Abstract
This case study discusses the development of a community-engaged undergraduate history course on the 1960s at Johns Hopkins University. It speaks to the specific limitations of contingent faculty and the challenges of bridging historically deep divides between a predominantly White institution (PWI) and many surrounding communities. It focuses on structural and individual support, the partners’ needs and priorities, students’ potential, and the ways elevating community voices can change the narratives about U.S. cities, their past and present.
Recommended Citation
Harms, Victoria E.
(2021)
"Baltimore and Johns Hopkins University: How Community Voices Offer New Perspectives,"
Journal of Community Engagement and Higher Education: Vol. 13:
Iss.
2, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol13/iss2/2
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons