Charles Underwood | University of California, Berkeley (original) (raw)

Papers by Charles Underwood

Anthropology and humanism quarterly, Dec 1, 1990

Anthropology <html_ent glyph="@amp;" ascii="@amp;"/> Humanism Quarterly, 1990

Oxford Research Encyclopedia of Education, Oct 19, 2022

Service-learning in higher education has gained increasing atten-tion in recent years, but at mos... more Service-learning in higher education has gained increasing atten-tion in recent years, but at most universities it remains an activity that is largely peripheral to the dominant concerns of the institution. Service learning has generally been defined as coursework that places under-graduates in community-service activities and relates those activities to academic content. In principle, service-learning courses engage students in activities that involve service of some sort to the neighboring commu-nity and provide the occasion to reflect on their participation in those activities, thus connecting service to classroom instruction. In this way, service learning both extends learning beyond the classroom and brings the real world into the classroom. In practice, however, because of the manner in which service-learning programs have been established at many universities, primarily from higher administrative units, the tendency has been for service-learning programs to become marginalize...

Human Development, 2012

The relational habitus, an adaptation of Bourdieu’s concept of habitus, is an ecological ensemble... more The relational habitus, an adaptation of Bourdieu’s concept of habitus, is an ecological ensemble of relations including self, tools, tasks, and others that is intersubjectively constructed and sustained over time in formal and informal learning communities. The development of the relational habitus explains variances in the social organization of meaning making in local arenas of learning, referred to as dynamic fields. As a theoretical tool, the relational habitus encompasses two interrelated aspects of intersubjectivity: (a) an orientation to others in cultural contexts and (b) mutual perspective taking accomplished through communication. These two aspects of intersubjectivity explain how the meaning-making processes that promote learning and development involve both agential action and the situational structuring of these actions.

Service-learning in higher education has gained increasing attention in recent years, but at most... more Service-learning in higher education has gained increasing attention in recent years, but at most universities it remains an activity that is largely peripheral to the dominant concerns of the institution. Service learning has generally been defined as coursework that places undergraduates in community-service activities and relates those activities to academic content. In principle, service-learning courses engage students in activities that involve service of some sort to the neighboring community and provide the occasion to reflect on their participation in those activities, thus connecting service to classroom instruction. In this way, service learning both extends learning beyond the classroom and brings the real world into the classroom. In practice, however, because of the manner in which service-learning programs have been established at many universities, primarily from higher administrative units, the tendency has been for service-learning programs to become marginalized. ...

International Journal for Research on Extended Education, Jan 5, 2017

This article presents a case study of a child who attended Projeto Clicar, an extended education ... more This article presents a case study of a child who attended Projeto Clicar, an extended education program designed for the social and educational development of children living on the streets of São Paulo, Brasil. We discuss how his discovery of the existence of dinosaurs unleashed a sustained artistic output at Projeto Clicar. We document the "third space" of Projeto Clicar, which offered repertoires of practice that represented alternative modes of relation for the children of Projeto Clicar. We discuss how this alternative relational space provided the tools for ecological resilience in a hazardous world, as the child's dinosaur art became both a exploration of inter-relatedness and a means of expressing his own predicament of place, navigating between the open, inclusive world of Projeto Clicar and the closed, exclusive geographies of the city streets outside its reach.

Language and Learning …, 2000

7 Composing an Institutional Identity Service-learning in higher education has gained increasing ... more 7 Composing an Institutional Identity Service-learning in higher education has gained increasing atten-tion in recent years, but at most universities it remains an activity that is largely peripheral to the dominant concerns of the institution. Service learning has generally been defined ...

International Journal for Research on Extended Education

Mission and Strategy University-Community Links (UC Links) is a University of California faculty ... more Mission and Strategy University-Community Links (UC Links) is a University of California faculty and community engagement initiative designed to promote relevant scholarship and integrate the University's community service efforts with its teaching and research missions. Since 1996, UC Links has been an active collaborative network of university and community partners, providing quality after-school programs and activities for preschool through 12 th grade (P-12) students from underserved communities in California. UC Links programs prepare these young people academically and socially for high school and college, while also preparing university students for advanced professional training. To achieve this dual mission, UC Links faculty teach academic coursework that places their students in practicum experiences with young people in local community after-school programs. There, the university students guide their younger peers in learning activities designed to promote multiple literacies and digital skills, as well as collaborative behavior and college-going identities. In this way, UC Links enables the University to extend educational services to the community and to gain access to authentic new contexts for teaching and research on educational issues of crucial concern to both community and university partners. For underserved communities, UC Links offers a collaborative context for garnering scarce educational resources to support their young people, while providing the local knowledge relevant to the development of pedagogical practice for those youth.

Advances in Educational Marketing, Administration, and Leadership

International Journal for Research on Extended Education, 2015

Introduction to the Main Topic While it has become accepted that quality after-school programs fo... more Introduction to the Main Topic While it has become accepted that quality after-school programs for young people promote academic achievement and social development (Eccles/Gootman 2013; Pierce/Augur/Vandell 2013), it remains a major challenge to provide such programming in ways that both meet accepted standards of high quality and serve the students who need it most. For many programs providing underserved students with extended learning activities, collaboration between institutions is important. In many cases, because the school problems of many young people are symptomatic of much broader societal problems they face, no single institution can alone provide all the physical, educational, and personnel resources necessary to establish and maintain a viable extended education program that adequately addresses the range of cognitive and social needs of the young people it serves (Underwood/Frye, 1997). This special issue of IJREE presents several articles about University-Community Links (UC Links), an international network of extended education programs in which universities and local community organizations collaborate to provide extended learning opportunities for underserved young people in their respective localities. Members of this network, which encompasses Fifth Dimension (5thD) and La Clase Mágica (LCM) program sites (see below) throughout the United States and other nations, together with the statewide UC Links network of sites in California, draw on similar theoretical and practical issues and collaborate in both programmatic and research efforts. Thus, this 5thD/LCM/UC Links collaboration represents not only an international network of locally based programs but also a dispersed community of university and community partners who interact digitally to share ideas about implementing innovations and responding to challenges. Much of the work of providing engaging educational activities for underserved youth takes place in local schools or communities, but the interaction of key UC Links partners across local sites is an important element in the creation of a sustainable international community of learners.

International Journal for Research on Extended Education, 2016

Psicologia Conocimiento Y Sociedad, Oct 15, 2014

Concepts, Models and Practices, 2011

This chapter presents an anthropological case study of the response to rapidly changing technolog... more This chapter presents an anthropological case study of the response to rapidly changing technologies by members of a distributed network of 35 technology-based afterschool programs throughout California. University-Community Links (UC Links) is a collaborative effort among university campuses and local communities to develop a network, both physical and virtual, of afterschool program sites for underserved youth in California. While each UC Links program is a physical setting with its own set of learning activities developed in response to the cultural, linguistic, and educational concerns of the local community, the UC Links network as a whole serves as a larger virtual context for defining and pursuing shared goals and objectives and communicating information about effective uses of new digital technologies for afterschool learning. Using a cultural historical perspective, the authors approach UC Links as a sociotechnical activity system engaged in joint activity, and examine and ...

Anthropology <html_ent glyph="@amp;" ascii="@amp;"/> Humanism Quarterly, 1990

Mind, Culture, and Activity, 1996

Learning, Media and Technology, 2013

ABSTRACT

Journal of Psychoactive Drugs, 1981

Anthropology <html_ent glyph="@amp;" ascii="&"/> Humanism, 1996

Anthropology and humanism quarterly, Dec 1, 1990

Anthropology <html_ent glyph="@amp;" ascii="@amp;"/> Humanism Quarterly, 1990

Oxford Research Encyclopedia of Education, Oct 19, 2022

Service-learning in higher education has gained increasing atten-tion in recent years, but at mos... more Service-learning in higher education has gained increasing atten-tion in recent years, but at most universities it remains an activity that is largely peripheral to the dominant concerns of the institution. Service learning has generally been defined as coursework that places under-graduates in community-service activities and relates those activities to academic content. In principle, service-learning courses engage students in activities that involve service of some sort to the neighboring commu-nity and provide the occasion to reflect on their participation in those activities, thus connecting service to classroom instruction. In this way, service learning both extends learning beyond the classroom and brings the real world into the classroom. In practice, however, because of the manner in which service-learning programs have been established at many universities, primarily from higher administrative units, the tendency has been for service-learning programs to become marginalize...

Human Development, 2012

The relational habitus, an adaptation of Bourdieu’s concept of habitus, is an ecological ensemble... more The relational habitus, an adaptation of Bourdieu’s concept of habitus, is an ecological ensemble of relations including self, tools, tasks, and others that is intersubjectively constructed and sustained over time in formal and informal learning communities. The development of the relational habitus explains variances in the social organization of meaning making in local arenas of learning, referred to as dynamic fields. As a theoretical tool, the relational habitus encompasses two interrelated aspects of intersubjectivity: (a) an orientation to others in cultural contexts and (b) mutual perspective taking accomplished through communication. These two aspects of intersubjectivity explain how the meaning-making processes that promote learning and development involve both agential action and the situational structuring of these actions.

Service-learning in higher education has gained increasing attention in recent years, but at most... more Service-learning in higher education has gained increasing attention in recent years, but at most universities it remains an activity that is largely peripheral to the dominant concerns of the institution. Service learning has generally been defined as coursework that places undergraduates in community-service activities and relates those activities to academic content. In principle, service-learning courses engage students in activities that involve service of some sort to the neighboring community and provide the occasion to reflect on their participation in those activities, thus connecting service to classroom instruction. In this way, service learning both extends learning beyond the classroom and brings the real world into the classroom. In practice, however, because of the manner in which service-learning programs have been established at many universities, primarily from higher administrative units, the tendency has been for service-learning programs to become marginalized. ...

International Journal for Research on Extended Education, Jan 5, 2017

This article presents a case study of a child who attended Projeto Clicar, an extended education ... more This article presents a case study of a child who attended Projeto Clicar, an extended education program designed for the social and educational development of children living on the streets of São Paulo, Brasil. We discuss how his discovery of the existence of dinosaurs unleashed a sustained artistic output at Projeto Clicar. We document the "third space" of Projeto Clicar, which offered repertoires of practice that represented alternative modes of relation for the children of Projeto Clicar. We discuss how this alternative relational space provided the tools for ecological resilience in a hazardous world, as the child's dinosaur art became both a exploration of inter-relatedness and a means of expressing his own predicament of place, navigating between the open, inclusive world of Projeto Clicar and the closed, exclusive geographies of the city streets outside its reach.

Language and Learning …, 2000

7 Composing an Institutional Identity Service-learning in higher education has gained increasing ... more 7 Composing an Institutional Identity Service-learning in higher education has gained increasing atten-tion in recent years, but at most universities it remains an activity that is largely peripheral to the dominant concerns of the institution. Service learning has generally been defined ...

International Journal for Research on Extended Education

Mission and Strategy University-Community Links (UC Links) is a University of California faculty ... more Mission and Strategy University-Community Links (UC Links) is a University of California faculty and community engagement initiative designed to promote relevant scholarship and integrate the University's community service efforts with its teaching and research missions. Since 1996, UC Links has been an active collaborative network of university and community partners, providing quality after-school programs and activities for preschool through 12 th grade (P-12) students from underserved communities in California. UC Links programs prepare these young people academically and socially for high school and college, while also preparing university students for advanced professional training. To achieve this dual mission, UC Links faculty teach academic coursework that places their students in practicum experiences with young people in local community after-school programs. There, the university students guide their younger peers in learning activities designed to promote multiple literacies and digital skills, as well as collaborative behavior and college-going identities. In this way, UC Links enables the University to extend educational services to the community and to gain access to authentic new contexts for teaching and research on educational issues of crucial concern to both community and university partners. For underserved communities, UC Links offers a collaborative context for garnering scarce educational resources to support their young people, while providing the local knowledge relevant to the development of pedagogical practice for those youth.

Advances in Educational Marketing, Administration, and Leadership

International Journal for Research on Extended Education, 2015

Introduction to the Main Topic While it has become accepted that quality after-school programs fo... more Introduction to the Main Topic While it has become accepted that quality after-school programs for young people promote academic achievement and social development (Eccles/Gootman 2013; Pierce/Augur/Vandell 2013), it remains a major challenge to provide such programming in ways that both meet accepted standards of high quality and serve the students who need it most. For many programs providing underserved students with extended learning activities, collaboration between institutions is important. In many cases, because the school problems of many young people are symptomatic of much broader societal problems they face, no single institution can alone provide all the physical, educational, and personnel resources necessary to establish and maintain a viable extended education program that adequately addresses the range of cognitive and social needs of the young people it serves (Underwood/Frye, 1997). This special issue of IJREE presents several articles about University-Community Links (UC Links), an international network of extended education programs in which universities and local community organizations collaborate to provide extended learning opportunities for underserved young people in their respective localities. Members of this network, which encompasses Fifth Dimension (5thD) and La Clase Mágica (LCM) program sites (see below) throughout the United States and other nations, together with the statewide UC Links network of sites in California, draw on similar theoretical and practical issues and collaborate in both programmatic and research efforts. Thus, this 5thD/LCM/UC Links collaboration represents not only an international network of locally based programs but also a dispersed community of university and community partners who interact digitally to share ideas about implementing innovations and responding to challenges. Much of the work of providing engaging educational activities for underserved youth takes place in local schools or communities, but the interaction of key UC Links partners across local sites is an important element in the creation of a sustainable international community of learners.

International Journal for Research on Extended Education, 2016

Psicologia Conocimiento Y Sociedad, Oct 15, 2014

Concepts, Models and Practices, 2011

This chapter presents an anthropological case study of the response to rapidly changing technolog... more This chapter presents an anthropological case study of the response to rapidly changing technologies by members of a distributed network of 35 technology-based afterschool programs throughout California. University-Community Links (UC Links) is a collaborative effort among university campuses and local communities to develop a network, both physical and virtual, of afterschool program sites for underserved youth in California. While each UC Links program is a physical setting with its own set of learning activities developed in response to the cultural, linguistic, and educational concerns of the local community, the UC Links network as a whole serves as a larger virtual context for defining and pursuing shared goals and objectives and communicating information about effective uses of new digital technologies for afterschool learning. Using a cultural historical perspective, the authors approach UC Links as a sociotechnical activity system engaged in joint activity, and examine and ...

Anthropology <html_ent glyph="@amp;" ascii="@amp;"/> Humanism Quarterly, 1990

Mind, Culture, and Activity, 1996

Learning, Media and Technology, 2013

ABSTRACT

Journal of Psychoactive Drugs, 1981

Anthropology <html_ent glyph="@amp;" ascii="&"/> Humanism, 1996