Stewart / Webster / Trae Problematizing Service-Learning

Critical Reflections for Development and Action
1. Auflage 2010
ISBN: 978-1-61735-211-9
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 383 Seiten

Interest in and research on civic engagement and servicelearning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement across both K12 and higher education. As a result, increased positive attention has been complemented equally by wellfounded critiques complicating experiential approaches’ claims and questioning if institutional, financial, and philosophical commitment is warranted. A key complaint from these critical voices is the tightly woven, protective insular core in the field of servicelearning. This claim is not unfounded, nor necessarily bad. Initial efforts to legitimize servicelearning and other forms of communitybased education required group cohesion. The concern, however, is that the initial group cohesion has led to groupthink wherein group members have avoided critical analysis and evaluation. This book aims to prevent groupthink within the field of servicelearning by allowing for the examination of effective alternatives by new voices who can serve as “critical evaluators” from within the field itself. Myriad perspectives are offered, including empirical, theoretical, practical, and community perspectives. Authors challenge preconceived notions of servicelearning, who is benefited by this pedagogy, outcomes of participation and implementation, and most importantly the theoretical, conceptual, and methodological lenses through which servicelearning is even considered. The book allows servicelearning’s major criticisms to be examined, challenges to be voiced, and research agendas to be laid. This book parallels servicelearning’s presence and popularity across various disciplines/fields. Chapters are written from broad perspectives and are aimed to inform servicelearning researchers and educators, community organizations, and policy makers who consider servicelearning as a means to address civic responsibility. Authors expose theoretical and philosophical concerns circulating in the field, and often still occupying spaces on the fringe of discourse, action, and research. The book raises fundamental questions for undergraduate and graduate courses with social justice themes by considering the implications that pedagogies of engagement have on learners and communities.

Autoren/Hrsg.

Stewart, Trae

Stewart,

Webster, Nicole

Trae,

Webster,

Nicole,

Inhaltsverzeichnis

1;Cover;1
2;Half-Title;2
3;Title;4
4;Library of Congress Cataloging-in-Publication Data;5
5;Contents;6
6;Foreword;10
7;Preface;14
8;Part I: Expanding Frameworks;24
9;Chapter 1: Creating Spaces for Service-Learning Research;26
10;Chapter 2: Service-Learning as an Intellectual Movement;42
11;Chapter 3: Opening Up Service-Learning Reflection By Turning Inward;60
12;Part II: Complexities in Situating Service-Learning;92
13;Chapter 4: Virtual Adoption of Service-Learning Through Controlled Discourse;94
14;Chapter 5: Service-Learning: An Exportable Pedagogy?;130
15;Chapter 6: Collegiate Service-Learning: Perspectives on Legal Liability;152
16;Part III: Youth Development, Voices, and Perspectives;176
17;Chapter 7: Youth Development in Traditional and Transformational Service-Learning Programs;178
18;Chapter 8: Who’s in Charge?: Examining the Complex Nature of Student Voice in Service-Learning Projects;198
19;Chapter 9: Service-Learning: A Student’s Perspective and Review;224
20;Part IV: Otherness and Inclusiveness;244
21;Chapter 10: Service-Learning and the Culture of Ableism;246
22;Chapter 11: A Critical Connection Between Service-Learning and Urban Communities: Using Critical Pedagogy to Frame the Context;268
23;Chapter 12: Discourse of Advocacy: Student Learners’ Critical Reflections on Working with Spanish-Speaking Immigrant Students;286
24;Chapter 13: Service Loitering: White Pre-Service Teachers Preparing for Diversity in an Underserved Community;318
25;Part V: Challenges and Concluding Remarks;346
26;Chapter 14: Reflections on Scholarship and Engaged Scholarship: A Call to the Field;348
27;Chapter 15: Service-Learning Research: Returning to the Moral Questions;366
28;About the Editors;374
29;About the Contributing Authors;376