Making Scholarship Matter
Edited By Cynthia Gerstl-Pepin and Cynthia Reyes
Chapter Ten: Conversations That Matter: Community-Based Practice In Support of the Public Good
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Conversations That Matter
Community-Based Practice in Support of the Public Good
ALAN TINKLER AND BARRI TINKLER
There are conversations that matter for public intellectuals. For us, as educators who prepare teachers, those conversations advance equitable and appropriate learning opportunities for youth as they prepare for meaningful lifelong journeys. Our story offers an example of two public intellectuals who engage in community-based research and teaching for the public good. To put this in a slightly different way, as public intellectuals, we remain committed to (re)claiming the dialogue in education in a way that supports consequential conversations around practice and policy, particularly those conversations informed by the needs of the local community.
Our local United Way has identified education (to achieve potential), income (to promote financial stability), and health (to promote well-being) as three “Building Blocks for a Good Quality of Life” following a series of community conversations. Since impact is central to the United Way’s mission of “improving people’s lives…by pursuing real social change through collective community strategies” (United Way of Chittenden County, n.d.), it comes as no surprise that these community-determined goals are used when making funding decisions. Impact is also salient when we think about the mission of the University of Vermont (UVM), where we work. However, faculty impact is traditionally assessed based on how publications are received by the academy rather than on the impact faculty ← 117...
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