ISBN: 9781617352096

Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth,efforts have been made to institutionalize pedagogies of engagement ac… Plus…

Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth,efforts have been made to institutionalize pedagogies of engagement across both K-12 and higher education. As a result,increased positive attention has been complemented equally by well-founded critiques complicating experientialapproaches'' claims and questioning if institutional, financial, and philosophical commitment is warranted. A key complaintfrom these critical voices is the tightly woven, protective insular core in the field of service-learning. This claim isnot unfounded, nor necessarily bad. Initial efforts to legitimize service-learning and other forms of community-basededucation required group cohesion. The concern, however, is that the initial group cohesion has led to groupthinkwherein group members have avoided critical analysis and evaluation. This book aims to prevent groupthink within thefield of service-learning by allowing for the examination of effective alternatives by new voices who can serve as criticalevaluators from within the field itself.Myriad perspectives are offered, including empirical, theoretical, practical, and community perspectives. Authors challengepreconceived notions of service-learning, who is benefited by this pedagogy, outcomes of participation and implementation,and most importantly the theoretical, conceptual, and methodological lenses through which service-learning is even considered. The book allows servicelearning''smajor criticisms to be examined, challenges to be voiced, and research agendas to be laid.This book parallels service-learning''s presence and popularity across various disciplines/fields. Chapters are written from broad perspectives and are aimed to informservice-learning researchers and educators, community organizations, and policy makers who consider service-learning 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 bookraises fundamental questions for undergraduate and graduate courses with social justice themes by considering the implications that pedagogies of engagement have onlearners and communities. Trae Stewart, Books, Reference and Language, Problematizing Service-Learning: Critical Reflections For Development and Action Books>Reference and Language, Information Age Publishing<

ISBN: 9781617352096

Paperback, [PU: Information Age Publishing], Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made t… Plus…

Paperback, [PU: Information Age Publishing], Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement across both K-12 and higher education. As a result, increased positive attention has been complemented equally by well-founded 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 service-learning. This claim is not unfounded, nor necessarily bad. Initial efforts to legitimize service-learning and other forms of community-based 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 service-learning 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 service-learning, who is benefited by this pedagogy, outcomes of participation and implementation, and most importantly the theoretical, conceptual, and methodological lenses through which service-learning 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 service-learning's presence and popularity across various disciplines/fields. Chapters are written from broad perspectives and are aimed to inform service-learning researchers and educators, community organizations, and policy makers who consider service-learning 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., Adult Education, Continuous Learning, Adult Education, Continuous Learning<

ISBN: 9781617352096

Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement a… Plus…

Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement across both K-12 and higher education. As a result, increased positive attention has been complemented equally by well-founded 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 service-learning. This claim is not unfounded, nor necessarily bad. Initial efforts to legitimize service-learning and other forms of community-based 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 service-learning 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 service-learning, who is benefited by this pedagogy, outcomes of participation and implementation, and most importantly the theoretical, conceptual, and methodological lenses through which service-learning 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 service-learning's presence and popularity across various disciplines/fields. Chapters are written from broad perspectives and are aimed to inform service-learning researchers and educators, community organizations, and policy makers who consider service-learning as a means to address civic responsibility. Authors expose theoretical and philosophical concerns circul ... Books<

ISBN: 9781617352096

In the past decade, the interest in and research on service-learning have increased exponentially. The excitement about this pedagogy of engagement continues with new areas of scholarship… Plus…

In the past decade, the interest in and research on service-learning have increased exponentially. The excitement about this pedagogy of engagement continues with new areas of scholarship being developed every year. From this rapid development and growth, the field of service-learning suffers from growing pangs. Central to the philosophy of service-learning is the importance of reflection, but the field of servicelearning itself has not critically reflected upon its history, findings from research, and acknowledged and subsequently addressed its weaknesses. The book will allow the service-learning''s major criticisms to be examined, challenges to be voiced, and research agendas to be laid. Myriad perspectives will be offered, including empirical, theoretical, practical, policy, and community perspectives. Authors challenge preconceived notions of service-learning, who is benefited by this pedagogy, outcomes of participation and implementation, and most importantly the theoretical, conceptual, and methodological lenses through which service-learning is even considered. Trae Stewart, Books, Reference and Language, Problematizing Service-Learning: Critical Reflections For Development and Action Books>Reference and Language, Information Age Publishing<

ISBN: 9781617352096

Problematizing Service-Learning Problematizing-Service-Learning~~Trae-Stewart Education>Education>Education Paperback, Information Age Publishing, Inc.