Does It Take a Village? Rethinking Community-Centric Education to Elevate Student Learning
In an age dominated by standardized tests, the transformative power of community involvement in education is often overlooked. The African proverb, 'It takes a village to raise a child,' reminds us that education thrives as a collective endeavor. But what does it mean to truly embrace this village mindset in education? When we see the “village” as a blueprint, it guides us to build interconnected learning environments where local resources, cultural narratives, and community collaboration converge to support the growth of each student. By integrating these elements into our classrooms, educators can create more holistic, personalized learning experiences that reflect and nurture students' identities and connections to the world around them. This village-oriented thinking challenges traditional models and offers a path toward a richer, more equitable educational experience.
Global Perspectives on Community-Centric Education
Ghanian Adinkra "Sankofa"
In Ghana, education is deeply intertwined with community life. The Adinkra symbols are motifs from the Akan people of Ghana that represent wisdom, values, and parables. More than decoration, and often used in education, the Adinkra are tools of storytelling and wisdom, reflecting the values of interconnectedness, community, and resilience. One example is the symbol “Sankofa,” which translates to “go back and get it.” Sankofa, often depicted as a bird looking backward while holding an egg in its beak, emphasizes the importance of learning from the past to inform the present and future.
Educators in Ghana frequently incorporate Sankofa into lessons, using it as a framework to explore history and cultural heritage. For example, students might study traditional proverbs or historical events through the lens of Sankofa, analyzing how past wisdom can solve modern challenges. A classroom activity could include students interviewing elders in their communities, documenting their stories, and reflecting on how those experiences shape their identity and aspirations. This symbol provides a dynamic way for students to connect with their heritage while fostering critical thinking and a sense of purpose.
In the United States, micro schools and homeschooling families have adopted similar community-centric approaches. For instance, a homeschooling cooperative in New Orleans incorporates local jazz history into its curriculum, engaging students in visits to music venues and conversations with local musicians. This hands-on learning fosters a deep appreciation for the cultural richness of their city, while reinforcing academic skills like research and writing.
Yet, as bell hooks described in Teaching Community: A Pedagogy of Hope, “One of the dangers we face in our educational systems is the loss of a feeling of community, not just the loss of closeness among those with whom we work and with our students, but also the loss of a feeling of connection and closeness with the world beyond the academy” (p. xv). According to hooks’ vision of an education grounded in connectedness and mutual care, traditional schools can strive to create more inclusive spaces where students’ cultural backgrounds are celebrated and used as a foundation for learning. For example, implementing mentorship programs that pair students with community leaders can foster a sense of belonging and shared purpose. Additionally, schools might organize intergenerational dialogues where students can learn directly from elders about historical and cultural narratives, bridging gaps between classrooms and communities.
But are traditional schools meeting this call, or are they merely paying lip service to the idea of community while maintaining practices that isolate students from their cultural and social contexts?
Case Study: PBLPath Expeditions
At PBLPath, our place-based learning expeditions invite educators and students alike to explore a profound question: What happens when students step beyond the classroom and immerse themselves in the very heartbeat of their communities? These experiences encourage students to explore their surroundings, engage with local leaders, and tackle real-world challenges. In one such project in the Historic Westside of San Antonio, Texas, students didn’t just visit a museum–they became active participants in the community’s story. Partnering with local artisans, students learned traditional crafts (i.e. metalsmithing, jewelry), discovering not only the technical skills behind these time-honored practices but also the cultural significance embedded in each creation. As they explored the area’s vibrant history, students gained a deeper understanding of the community’s struggles and triumphs. One group of students worked alongside a muralist to design a public art installation that reflected the resilience, diversity, and collective spirit of their community. This collaboration went beyond the creation of art; it fostered an ongoing dialogue among the students, local artists, and residents, allowing for the exchange of stories, the identification of values, and the development of a collective vision for the future. Such initiatives not only cultivate academic skills but also instill a profound sense of purpose, interdependence, and belonging.
Research-Backed Benefits of Community Involvement
The impact of community engagement on student outcomes is well-documented. In her book We Want to Do More Than Survive, Bettina Love highlights how culturally responsive pedagogy can liberate students from oppressive educational practices by anchoring learning in their lived experiences. Love’s concept of “abolitionist teaching” challenges educators to not just involve communities but to actively dismantle systems of oppression within schools, fostering spaces where students’ cultural identities are celebrated and centered. Meanwhile, Pedro Noguera’s work underscores the need for equity-driven collaboration between schools and communities, arguing that true educational reform starts with acknowledging and leveraging the strengths of marginalized populations. Sonia Nieto’s work highlights the transformative role of community in education, emphasizing that learning is not just an individual endeavor but a collective one. In her research, Nieto illustrates how students’ identities, shaped by their communities, play a crucial role in fostering engagement and academic success. In The Light in Their Eyes, Nieto explores the powerful role that community plays in shaping students' educational experiences. She shares stories of teachers who embrace students' cultural identities and draw upon community strengths to create meaningful learning environments. One example she highlights is the story of a teacher in a Latino community who integrated students' familial and cultural traditions into the classroom. This approach not only validated students' identities but also fostered a sense of belonging and pride, which inspired them to engage more deeply in their learning and take ownership of their academic journeys.
Research from the National Education Association highlights that students engaged with their communities develop stronger problem-solving skills and identity. Gloria Ladson-Billings adds that reflecting students’ cultures and histories in education fosters agency and motivation.
In our book, Place-based Learning: Connecting Inquiry, Community, and Culture, my co-authors Erin Sanchez, Micki Evans and I delve into these themes, offering educators a framework of design principles and practical strategies to build community-centered curricula. We argue that meaningful learning occurs when students engage with their local environments and communities, where knowledge is rooted in real-world experiences and cultural connections. By grounding education in the rich assets of the community, we emphasize the importance of empowering students to see themselves as active contributors to the places they inhabit. This approach fosters a sense of belonging and responsibility, encouraging students to connect deeply with their learning, their communities, and the world around them.
But here’s the challenge: Do schools truly value these findings, or do educators pay lip service to the research while prioritizing test scores and rigid benchmarks? These benchmarks, often focused on measurable outcomes, have increasingly pulled us away from the human elements of education that inspire curiosity, passion, awe, and critical thinking. When students see their cultures, neighborhoods, and histories reflected in their education, they develop a stronger sense of identity and agency. This connection not only motivates them academically but also prepares them to become active, informed citizens capable of addressing societal challenges.
Practical Ways to Foster Community-Driven Education
As we explore the importance of community-driven education, it becomes clear that fostering connections between students and their local environments can transform learning into a more meaningful and impactful experience. Integrating community resources into the curriculum allows students to connect with their heritage and contribute to their communities. Following are several actionable strategies schools can implement to move beyond mere rhetoric and authentically embody the village concept, fostering dynamic, community-centered learning environments that truly integrate the principles of collaboration, cultural appreciation, and local engagement.
Engage Local Businesses and Organizations: Partner with local entrepreneurs and nonprofits to provide students with authentic problem-solving opportunities. For instance, a project addressing food insecurity could involve collaboration with local farmers and food banks.
Incorporate Cultural Institutions: Work with museums, libraries, and historical societies to bring local history and culture into the classroom. Encourage students to explore the untold narratives of their communities, celebrating their heritage while identifying areas for growth and innovation. For example, a school in Detroit partnered with the Smithsonian National Museum of African American History and Culture for a virtual tour and collaborative project on the Great Migration. Students connected with curators and historians to research the migration's impact on their city, while also engaging in global discussions about migration trends and cultural movements today. This virtual collaboration expanded learners’ understanding of local history within a broader national context.
Leverage Caregiver Involvement: Whether in traditional schools, homeschooling, or micro school settings, caregivers are pivotal. Create opportunities for them to share their expertise, from leading workshops to mentoring students on community-based projects. At a school in India, for example, caregivers who are skilled artisans, such as weavers or potters, could lead workshops on traditional craft techniques, allowing students to learn about their cultural heritage while gaining practical skills. Additionally, caregivers working in agriculture or sustainable farming could mentor students on environmental conservation, guiding them in projects that promote local sustainability practices and enhance the community’s ecological awareness.
Amplify Student Voice: Empower students to act as consultants for community improvement projects. By identifying local strengths and addressing challenges, they not only learn but also contribute meaningfully to their communities. For example, students in a school in Cape Town, South Africa, collaborated with local city planners to redesign a public park. After conducting surveys, holding community forums, and analyzing environmental data, students proposed ideas for improving green spaces while addressing issues such as safety and accessibility. Their suggestions were incorporated into the final design, making it a more inclusive and sustainable space for the entire community. This project allowed students to engage with urban planning and have a direct impact on their local environment.
Highlight Assets, Not Just Problems: While addressing community sore spots is essential, it’s equally important to uplift the assets and celebrate the stories of resilience and innovation within a community. This balanced approach fosters hope and inspiration. In a rural Kansas town, students worked on a project that focused on preserving and promoting local agricultural practices, such as heirloom farming and sustainable water use. They collaborated with local farmers to document traditional farming methods and created a multimedia campaign showcasing the community’s innovative solutions to drought resilience. By highlighting these positive contributions, students not only learned about their agricultural heritage but also helped bring attention to the town’s efforts to build a sustainable future.
So, does it really take a village? ABSOLUTELY, it does! Community-centric education builds bridges, celebrates assets, and weaves a richer tapestry of learning that connects students to their world. While traditional schools may not always fully embrace this, they have the potential to adopt the village mindset to foster collaboration, cultural appreciation, and local engagement. By viewing the “village” as a blueprint, educators can foster environments where collaboration, cultural appreciation, and local engagement form the foundation for deeper learning. This blueprint allows us to create educational ecosystems that empower students to engage with their communities, develop a strong sense of identity, and become active, informed citizens.
As we look to the future, let us remember that the village is not a relic of the past but a guiding framework for a more connected, equitable, and inspiring educational landscape.
Charity Marcella Moran, Ed.S., is an innovative educator, consultant, and co-author of Place-Based Learning: Connecting Inquiry, Culture, and Community. With a passion for decolonizing curricula and fostering culturally responsive teaching, she empowers educators to integrate project-based and place-based strategies into their classrooms. As a presenter at international conferences, Charity leverages her expertise in student-centered assessment, and leadership development to inspire transformative learning experiences. She is also a champion for equity and community engagement, working closely with Historically Black Colleges and Universities (HBCUs), plantations, and cultural sites to connect history, identity, and inquiry.