Pathways to Community Engagement in Education: Collaboration in Diverse, Urban Neighbourhoods

Foreword
References
Preface
Acknowledgements
Contents
About the Author
List of Figures
Chapter 1: Introduction to Pathways to Community Engagement in Education: Collaboration in Diverse, Urban Neighbourhoods
A History of Community Involvement in Schooling
The Roles of Those Not “Profiting From Instruction”: Community Members’ Historical Involvement in Schooling
Citizens Cast as “School Disturbers”
Contemporary Relations Between Schools and Communities
A Snapshot of Collaboration: What, Who, and How
School-Community Collaborators and Cultures that Make Partnering Possible
The Need for More School-Community Relations Research and Knowledge-Sharing
Methods
Data Sources
The City of Stirling
A Sketch of the Schools in the Study
Concluding Thoughts and an Overview of the Book
Appendix: Community Engagement in Education Research Participants
References
Chapter 2: Interpreting the Map and Navigating to Destinations: Using School-Community Policy to Influence Practice
Map Makers and Map Readers
The Policy Mediator
The Policy Critic
The Policy Constructor
Mediators, Critics, and Constructors in the Stirling School Districts
Policy Mediators
Translators and Narrators Act as Policy Interpreters
Policy Enthusiasts, Entrepreneurs, and Transactors
Policy Critics and Constructors
Responding to Policy Flexibility: Shaping Practices with More Policy at the District Level
Principals as Critics and Constructors: Circumventing Existing Policy and Creating New Policy at the School Level
Principals as Critics: Ignoring Policy
Policy Interpretation: Summary and Recommendations
Considerations for Collaboration
Policy Interpreters and Implementers Need Flexibility
Schools’ Vision and Goals Play a Key Role in Which Community Engagement Policies Are Promoted and to What Extent
Just Because District- and School-Level Administrators Can Mediate Policy on Their Own Does Not Mean They Should
Concluding Thoughts
References
Chapter 3: Sustainable Partnerships: The Ecology of Community Engagement Initiatives
The Ecology of Collaboration
The Lifecycle of the School-Community Collaborative Process
Stage 1: Who Initiates School-Community Relationships and Why
Stages 2 and 3: Partner Identification, Contact, and Communication
Stages 4 and 5: Negotiation and the Anatomy of a Win-Win Partnership
Stages 6 and 7: Engaging in and Sustaining Collaboration
Collaboration: Meeting Needs Together
Stage 1: Identifying Student, School, and Community Partner Needs and Goals
Stages 2 and 3: Identifying and Contacting Potential Collaborators
Stage 4: Negotiating Partnership Terms
Stage 5: Creating a Win-Win Situation
Stages 6 and 7: Engaging in Collaborative Activities and Assessing Collaborative Practices
A Collaborative Process: Summary and Recommendations
Considerations for Collaboration
Be Prepared to Accommodate Partners’ Needs and Goals
Get Everyone Impacted by the Collaboration to the Table
Effective Communication Involves Open Conversations and Clearly Explained Expectations
Assessment Is an Important Part of the Conversation Among Collaborators
Concluding Thoughts
References
Chapter 4: The Social Contexts and Permeable Borders that Influence Partnerships
Intertwined Open Systems: A Depiction of School-Community Interaction
School and Community on the Path to Collaboration
Stirling: A Community in Transition
Community Context Determines Schools’ Visions and Priorities for Community Partnerships
School Personnel’s Inclination Toward Partnering Impacted Permeability
Principals as Gatekeepers
Teachers’ Understanding of Their Role and Its Impact on Collaboration with Community
Exchanges of Human and Material Resources Across Permeable Borders
Social Context and Permeable Borders: Summary and Recommendations
Considerations for Collaboration
Create a Vision for the School that Addresses Its Unique Needs and Incorporates Opportunities for Community Engagement
School Personnel, and Principals in Particular, Make the School Permeable or Impermeable
Concluding Thoughts
References
Chapter 5: Networks: The Importance of Who and What You Know
Networks and Social Capital: Linking Schools and Communities
Building Social Capital by Cultivating Interpersonal Relationships
Building and Maintaining a Network
The Importance of a Social Network
Different Types of Networks and Their Impact
Formal Networks
Informal Social Networks
Using Others’ Networks
Challenges to Networks and the Consequences of Not Having One
How to Build a Network
Networks: Summary and Recommendations
Personal Connections Are the Glue Holding the Network Together
Considerations for Collaboration
If Network Connections Are Lost, It Is Well Worth the Time It Takes to Develop New Relationships
Policymakers at Government and District Levels Should Consider Creating Spaces and Providing Funding for Teachers and Administrators to Forge Their Own Relationships
Access to Multiple, Diverse Networks Improves Access to Resources and Encourages the Kind of Innovation Needed to Address Complex Issues
Concluding Thoughts
References
Chapter 6: Building Bridges and Crossing Boundaries
Social Networks and Boundary-Spanners
Boundary-Spanners Create Bridges to Resources
School-Level Bridges
Board-Level Liaisons for School Personnel and Community Members
Community Members with Mandates to Liaise
The Importance of a School-Community Liaison
Boundary-Spanning Capacity
Bridges and Boundary-Spanners: Summary and Recommendations
Considerations for Collaboration
Educational Administrators Need to Dedicate Funds to Designated Liaison Positions
Educators Would Benefit from Building Their Community Contacts by Liaising
Concluding Thoughts
References
Chapter 7: Facilitating or Frustrating Efforts to Collaborate
Social Contexts that Facilitate or Frustrate Collaborative Efforts
Structure
Culture
Behaviour
Social Contexts’ Characteristics Facilitated or Impeded Collaboration
Structural Features Impact Relationship Development and Maintenance
Time Limitations Impacted Partnering
Money: A Hindrance to Collaboration When Lacking
Partnership Flexibility Was Needed to Establish and Maintain School-Community Relations
A Failure to Build Feedback into the Relationship Limited Future Collaboration
Organizational Cultures Shape Collaborative Opportunities
An Organization’s Cultural Norms, Beliefs, and Values Influenced Possibilities for Collaboration
A Welcoming Environment Paved the Way for Collaboration
Individuals’ Mindsets and Behaviours Affect Collaboration
Flexible Personalities and Attitudes Were Important to School-Community Relations
Building a Reputation Impacted Opportunities for Collaboration
Having Someone to Champion a Partnership Impacted Its Longevity
Respect Among Collaborators Affected Partnership Formation and Relationship Longevity
Collaboration Enablers and Challenges: Summary and Recommendations
Considerations for Collaboration
Administrators Should Provide Time and Money for Collaborative Initiatives
Partners Must Have the Flexibility to Negotiate Terms Through Two-Way Communication
Avoid Deficit Thinking
Find a Champion
Concluding Thoughts
References
Chapter 8: Collaboration to Support Vulnerable Populations
Collaboration as a Gateway to Social Capital
An Overview of Diverse Students’ Needs in Stirling
Students Living in Poverty
Newcomers to the Country
Indigenous Children and Youth
2SLGBTQIA+ Students
Students with Developmental Delays, Mental Health Challenges, and Behavioural Issues
Accessing Social Capital for Vulnerable Groups Through School-Community Partnerships
Schools as Intermediaries
District-Level Support for Community Engagement
Community Organizations Provide Care, Opportunities, and Insight
Preparing to Transition into the Community: The Roles of School- and Community-Based Programs Supporting Vulnerable Populations
Vulnerable Populations: Summary and Recommendations
Instrumental and Expressive Resources Available Through Community Engagement
Considerations for Collaboration
Resources for Youth with Behavioural Challenges Are Needed and Can Be Used with All Students, Not Just Youth At-risk
Schools Are Important Meeting Places for Youth and Community Partners
Consultation with Community Groups Representing Students at the Schools, and with the Students Themselves, Can Create Greater Understanding and Programming that Best Reflects Students’ Needs
Concluding Thoughts
References
Chapter 9: Thriving and Not Just Surviving: Support for Mental Health in a Networked Community
Social Networks Promote Wellbeing
Mental Health Issues and Their Prevalence in Schools
The Expanding Role of Schools and the Growing Need to Collaborate
A Solution: Grass-Roots Network Creation
Challenges to Networks: More Work to Be Done
A Networked Approach to Child and Youth Mental Health: Summary and Recommendations
Considerations for Collaboration
Know Your Community, Including the Resources Available, and Co-ordinate the Available Services
Provide More Opportunities for Educators to Learn from Mental Health Professionals
Get Parents Involved in Their Children’s Mental Health
Develop District-Level Criteria to Refer Students for Psychoeducational Assessments
Concluding Thoughts
References
Chapter 10: Creating Schools as Community Hubs Through Collaboration
A School-Community Relations Continuum
Type A: Family and Interagency Collaboration
Type B: Full-Service Schools
Type C: Full-Service Community Schools
Type D: Community Development
Readiness for Greater Integration of School and Community Services
A “One-Stop Shop” Encouraged Service Uptake
Planning a Path Towards Wrap-Around and Full-Service Community Schools
Existing Structures and Structures to Add
Shifting Current School Cultures to Encourage Collaborative Behaviour
Recommendations to Support Schools as Community Hubs
Successful Collaboration Is Built on Broad Consultation with All Constituents
Look Beyond “the Usual Suspects” When Seeking Out Collaborators
Future Research
Concluding Thoughts
References
Index