Democratic Dilemmas of Teaching Service-Learning: Curricular Strategies for Success
Stylus Publishing, LLC., Feb 27, 2012 - Education - 220 pages
A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action?
This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses.
Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues.
Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary.
In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations.
The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions.
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INTRODUCTION COMPETING DEMOCRATIC VALUES IN TEACHING AND LEARNING
PART ONE DEMOCRATIC DILEMMAS OF TEACHING SERVICELEARNING
1 THE NATURE OF TEACHING AND LEARNING DILEMMAS Democracy in the Making
2 BANNING BOOKS TO PROTECT CHILDREN Clashing Perspectives in ServiceLearning
3 SOLIDARITY NOT CHARITY Issues of Privilege in ServiceLearning
PART TWO DESIGNING SERVICE LEARNINGCOURSES FOR DEMOCRATIC OUTCOMES
4 PEDAGOGICAL AND EPISTEMOLOGICAL APPROACHES TO SERVICELEARNING Connecting Academic Content to Community Service
5 STUDENT OBJECTION TO SERVICELEARNING A Teachable Moment About Political and Community Engagement
14 WORKING WITH HIGH SCHOOL DROPOUTS ServiceLearning Illustrations of Power and Privilege
15 DEMOCRATIC LESSONS IN FAITH SERVICE AND SEXUALITY
PART FIVE ACADEMIC DISCIPLINES AS DIMENSIONS OF DEMOCRACY
16 DISCIPLINARY KNOWLEDGE SERVICELEARNING AND CITIZENSHIP
17 WHY SHOULD I CARE? Introducing ServiceLearning and Political Engagement to Computer Science Students
18 POLITICAL SCIENCE STUDENTS AND THE DISENGAGED POLIS Civic Education and Its Discontents
19 HEALTH PSYCHOLOGY AND POLITICAL ENGAGEMENT The Why and How
20 TO REFORM OR TO EMPOWER? Asian American Studies and Education for Critical Consciousness
6 PRACTICE MAKES IMPERFECT ServiceLearning for Political Engagement as a Window Into the Challenges of Political Organizing
7 MODELING CITIZENSHIP The Nexus of Knowledge and Skill
PART THREE CREATING DEMOCRATIC LEARNING COMMUNITIESWITHIN AND WITHOUT
8 CONSENSUS COLLABORATION AND COMMUNITY Mutually Exclusive Ideals?
9 CULTIVATING RELATIONSHIPS BETWEEN A GRASSROOTS ORGANIZATION AND A UNIVERSITY
10 NEGOTIATING STUDENT EXPECTATIONS AND INTERPRETATIONS OF SERVICELEARNING
11 SERVICE LEARNING IS LIKE LEARNING TO WALK Baby Steps to Cultural Competence
PART FOUR DECONSTRUCTING DILEMMAS FOR DEMOCRATICALLY CENTERED LEARNING
12 CONFLICT AS A CONSTRUCTIVE CURRICULAR STRATEGY
13 WHY ARE YOU SO MAD? Critical Multiculturalist Pedagogies and Mediating Racial Conflicts in CommunityBased Learning
PART SIX EVALUATING DEMOCRATIC PROCESS AND PROGRESS
21 ASSESSMENT OF EXPECTED AND UNEXPECTED SERVICE LEARNING OUTCOMES
22 EXPECTING THE POLITICAL GETTING THE INTERVIEW How Students Do Not See Writing as a Political Act
23 ADDRESSING POLICY DILEMMAS WITH COMMUNITY BASED RESEARCH AND ASSESSING STUDENT OUTCOMES
24 SERVICELEARNING FOR A DEMOCRATIC FUTURE
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academic academic term action activities Asian American studies assessment challenges Chapter children’s literature citizenship civic engagement civic skills classroom collaboration college students community partner Community Service community-based learning competing conflict connections creating Cress critical consciousness critical thinking cultural democracy Democratic Dilemmas dents described Dewey digital divide disciplines discussion faculty frame Gelmon goals help students heteronormativity high school students higher education homeless Hurricane Katrina impact individual instructors interaction intercultural competence issues Jossey-Bass Journal Latino Laura Nichols munity Oaxaca one’s opportunities organizations outcomes participation pedagogy perspectives political engagement Portland State University problem programs questions readings reflection reframing Reitenauer responsibility role San Francisco SDOP service-learning course service-learning experience service-learning for political service-learning project social change social inequalities social justice society sociology strategies student learning teacher teaching and learning teaching service-learning tion understanding University voter writing WSWA