Civic Engagement Resources: Gender and Social Justice

This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples' cultural content in higher education.

This in-depth look at the relationship between service learning and issues of diversity is a virtual blueprint for helping teachers bring increased understanding of diversity to all classrooms. Organized into three parts, this text: proposes theoretical, conceptual, and philosophical frameworks for community service learning in multicultural education; examines findings from several qualitative research studies in relation to service learning conducted within the author's multicultural education course; and shows an inside view of "what really happens" in actual practice and suggests avenues for further research.

This volume explores multiple examples of how to connect classrooms to communities through service learning and participatory research to teach issues of social justice. At the same time, it is about demonstrating the power of service learning in advancing a course content that is community-based and socially engaged.

This book presents informed current thinking on the topic of community service learning programs for youth, offering both veteran and new voices in the field. Topics covered range from the theory and practice of service learning to research and ideas about teacher preparation and educational reform.

Eleventh in AAHE and Campus Compact s series on service-learning in the disciplines, this book focuses on incorporating service-learning in communication, one of the fastest growing disciplines in higher education. The first part provides a strong argument on why service-learning should be part of the communication curriculum, while the second part dramatically demonstrates the ways in which service-learning has a natural affinity for the communication discipline."

The natural alliance between service learning and Women's studies lies in a shared pedagogy, one which draws on lived experience to access and create knowledge. Central to both is an emphasis on the critical link between knowledge and practice for student learning. Women's studies pedagogy, like service learning pedagogy, views experience as important as a source of learning, but also as something one must subject to reflection and analysis to expose its situatedness. In so doing, both feminist and service learning pedagogy ask students to become self- conscious participants in the process of knowledge construction and to become "aware of the limitations of their own experience and perspectives and therefore value the perspectives of others.

This book discusses race and its roles in university-community partnerships. The contributors take a collaborative, interdisciplinary, and multiregional approach that allows students, agency staff, community constituents, faculty, and campus administrators an opportunity to reflect on and redefine what impact African American identity--in the academy and in the community--has on various forms of community engagement.

The authors of the thirteen chapters in this volume bring excitement and innovations to teaching about gender from a wide range of theoretical and discipline perspectives. They exhibit the inclusiveness that is central to feminist pedagogy–a perspective that centers the educational enterprise in the analysis of the interconnectedness of social categories that have traditionally divided and given root to inequality and oppression and aims for no less than social transformation.

Tenth in the Service-Learning in the Disciplines Series, this book shows how both peace studies and service-learning have been developing new ideas of how social learning takes place as a community process in conflict situations and what the dynamics of peace building are. The process has created a new niche in academia for preparing students to become social change agents. The enthusiasm of the contributors in this book gives the reader a new vision of what is possible on college campuses in community-based peace and service-learning at a time when there is a critical need for peace-building skills.

In The Spirit of Service , the contributing authors explore the intersection of faith, service, and social justice in higher education. Reflecting upon the role that higher education plays in preparing future generations of citizens and leaders, this book asserts that spirituality and values necessarily involve one's person-and that educators must begin to connect student learning with the human experiences of faith, service, and commitment to social justice.

How are we to understand the nature and value of higher education's public purposes, mission, and work in a democratic society? How do-and how should-academic professionals contribute to and participate in civic life in their practices as scholars, scientists, and educators? Democracy and Higher Education addresses these questions by combining an examination of several normative traditions of civic engagement in American higher education with the presentation and interpretation of a dozen oral history profiles of contemporary practitioners.

Higher Education and Democracy is a collection of essays on how civic engagement in higher education works to achieve the academic and civic purposes of higher education. These include creating new modes of teaching and learning, fostering participation in American democracy, the development and respect for community and civic institutions, and encouraging the constant renewal all of these dimensions of American life. Organized chronologically, the twenty-two essays in this volume provide "signposts" along the road in the journey of fulfilling the civic purposes of higher education.

This volume presents inventive approaches to using service learning to introduce students to political engagement. The work of faculty representing a wide variety of disciplines, this compilation of innovative and varied courses offers models to adapt and ideas to stimulate the creativity of instructors. The chapters in this book describe how teachers in Politics, Education, Urban and Regional Planning, Business, Communications, Sociology, Mathematics, Economics, and Women's Studies have created effective activities that advance disciplinary knowledge, develop collaboration with communities, and engage students in the political process.