This week in North Philly Notes, Robin Bachin and Amy Howard, coeditors of Engaging Place, Engaging Practices, write about the challenges and opportunities of campus-community collaboration in cities across the country.
Last week, the Office of Civic and Community Engagement (CCE) at the University of Miami unveiled its Climate and Equity Mapping Platform (CAMP), the latest resource from CCE’s Miami Housing Solutions Lab aimed at providing data, community collaboration, and policy recommendations to help protect Miamians from the growing impacts of extreme heat. Among the CAMP tools is the newest iteration of CCE’s Miami Affordability Project (MAP), a powerful, data-driven mapping tool that identifies areas of need for affordable housing and environmental justice investment. MAP provides grass-roots community organizations, planners, and municipal decision-makers with a suite of free and accessible resources that demonstrate the dangers of extreme heat, flooding, and sea level rise on Miami’s most vulnerable neighborhoods.
This project grew out of the deep commitment to leveraging the academic resources of the university to work in collaboration with local communities around community-identified needs, in this case, the linked local and global challenges of affordable housing and climate change. Through campus and community collaboration, the University of Miami, and numerous other colleges and universities, seek to develop teaching and research strategies that directly connect academic scholarship to public practice. Indeed, institutions of higher education across the country have embraced civic engagement, supporting academically grounded community partnerships, community-based learning courses and even large-scale university-community collaborations such as lab schools, downtown centers, and innovation hubs. As colleges and universities strive to matter in the places where they are located, a grounding in urban history has emerged as an important framework for helping situate a wide-range of innovative campus-community collaborations.
Engaging Place, Engaging Practices highlights how the academy, in general, and urban history, in particular, can play a significant role in fostering these connections. Urban historians have highlighted the important role of urban universities as place-based anchor institutions with extraordinary resources that can and should help contribute to collaboratively addressing the most pressing issues facing cities and their communities through the lens of the past. Cities serve as a crucible for analyzing macrolevel processes, such as changes in the nature of work, concentrations of capital, and government disinvestment in the public realm. Studying people’s interactions in, engagement with, and conflict over urban spaces provides scholars of the city with tools for examining the relationship both between the built environment and culture and between large-scale social processes and daily lived experience. At the same time, delving into the past provides opportunities for urban historians to connect the history of urban policy to present-day practices, fostering publicly engaged scholarship that brings campus and community together to promote vibrant urban futures.
This volume shows how, from Los Angeles to Philadelphia, Richmond to Miami, colleges and universities are working to intentionally connect to and build capacity in the cities where they are located. Each chapter in Engaging Place, Engaging Practices highlights how these projects provide opportunities to present multiple components of a city’s history to give context and promote a sense of cultural belonging. These projects help forge civic identity, shared meaning, and respect for groups that have come before while allowing new groups to feel part of a city’s history by reconnecting fragments of its past to its present and future. These links to the past, and the process of including multiple voices and community knowledge within the narrative of place, can help forge a stronger sense of place attachment at a time when transience and disengagement define much of our urban culture.
Individually these case studies highlight a range of methods and modes for advancing collaborative campus-community partnerships rooted in a clear-eyed understanding of urban history and the power differential between urban campuses and their communities. Collectively, the successes and challenges of each study demonstrate the possibilities for colleges and universities to make good on their stated democratic purpose as well as the need for continued work to center and value community-engaged initiatives within the academy and to fully embrace community-based knowledge as a critical factor in promoting the health and thriving of cities. As demonstrated, the work is messy; the outcomes unpredictable; and mistakes inevitable. Yet in the struggle to be better and do better with our communities, higher education institutions have the opportunity to partner in forging a more equitable future.
The embrace of collaboration, knowledge sharing, and co-creation between communities and colleges and universities is even more urgent as the nation and world grapple with the death, disruption, and economic decline wrought by COVID-19. The impact of the COVID-19 pandemic on both cities and their universities has called into question the future of both. As higher education and cities nationwide and globally grapple with the serious social, economic, cultural, environmental, and political consequences of the COVID-19 pandemic, engaging place through engaging practices in campus-community collaborations has become even more important. Joining the educational and public purpose of higher education with community-based knowledge and an understanding of historical context can contribute to a more equitable, just, and sustainable future.
Filed under: american studies, civil rights, cultural studies, Education, History, Labor Studies, Urban Studies | Tagged: academia, campus-community collaboration, civic engagement, civic identity, community engagement, community-based learning, cultural belonging, cultural studies, environmental justice, higher education, history, housing, urban history | Leave a comment »