This open access edited volume reports on a unique network of innovative in-school and out-of-school programs, University-Community Links. UC Links connects university faculty and students with young people and their families in diverse communities around the world. Chapters in this volume describe programs in California and Utah in the United States as well as Germany, Italy, Spain, Uganda, and Uruguay. Together, authors craft stories of transformative models of education and what is possible when we bridge educational research and practice. Chapters offer strategies for co-creating learning environments that are innovative, collaborative, democratic, equity-oriented, and fun. By drawing lessons from authors collective and local histories, this volume helps to re-imagine educational practices, policies, and programs.
Chapter
1. Introductions: University-Community Links & Core Commitments
for Transformative Education.
Chapter 2. Transforming Systems of Activity
Through Expansive Learning: A Journey of Renewal.- Chapter 3. Putting
Culture, Language, and Power in the Middle: Dual-Language Participatory Arts
for Building Community and Making Change.
Chapter 4. Heart of Language:
Teamwork as Sociogenesis.- Chapter 5. Critical Digital Literacies Among
Youth: From Food Eating Contests to Societal Transformation.
Chapter
6. Nurturing Connection Through Joyful, Creative, Play: A Heart-driven
Approach to Educator Preparation.
Chapter 7. Co-designing Science Lessons in
Spanish: Connecting Science, Home Language, and Community for
Undergraduates.
Chapter 8. Math CEO: A Mutually Beneficial Partnership
between College Mentors and Latinx Youths.
Chapter 9. Making Connections:
Pandemic era Lessons from a Maker-centered University-Community
Partnership.- Chapter 10. Rising with the Tides of Change through Community
Based Literacies.
Chapter
11. Transforming Learning: First-person
Reflections from UC Links Participants.
Chapter 12. Transforming Lives:
First-person Reflections from UC Links Participants.
Chapter
13. University-Community Partnerships as Hybrid Contexts of Activity:
Learnings from Two Projects with Roma Children in Spain.
Chapter
14. Learning with the City: Establishing a Culturally Sustaining
School-University-City Partnership.
Chapter 15. Forming Authentic Civic
Partnerships while Creating Joyful, Equitable Cities.
Chapter 16. La Mia
Scuola č Differente, an After-School Program with an Intercultural Focus: The
Challenges and Opportunities of Program Development.
Chapter 17. Educational
inclusion in Uruguay: Creating Collaborative Narratives with Migrant Children
During the Pandemic.
Chapter 18. Educación Inclusiva en Uruguay: Creando
narrativas colaborativas con nińos migrantes durante la pandemia.
Chapter
19. The Wellbeing Club-Uganda: Facilitating Positive Wellbeing and Leadership
Among Adolescents in Kampala, Uganda.
Chapter 20. Concluding Thoughts:
Reflections on Resistance, Renewal, and the Future of Transformative
Education.
Mara Welsh Mahmood is Executive Director of University-Community Links (UC Links) in the Berkeley School of Education at the University of California, Berkeley and has been involved with UC Links since its inception in 1996. She is the co-author of another book about the UC Links network: A Cultural Historical Approach to Social Displacement and University-Community Engagement: Emerging Research and Opportunities.
Marjorie Elaine (formerly Marjorie Elaine Faulstich Orellana) is Professor in the School of Education and Information Studies at the University of California, Los Angeles, where she also serves as the Associate Vice Provost of the International Institute. She directed the UC Links work at UCLA from 2009-2020. She is the author of Immigrant Children in Transcultural Spaces: Language, Learning and Love (a book about B-Club) and Mindful Ethnography: Mind, Heart and Activity for Transformative Social Research (drawing on UC Links teaching).
John Cano is Associate Director of University-Community Links (UC Links) in the Berkeley School of Education at the University of California, Berkeley. He is an educational technology scholar interested in how technology-mediated learning environments can enhance the learning experience of K-12 and higher education students. He also studies student engagement; online education; digital citizenship; intercultural education; and informal learning in after-school settings.
