Abstract
The purpose of this case study was to learn more about the emergence and development of the Rogers Community Learning Center over its initial 5 years of operation. The interview, observation, and documental data were viewed through a theoretical lens informed by the work of Paulo Freire, Myles Horton, and Cornel West in order to examine how notions of history, culture, and power affected the collaborative work of the Rogers Center. The findings indicated that the disconnect and distrust that previously described the relationship between St. Benedict University and its adjacent Northeast Neighborhood were mitigated to a degree by the work of the Rogers Center. Although Neighborhood residents expressed gratitude for the many educational and social opportunities present at the Rogers Center, their value for being engaged as equal partners by St. Benedict’s resonated most clearly as the foundational element to their emerging friendship. The article concludes with several suggestions that attempt to assist the continued development of the Rogers Center and also serve as helpful insights for other partnerships that seek similar relationships.
DOI
10.15365/joce.1201052013
First Page
71
Last Page
95
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Miller, P. (2008). Neighbors Engaging in Dialogue: A University-Community Partnership. Journal of Catholic Education. https://doi.org/10.15365/joce.1201052013
CatholicEdJrnl
