Integrating Community into the Classroom: Community Gardening, Community Involvement, and Project-Based Learning

This article is about the tensions faced in facilitating the relationship between teachers and community members while working toward a community garden project. The authors adopt an ecological model for effective classroom-community collaboration and discuss how this process unfolded in the current...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2002-05, Vol.37 (3), p.323-349
Main Authors: Langhout, Regina Day, Rappaport, Julian, Simmons, Doretha
Format: Article
Language:English
Subjects:
Black Students
Community Involvement
Culturally Relevant Education
Educational sciences
Elementary Education
Environment
School Community Relationship
Sociology of education
Student Projects
Urban context, rural context
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Summary:This article is about the tensions faced in facilitating the relationship between teachers and community members while working toward a community garden project. The authors adopt an ecological model for effective classroom-community collaboration and discuss how this process unfolded in the current setting. Two classroom projects serve as exemplars of culturally relevant classroom-community collaboration. The garden project is evaluated through classroom-community collaboration models. This evaluation includes a discussion of common and disparate goals of teachers and community members and how differences are navigated in the current milieu.
ISSN:0042-0859
1552-8340
DOI:10.1177/00485902037003002