Reimagining Diversity Work: Multigenerational Learning, Adult Immigrants, and Dialogical Community-Based Learning

Abstract

Interactions between universities and surrounding communities have the potential to create empowering education through community engagement. Innovative "town/gown" relationships such as multigenerationallearning communities with immigrant communities may foster positive student learning outcomes while at the same time strengthen local communities. Drawing on the experience of a partnership between a college and a public library, this article explores the strengths of integrating intergenerational, community-based learning and adult immigrants to foster dialogical "town/gown" relationships.