Longo, Nicholas V. (2007). Why community matters: Connecting education with civic life. Reviewed by Thalia M. Mulvihill & Jacqueline Hanoman, Ball State University

Longo, Nicholas V. (2007). Why community matters: Connecting education with civic life. Albany: State University of New York Press Pp. vii + 176         ISBN 978-0-7914-7198-2 Reviewed by Thalia M. Mulvihill & Jacqueline Hanoman Ball State University September 3, 2008 Why is it important for communities to have a fundamental role in the advancement of education for democracy? This is the central question Longo explored as he selected two rather well-known cases (i.e., Hull House and the Highlander Folk School), and a third more contemporary case that represents a whole-host of local community initiatives (i.e., the Neighborhood Learning Community on the West Side of St. Paul, Minnesota). These cases serve as a springboard for his argument calling for a return to these forms of community innovations in order to build a stronger democracy through education. In this book, Longo organized a conceptual framework that connects particular forms of learning with a high quality democracy, and he develops a strong, easily accessible argument. Longo’s central premise is that communities must be educative, and more precisely, that this education must lead to citizens becoming more conscious of their place and role as co-constructors of more democratic societies. He clearly expresses what he considers “the most fundamental of challenges: educating for democracy.” (p. ix). He leads his discussion from the contention that education has become confused with schooling and he builds a strong analysis by way of case studies of diverse initiatives throughout the twentieth century, each aiming for civic education to go beyond the schools. Longo’s analysis of historical and contemporary institutions is focused on the fundamental role community life must play in educating for democracy and he emphasizes the urgency of developing an “ecolog[ical] approach to civic learning” (p. 14). This, perhaps, represents a missed opportunity for Longo as he neglects to make a stronger theoretical connection to an ecological framing. While he adopts the term in a few places he would have significantly strengthened his thesis by anchoring his analysis in the greater literature about ecological approaches to building educational environments. For example, Longo does not include a reference to Bronfenbrenner’s notable, groundbreaking work, The ecology of human development (1979), where the ecological approach has its theoretical roots. He equally misses an opportunity to explain and describe how his case examples draw their strength and success from their ability to understand and act on the interrelated nature of the particular communities they were helping to create and nurture. For example, scholars such as Goodman, describe the use of an ecological approach as including a form of making meaning that is . . . interdisciplinary, metatheoretical, parsimonious, empowering, interactional, [holds an] integrated view of people . . .considers multiple contexts, considers how time is important, interdependent, [and] collaborative . . .” (Goodman, p. 183). Furthermore Goodman claims that . . .ecosystems are considered microsystems [which] include settings and contexts of individuals, such as their families, work, and school. The mesosytem includes connections between Microsystems, such as home and school. The exosystem includes social institutions and the media, and the macrosystem includes general values and global factors, such as the economy and political structure of the country. (Goodman, pp. 183 – 184). Grounding his theoretical framing more fully within an ecological approach Longo would have significantly advanced his argument. It must be noted that Longo’s important work has many more strengths than limitations. He divides the book into seven compelling chapters. In chapters one and two, he lays out the premise of his conceptualization. In chapters three and four, he elaborates on the importance of two antecedents in American history, Hull House in urban Chicago and the Highlander Folk School in rural Tennessee and in chapter five he discusses a contemporary organization, the Neighborhood Learning Community in the West Side of St. Paul, Minnesota. In chapter six, he focused on the importance of Community Practitioners and Chapter Seven presents his conclusions and implications leading the reader to his ultimate claim that these forms of education are necessary to confront the challenges of our times. Longo constructs a hopeful ending where he convincingly weaves together his own experiences of navigating contemporary educational challenges while connecting them to the important and well-known historical antecedents. In this next section of the review we will offer a bit more detailed overview of Longo’s narrative. In chapter one, which is the introduction to the theme he develops in the book, Longo introduces the need for the ecology of civic learning. Beginning the chapter by drawing upon Lawrence Cremin’s extensive writing on the history of American education and his thesis that “the tendency to focus so exclusively on the potentialities of the school as a lever of social improvements and reform as to ignore the possibilities of other educative institutions” (p.1), Longo discussed the conceptualization of a more holistic education as central to understanding the importance of civic learning. To further build up his argument, Longo discussed the importance of multiple studies and reports that have analyzed the need to improve civic education among the youngest generation and initiatives that have been made in the twentieth century to this end. In this regard, he clearly expressed his dismay that these efforts have concentrated on schooling, instead of extending them beyond the walls of the classroom. Among the multiple reports he mentioned are A Nation of Spectators, issued by the National Commission on Civic Renewal in 1998 and The Civic Mission of Schools, that was issued by the Center for Information and Research on Civic Learning and Engagement (CIRCLE) and the Carnegie Corporation in 2003. It is in this chapter that he also briefly introduced the two case studies he has considered exemplary in establishing civic education, as it has come to be known in American history; Hull House and Highlander Folk School, which in turn have served as philosophical and practical antecedents for his third case study, which is a contemporary initiative, The Neighborhood Learning Community in Minnesota. He views these three as innovative cases of education for democracy, each dealing with the challenges of their times. He examined these cases in his quest to find ways in which they can help us address contemporary educational challenges confronting us. He summarized these five educational challenges as: The spread of unfettered marketplace (as opposed to democratic values); decaying inner-city neighborhoods and schools; the loss of local culture in the age of globalization; continued widening inequalities of wealth and power; and the increasing disempowerment of ordinary citizens over the decisions that affect their lives. (p.3) In chapter two, he acknowledged and described important developments connecting education to concepts of community, such as social centers, community schools and engaged colleges and universities, as well as mentioning the innovative ideas and work of people such as Leonard Covello, Elsie Clapp and Ernest Boyer, who were important idea generators within these movements. This chapter is well written and strategically placed, for it leads the reader smoothly into comprehending what the circumstances and challenges have been from the starting point of his analysis, the end of the nineteenth century and through the twentieth century, that lays the foundation for the present day institutions and initiatives. In his examination of Hull House in chapter three, the Highlander Folk School in chapter four and the Neighborhood Learning Community in chapter five, his admiration for these initiatives clearly shines through. In all three cases, he described the philosophical framework of each institution, how they originated, which practical fountains of inspiration their founders drew from, and how they developed through time, eloquently describing their challenges and need to adapt. He also emphasized the interconnectivity the founders of Hull House, Jane Addams and Highlander Folk School, Myles Horton, had between them, with Horton looking upon Addams as a pioneer he deeply respected, but whose work he wanted to both draw upon and diverge from in creating his own institution. Longo also described how the Neighborhood Learning Community in the West Side of St. Paul. Minnesota has drawn upon these two institutions in contemporary times to create “a culture of learning in the neighborhood” (p. 93) which is most certainly an innovative initiative in democracy for education. Three fundamental elements this more contemporary Learning Community has derived from the two older institutions are: making learning relevant to people’s everyday lives; utilizing the talents and instincts of non- professionals; and overall the important role community plays in civic education. In his discussion, Longo explained how the different centers, initiatives and movements confronted the challenges of their times, some in better ways than others. Central to his discussion is the emphasis on the importance of educators, institutions and community members identifying the many resources a community has and the need to develop them toward civic education goals. Through this, he stressed the imperative of transforming the perspective of how we view civic education and the need for an engaged experience. Longo emphasized that while his topic is not unique, he wished to “continue a conversation on it, rather than discover a truth.” (p.xi). That is true; it is not a unique topic, for much has been written and discussed, but he does provide a new pathway for exploration. Through his analysis, we can discern the importance of interrelating engaged research and educating for democracy through relationships in the community as the core, thus stressing the significance of communities as real partners in educating for democracy. Central to his reasoning is recognizing the power communities have to allow personal and civic growth. Longo argued for structures that reinforced interdependence and interconnectivity in creating networks for civic learning. Creating networks of this sort must reinforce power-sharing rather than power-appropriation in order for educative transformation to take hold. This form of civic education is what Longo advocates as he draws upon historical cases that emphasize these principles. Other ways Longo described this form of civic education included: co-creation in education for democracy, empowering the citizen, strengthening human dignity, collaborative and transformative learning and reflective practice. Longo placed, as the cornerstone of his conceptualization, the importance of people being invited into the democratic process as inextricably linked to the educational goals of a community. Longo concluded his discussion with “Lessons Learned” from his examination of his selected cases: “commit to making change over longer periods of time; place a deliberate emphasis on comprehensive, relational, and public education; make learning relevant to people’s everyday lives; recognize the creative powers of diversity through public work; utilize the talents and instincts of nonprofessionals; foster reciprocal relationships; embrace flexibility and trust the messiness of democracy” (p. 128). And, finally, Longo ends with a few modest recommendations including the “need to document and share the lessons for community-based civic education efforts” (p. 137), to encourage colleges and universities to take the lead in building partnerships with K-12 schools and communities as well as to “use their credentialing power to make civic education a larger part of the academic experience” (p. 139). Overall, Longo has produced a book that helps to enliven and extend the conversation about forms and functions of civic education. References Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press. Jeri L. Goodman, (nd) “Article 39 An Ecological Approach to Weaving the Threads of Prevention: Community Partnerships Build Healthy Student Environments” About the Reviewers Thalia M. Mulvihill, Ph.D., Professor of Social Foundations of Education and Higher Education and Director of Doctoral Programs in the Department of Educational Studies at Ball State University. Her research agenda focuses on the history and sociology of education and higher education, women and gender issues, critical theory and pedagogies that focus on democracy and social justice issues. Jacqueline Hanoman, doctoral student in the Adult, Higher and Community Education program in the Department of Educational Studies at Ball State University. Her research interests include sociology of adult education, education for democracy, social capital, and critical/revolutionary pedagogies.