Cheerie S. Dellegue*, Neciforo A. Olivar, and Regina P. Galigao (Authors)
Abstract
Empowering collective action through strategic community partnerships is vital for addressing social challenges and promoting community engagement. In the context of Educational Anthropology, understanding the dynamics of community partnerships can enhance collaboration and shape community outcomes. Despite the potential of collective action, disparities in community resources, social capital, and civic engagement persist, hindering community development and perpetuating social inequality. This study employs data mining techniques (including classification, regression analysis, clustering techniques, association rule mining, and Natural Language Processing) to investigate the role of strategic community partnerships in promoting collective action and community engagement through an Educational Anthropology lens. Findings highlight the importance of addressing these disparities through targeted partnerships and initiatives that foster collaboration between educational institutions, community organizations, and local stakeholders. Investing in capacity-building programs, community outreach initiatives, and collaborative governance models can enhance collective action and community engagement. Implementing inclusive and equitable community development policies can promote equal opportunities for marginalized groups. By empowering collective action, strategic community partnerships in Educational Anthropology can play a vital role in shaping community outcomes, promoting social cohesion, and fostering culturally responsive learning environments.
Keywords: educational, anthropology, community partnership, social challenges, collaboration
DOI: http://doi.org/10.69651/PIJHSS0403382
Recommended citation:
Dellegue, C. S., Olivar, N. A., & Galigao, R. P. (2025). Educational anthropology and community partnerships: Addressing social challenges through collaboration. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4117-4129. http://doi.org/10.69651/PIJHSS0403382
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