between small rural schools and the communities they serve…

Feminist community-engaged scholars and practitioners value deep relationship building with their community partners, which can be challenging during periods of disruption. Increasingly, disruptions occur at multiple levels (e.g., pandemics, civil unrest, community/campus violence, partner staffing and leadership turnover, experiences of illness…

In the United States, many community college students--about 68 percent--enroll part-time, according to the National Center for Education Statistics. Unfortunately, graduation rates for part-time students are low. Only 19 percent of people who begin attending community college as part-time students graduate within six years, compared with 36…

Neighborhood change typically results in the displacement of families, which may lead to the closure of local schools. This qualitative case study will examine the North City School, which has persisted through neighborhood change. The research revealed one neighborhood school's policies and practices and told the story of how the school…

Numerous stereotypes of the veteran population miss the diverse backgrounds of veterans as a group, particularly that one quarter of known veterans are living in rural communities across the United States (VA, 2022). Despite the Federal focus on veteran rural health, there needs to be more literature available on veteran success in community…

This paper investigates the unexpected phenomenon that we call multiple documentational genesis, which occurred during a professional development program for in-service mathematics teachers, guided by researchers in mathematics education. It involves the proliferation of uncoordinated teaching materials created by teachers for their students based…

Pulling from a participatory action research project with human rights activists in Myanmar, this article builds on post-colonial, decolonial and third world feminist theories (Abu-Lughod, 2002; Mahrouse, 2014; Mohanty, 2003; Mutua, 2001; Said, 1993; Weissman, 2004) around inherent power imbalances in international human rights work by…

The COVID-19 pandemic set higher education institutions on an unprecedented path requiring of them to identify alternative strategies and implement various initiatives to sustain their academic projects. With the widespread devastation of the pandemic, the purpose of universities within their communities were again in the spotlight. A sensibility…

Rural schools have their own identity, influenced by the context in which they are immersed and their multigrade classroom structure. According to the United Nations' Sustainable Development Goals, educational institutions must ensure the preservation of the particularities of the environment by taking into account the territorial dimension as a…

Productive tensions with traditional academic practices develop within a graduate certificate program in community engagement at Tulane University. The program offers an alternative approach to traditional graduate education practices by fostering community, epistemic justice, and care for the whole person through sustained interdisciplinary and…

It is generally accepted by researchers, policy-makers and practitioners that progress in Indigenous education depends on working in partnership with Indigenous people, and that programs and services are best provided in partnership. The 2014-2016 Whole of Community Engagement initiative built a partnership of non-Indigenous researchers with…

In this collaboratively written article, we share what we have learned in our over decade-long partnership working across social and institutional boundaries, including: the right for students to be taught through a strength-based perspective; the necessity of communication between schools and communities; and insights into how educators can…

For over 2 decades, the Learning Community Program has impacted students at the Community College of Baltimore County (CCBC), with its emphasis on critical thinking, community, belonging, and student success. Faculty teaching this high-impact practice (HIP) not only implement an integrated curriculum in 2 paired courses representing different…

This paper builds upon insights from the workshop, "From Campus to Community: Implementing Trauma-Informed Care in Higher Education," presented at the 2024 Coalition of Urban and Metropolitan Universities (CUMU) conference. The workshop introduced participants to trauma-informed care principles and their application in higher education,…

Purpose: The purpose of this article is to synthesize the literature around Hispanic-Serving Institutions (HSIs), community colleges, and Latina/o/x community college students to propose practices specifically for community colleges that are officially designated HSIs or want to be more Latinx-serving. Argument: Utilizing the conceptual framework…