Centering relationships in community-engaged learning

Carrie Hutnick, Nina Johnson and Vernon Robinson

Chapter 6 in How to Facilitate Community-Engaged Learning, 2026, pp 57-73 from Edward Elgar Publishing

Abstract: This chapter emphasizes and examines relationships as being fundamental to the pedagogy and practice of community-engaged learning, then offers examples of activities and strategies to grounding community-engaged learning in a relationship-based approach. The authors are members of a collective working together across profound social difference and distance to engage in relationship building, dialogue, and knowledge production. Drawing upon their long-term collaboration and shared understanding of community-engaged learning as an intentional liberatory practice, they share how community-engaged learning must first consider how liberatory we are in relation to one another. They share possibilities and strategies for how community-engaged learning can liberate participants from the social and geographical separation that typically exists between university and local community stakeholders. They include examples of educational and engagement activities that begin to move community-engaged learning from courses or projects as isolated experiences to community-engaged learning as a pathway to sustained relationships that hold the potential for transforming material conditions and power.

Keywords: Community-engaged learning; Relationships; Liberatory practice; Liberatory pedagogy; Social distance and difference (search for similar items in EconPapers)
Date: 2026
ISBN: 9781035346714
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