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.

This eighth volume in the Advances in Service-Learning Research series includes eight essays selected from manuscripts submitted by participants in the seventh annual conference of the International Association of Research in Service-Learning and Community Engagement, held in Tampa, Florida, in October, 2007. The volume builds upon the theme of that conference: "Sustainability and Scholarship: Research and the K-20 Continuum," bringing together the work of scholars from K-12 and higher education to argue for the connection between rigorous and purposeful research and sustainable service-learning and civic engagement. Articles range from models for program-level assessment to examples of significant field-based research projects to approaches to advance discipline-based sustainable impacts to connections between civic education and sustainable communities. Voices of community partners, students, faculty members, administrators, and discipline-based organizations are part of the conversation, and each of the essays raises important challenges for future research that can help to shape, document, and sustain the important impacts of work in this field.

A comprehensive guide to service-learning for social justice written by an international panel of experts The Wiley International Handbook of Service-Learning for Social Justice offers a review of recent trends in social justice that have been, until recently, marginalized in the field of service-learning. The authors offer a guide for establishing and nurturing social justice in a variety of service-learning programs, and show that incorporating the principles of social justice in service-learning can empower communities to resist and disrupt oppressive power structures, and work for solidarity with host and partner communities. With contributions from an international panel of experts, the Handbook contains a critique of the field’s roots in charity; a review of the problematization of Whitenormativity, paired with the bolstering of diverse voices and perspectives; and information on the embrace of emotional elements including tension, ambiguity, and discomfort. This important resource: Considers the role of the community in service-learning and other community‑engaged models of education and practice Explores the necessity of disruption and dissonance in service-learning Discusses a number of targeted issues that often arise in service-learning contexts Offers a practical guide to establishing and nurturing social justice at the heart of an international service-learning program Written for advanced undergraduate students, graduate students, scholars, and educators, The Wiley International Handbook of Service-Learning for Social Justice highlights social justice as a conflict‑ridden struggle against inequality, xenophobia, and oppression, and offers practical suggestions for incorporating service-learning programs in various arenas.

This collection presents essays on service-learning and its role in the education of first-year college students. Following a preface by John N. Gardner and an introduction by Edward Zlotkowski, the chapters of section 1, "Making the Case for Service-Learning in the First Year of College," are: (1) "High School Service-Learning and the Preparation of Students for College: An Overview of Research" (Andrew Furco); (2) "Service-Learning and the First-Year Experience: Outcomes Related to Learning and Persistence" (Lori J. Vogelsang, Elaine K. Ikeda, Shannon K. Gilmartin, and Jennifer R. Keup); and (3) "Service-Learning and the Introductory Course: Lessons from across the Disciplines" (Edward Zlotkowski). Section 2, "Looking at Today's Students," contains: (4) "Look Who's Coming to College: The Impact of High School Service-Learning on New College Students" (Marty Duckenfield) and (5) "A Matter of Experience; Service-Learning and the Adult Student" (Tom O'Connell). Section 3, "Learning from Practice," contains: (6) "The University of Rhode Island's New Culture for Learning" (Jayne Richmond); (7) "Institutional Strategies To Involve First-Year Students in Service" (Julie A. Hatcher, Robert G. Bringle, and Richard Muthiah); (8) "Inquiry as a Mode of Student Learning at Portland State University: Service-Learning Experiences in First-Year Curriculum" (Dilafruz Williams, Judy Patton, Richard Beyler, Martha Balshem, and Monica Halka); (9) "A Positive Impact on Their Lives: Service-Learning and First-Year Students at Le-Moyne Owen College" (Barbara Frankle and Femi I. Ajanaku); (10) "Service-Learning in a Learning Community: The Fullerton First-Year Program" (Kathy O'Byrne and Sylvia Alatorre Alva); and (11) "Writing as Students, Writing as Citizens: Service-Learning in First-Year Composition Courses" (Thomas Deans and Nora Bacon). The final section, "Summing Things Up," contains one essay: "What, So What, Now What: Reflections, Findings, Conclusions, and Recommendations on Service-Learning and the First-Year Experience" (John N. Gardner). An appendix contains profiles of 4 additional programs. (SLD).

This book suggests how teachers and community partners can use service-learning in ways that can systematically enhance student academic outcomes and their civic education and lead to their informed and fruitful civic participation as youth & adults.

The term ‘public pedagogy’ is given a variety of definitions and meanings by those who employ it. It is often used without adequately explicating its meaning, its context, or its location within differing and contested articulations of the construct. Problematizing Public Pedagogy brings together renowned and emerging scholars in the field of education to provide a theoretical, methodological, ethical, and practical ground from which other scholars and activists can explore these forms of education. At the same time it increases the viability of the concept of public pedagogy itself. Beyond adding a multifaceted set of critical lenses to the genre of public pedagogy inquiry and theorizing, this volume adds nuance to the broader field of education research overall.

Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service-learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds. Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning. Topics include: Determining what service-learning opportunities institutions should offer How to engage students in critical reflection in academic courses and in cocurricular experiences Best practices for developing and sustaining mutually beneficial campus-community partnerships Integrating service-learning into the curriculum in all disciplines and at all levels, as well as various areas of student life outside the classroom Assessing service-learning programs and outcomes The dilemmas of service-learning in the context of power and privilege The future of service-learning in online and rapidly globalizing environments Service-learning has virtually limitless potential to enable colleges and universities to meet their goals for student learning while making unique contributions to addressing unmet local, national, and global needs. However, in order to realize these benefits, service-learning must be thoughtfully designed and carefully implemented. This easy-to-use volume contains everything faculty, leaders, and staff members need to know about service-learning to enhance communities, improve higher education institutions, and educate the next generation of citizens, scholars, and leaders.