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E-grāmata: ServiceLearning to Advance Social Justice in a Time of Radical Inequality

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ServiceLearning to Advance Social Justice in a Time of Radical InequalityPalielināt
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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 todays society.
Preface: Reclaiming Teaching and Learning Through Service-Learning xi
Todd Alan Price
Acknowledgments xvii
SECTION I SERVICE-LEARNING TO REACH ACROSS DISCIPLINARY BOUNDARIES IN HIGHER EDUCATION
Introduction
3(4)
Barri E. Tinkler
1 More Than a Desire to Serve: A Mixed Methods Exploration of Low-Income, First-Generation College Students' Motivations to Participate in Service-Learning
7(34)
Travis T. York
2 Reflections on the Enactment of a Critical Service-Learning Experience
41(24)
C. Lynne Hannah
Barri E. Tinkler
Holly Morgan Frye
James K. Leverett
Dwayne C. Wright
3 Disruptive Practices: Advancing Social Justice Through Feminist Community Based Service-Learning in Higher Education
65(30)
Beth S. Catlett
Amira Proweller
4 Critical Community Service-Learning in a Graduate Seminar: Strategically Integrating Activist Placements and Critical Pedagogy to Advance Social Justice
95(26)
Donna Chovanec
Tania Kajner
Ayesha Mian Akram
Misty Underwood
5 The Use of Service-Learning in U.S. Dietetics Education: In Service of Whom?
121(18)
Christin L. Seher
Susan V. Iverson
SECTION II SERVICE-LEARNING TO SUPPORT A REIMAGINING OF TEACHER EDUCATION
Introduction
139(4)
Virginia Jagla
6 Examining Social Justice in Teacher Education: Four Case Studies of Alternative Nontraditional Service-Learning Partnerships in Teacher Education
143(46)
Margaret-Mary Sulentic Dowell
Estanislado S. Barrera
Leah Katherine Saal
Tynisha Meidl
7 Reenvisioning Teacher Preparation: The Transformative Power Of Teachers Studying "Abroad" in the Neighborhood
189(38)
Elizabeth Grassi
Joan Armon
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
227(38)
Cynthia Bourne
Susan Crichton
Vida N. Yakong
SECTION III ADDRESSING UNCONSCIOUS BIAS AND RACIAL INEQUALITY THROUGH SOCIAL JUSTICE AND CRITICAL SERVICE-LEARNING
Introduction
265(4)
Jean Strait
9 (Re)framing Service-Learning With Youth Participatory Action Research: A Social Justice-Oriented Approach to Service-Learning Practice
269(28)
Melissa Bocci
10 Communities of Practice: Youth and Social Justice Service-Learning
297(22)
Emily A. Nemeth
Christian Winterbottom
11 Developing a More Critically Minded Citizenry: Rethinking Service-Learning in the Social Studies
319(24)
Jason Harshman
Jonathan Duffy
SECTION IV SERVICE-LEARNING TO ADVANCE COMMUNITY INQUIRY
Introduction
343(16)
Alan S. Tinkler
12 Moving From Traditional to Critical Service-Learning: Reflexivity, Reciprocity, and Place
347
Guiseppe Getto
Dennis McCunney
13 Infusing Service-Learning With Social Justice Through Cultural Humility
359(24)
Lianne Lee
Darren E. Lund
14 A Dream for Service
383(22)
Khuram Hussain
15 Reflection: The Key to Meaningful Social Change Through Service-Learning
405(14)
John W. Murphy
Christian A. Schlaerth
About the Authors 419
Alan S. Tinkler, University of Vermont, USA

Barri E. Tinkler, University of Vermont, USA

Virginia M. Jagla, National Louis University, USA

Jean R. Strait, Hamline University, USA
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97816812337586e.html
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