Using the field theoretical/interactional community perspective in student projects to promote the development “of” community

ABSTRACT

When applied properly, theories can help us effectively and efficiently identify problems as well as practical solutions to those problems. Unfortunately, it can be difficult to help students grasp the practical applications of theory in the real world. Studies show this issue can be addressed by using experiential teaching methods. In this paper, I detail the use of the interactional perspective of community as a foundation to support community-based student projects undertaken in the area known as South Tifton located in Tifton, GA. The underlying success of these projects lays in the purposive actions the students and other stakeholders took to strengthen relationships and increase wellbeing of community residents. Students promote the development “of” community by reducing barriers that have constrained interaction among residents, college students, and governing officials. Based on the interactional perspective of community, this will lead to an increase in community capacity and action.

KEYWORDS:

• Experiential learning
• student engagement
• community, community development, interactional theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Tifton is the actual name of the community where the projects were developed and conducted. The decision to use of the actual name was made after a discussion with community leaders and stakeholders who were engaged and/or aware of the projects.

2. The Chitlin’ Circuit was a network of black-owned nightclubs, restaurants, dance halls, and theaters in the South, on the East Coast, and parts of the Midwest. African-American musicians and other performers would perform at these venues during the Jim Crow era where racial segregation kept them from performing at white-owned establishments (Jeffries, 2019).