Service-Learning to Advance Social Justice in a Time of Radical Inequality
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- Description
- Contents
When considering inequality, one goal for educators is to enhance critical engagement to allow learners an opportunity to participate in an inquiry process that advances democracy. Service-learning pedagogy offers an opportunity to advance engaged-learning opportunities within higher education. This is particularly important given the power dynamics that are endemic within conversations about education, including the conversations around the Common Core, charter schools, and the privatization of education.
Critical inquiry is central to the ethos of service-learning pedagogy, a pedagogy that is built upon community partner participation and active reflection. Within higher education, service-learning offers an important opportunity to enhance practice within the community, allowing students to engage stakeholders and youth which is particularly important given the dramatic inequalities that are endemic in today’s society.
Preface, Todd Alan Price.
- Acknowledgments.
- Section I: Service-Learning to Reach Across Disciplinary Boundaries in Higher Education.
- Introduction, Barri E. Tinkler.
- Chapter 1. More Than a Desire to Serve: A Mixed Methods Exploration of Low-Income, First-Generation College Students’ Motivations to Participate in Service-Learning, Travis T. York.
- Chapter 2. Reflections on the Enactment of a Critical Service-Learning Experience, C. Lynne Hannah, Barri E. Tinkler, Holly Morgan Frye, James K. Leverett, and Dwayne C. Wright.
- Chapter 3. Disruptive Practices: Advancing Social Justice Through Feminist Community-Based Service-Learning in Higher Education, Beth S. Catlett and Amira Proweller.
- Chapter 4. Critical Community Service-Learning in a Graduate Seminar: Strategically Integrating Activist Placements and Critical Pedagogy to Advance Social Justice, Donna Chovanec, Tania Kajner, Ayesha Mian Akram, and Misty Underwood.
- Chapter 5. The Use of Service-Learning in U.S. Dietetics Education: In Service of Whom?, Christin L. Seher and Susan V. Iverson.
- Section II: Service-Learning to Support a Reimagining of Teacher Education.
- Introduction, Virginia Jagla.
- Chapter 6. Examining Social Justice in Teacher Education: Four Case Studies of Alternative Nontraditional Service-Learning Partnerships in Teacher Education, Margaret-Mary Sulentic Dowell, Estanislao S. Barrera IV, Leah Katherine Saal, and Tynisha Meidl.
- Chapter 7. Reenvisioning Teacher Preparation: The Transformative Power of Teachers Studying “Abroad” in the Neighborhood, Elizabeth Grassi and Joan Armon.
- Chapter 8. Exploring the Influence of Design Principles to Create a Global Service-Learning Project for Teacher-Candidates in the Upper East Region, Ghana, West Africa: A Case Study, Cynthia Bourne, Susan Crichton, and Vida N. Yakong.
- Section III: Addressing Unconscious Bias and Racial Inequality Through Social Justice and Critical Service-Learning.
- Introduction, Jean Strait.
- Chapter 9. (Re)framing Service-Learning With Youth Participatory Action Research: A Social Justice-Oriented Approach to Service-Learning Practice, Melissa Bocci.
- Chapter 10. Communities of Practice: Youth and Social Justice Service-Learning, Emily A. Nemeth and Christian Winterbottom.
- Chapter 11. Developing a More Critically Minded Citizenry: Rethinking Service-Learning in the Social Studies, Jason Harshman and Jonathan Duffy.
- Section IV: Service-Learning to Advance Community Inquiry.
- Introduction, Alan S. Tinkler.
- Chapter 12. Moving From Traditional to Critical Service-Learning: Reflexivity, Reciprocity, and Place, Giuseppe Getto and Dennis McCunney.
- Chapter 13. Infusing Service-Learning With Social Justice Through Cultural Humility, Lianne Lee and Darren E. Lund.
- Chapter 14. A Dream for Service, Khuram Hussain.
- Chapter 15. Reflection: The Key to Meaningful Social Change Through Service-Learning, John W. Murphy and Christian A. Schlaerth.
- About the Authors...