Why Partner? Eric Hartman Assistant Professor of Leadership Studies, Kansas State University
Why Partner? • Student-‐centered • Community-‐centered • Knowledge-‐centered • JusBce-‐centered
Why Partner? • Enhance Student Learning • Intrinsic rather than extrinsic moBvaBon for course content mastery • Develop specific professional skills and capaciBes • Pro-‐social behaviors and aItudes
• Contribute to Community • Harness vast human resources of university on behalf of addressing a community concern (good neighbor partnering through donaBon of many hours of un-‐skilled or semi-‐skilled service) • Harness specific university skills and capaciBes in targeted ways, such as developing architectural plans, business plans, product or infrastructure designs, and curricula
Why Partner? • Develop Knowledge
• Community members’ key, specific insights provide the best way forward for knowledge development, such as is recognized through CPBR, PAR, CBR, and public history efforts • Community members also hold unique insights regarding most pressing issues, including those potenBally addressed through social entrepreneurship
• Advance Social JusBce
• The historic task of the American University has been to advance democracy through increasing understanding of other-‐affiliaBon and moral equality, among other things; this can only be accomplished through broad community engagement. Related -‐ • The university is uniquely posiBon to support cross-‐community dialogue on our collecBve moral aspiraBons, or determinaBon of what we will become
Partnership Pa0erns • Charity, Project, Social Change • ExploitaBve, TransacBonal, TransformaBonal • Deepening Reciprocity
Service is a process of integraBng intenBon with acBon in the context of a movement toward a just relaBonship. -‐ Nadinne Cruz, as quoted in Morton, 1995
An assump4on • How we enter service and community partnership, and how we dialogue about that process, will influence not only community development and quality of partnership, but also student learning, student development, and student disposiBons toward service, acBvism, and social change.
Time Weaknesses
Strengths
Descrip5on
Charity
Project
Social Change
Direct, immediate relief; o]en connected to individual relaBonships
Defining problems & soluBons & Social system is the focus of change; implemenBng well-‐conceived plans for their people affected by the changes are resoluBon; o]en group / organizaBon based involved in making that change
Tsedakah – anger at injusBce provoking one to remedy that injusBce; spiritually-‐based service that bears witness to the worth of others
No soluBons are ulBmate; focus on reasonable approaches to measurable acBon; best pracBce includes parBcipaBon of those served; builds exisBng efforts
“We organize people around their values … family, dignity, jusBce, and hope. And we need to protect what we value.” Strong ownership of community, hope, future.
Does not address root causes; power remains with the servants;
“ExperBse” frequently located outside community; May focus excessively on management/ $ objecBves; may miss root causes
Does not address immediate needs*
Out of Bme
Time-‐bound, specific, potenBally ongoing
Future oriented, imaginaBve
Morton, K. (1995). The irony of service: Charity, Project, and Social Change in Service-‐Learning. Michigan Journal of Community Service-‐*not menBoned in Morton, 1995 Learning, 2(1): 19 – 32.
Clayton, P., Bringle, R.G., Senor, B., Huq, J., Morrison, M., (2010). DifferenBaBng and assessing relaBonships in service-‐learning and civic engagement: ExploitaBve, transacBonal, or transformaBonal. Michigan Journal of Community Service-‐Learning, 5 – 22.
Morton, K. (1995). The irony of service: Charity, Project, and Social Change in Service-‐Learning. Michigan Journal of Community Service-‐Learning, 2(1): 19 – 32.
Korten, D. (1990) Ge:ng to the 21st century. West HarRord, CT: Kumarian Press.
Reciprocity Exchange Reciprocity
Influence Reciprocity
Genera5vity Recriprocity
ParBcipants give and receive something from the others that they would not otherwise have. In this orientaBon, reciprocity is the interchange of benefits, resources, or acBons.
Outcomes are iteraBvely changed as a result of cooperaBve influences of diverse ways of knowing and doing. Reciprocity is expressed as a relaBonal connecBon that is informed by personal, social, and environmental contexts.
ParBcipants become &/or pro-‐ duce something new that would not otherwise exist. The collaboraBon may extend beyond the iniBal focus as outcomes, as ways of knowing, and as systems of belonging evolve & transform.
Where do these kinds of engagement happen at this ins4tu4on, and how are they ins4tu4onalized? -‐ Holland’s rubric -‐ Examples of offices and ins4tu4onal structures that support both transac4onal, project-‐based engagement, as well as ongoing faculty commitment, rela4onships and transforma4onal partnerships with community organiza4ons