ABSTRACT
Initial research about the impact of place- and community-based educational efforts is thus encouraging, and examples of its practice, often appealing if not inspiring. But what does it take to get projects like those described earlier in this volume off the ground? Schools and communities clearly do not have to remain separated in the way they often are, and the walls between classrooms and neighborhoods and regions can be made more porous. Community members can gain meaningful access to the education of children and youth. And students themselves can gain access to their community. But how do people start? What kinds of lessons can be taken from schools and communities where this approach to teaching and learning has been implemented and gained some traction and staying power?
