Book reviews

2009 ◽  
Vol 2 (3) ◽  
pp. 106-118
Author(s):  
Dan W. Butin ◽  
John Craig ◽  
Erin M. Sergison ◽  
Ellen E. Gutman
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Liberal Arts ◽  
American Politics ◽  
Political Engagement ◽  
Good Citizen ◽  
Younger Generation

Craig A. Rimmerman (ed.) (2009) Service-Learning and the Liberal Arts: How and Why It WorksReview by Dan W. ButinDavid Watson (2007) Managing Civic and Community EngagementReview by John CraigAnne Colby, Elizabeth Beaumont, Thomas Ehrlich and Josh Corngold (2007) Educating for Democracy: Preparing Undergraduates for Responsible Political EngagementReview by Erin M. SergisonRussell J. Dalton (2008) The Good Citizen: How a Younger Generation is Reshaping American PoliticsReview by Ellen E. Gutman

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

2020 ◽  
Vol 43 (4) ◽  
pp. 416-430
Author(s):  
David Lynn Painter ◽  
Courtney Howell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Civic Engagement ◽  
Community Engagement ◽  
Liberal Arts ◽  
Best Practice ◽  
Liberal Arts College ◽  
Different Types ◽  
Arts Community ◽  
Individual Conversations

Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

Teaching Interreligious Encounter

2017 ◽  
Author(s):  
Hans Gustafson
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Case Studies ◽  
Course Design ◽  
Comparative Theology ◽  
Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

scholarly journals What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

2017 ◽  
Vol 13 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Eugene Gabriel Machimana ◽  
Maximus Monaheng Sefotho ◽  
Liesel Ebersöhn
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
School Context ◽  
Secondary Analysis ◽  
Rural School ◽  
Multiple Partner ◽  
Social Challenges ◽  
Education Community ◽  
Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

scholarly journals Frigørelsesfilosofi – Interview med Enrique Dussel

2018 ◽  
pp. 131-143
Author(s):  
Astrid Nonbo Andersen
Keyword(s):  
Latin American ◽  
American Politics ◽  
Political Engagement ◽  
The Political ◽  
Latin American Politics ◽  
Founding Father ◽  
Enrique Dussel ◽  
Philosophy Of Liberation ◽  
Western Hegemony ◽  
Harsh Critique

Enrique Dussel is one of the most prominent Latin American thinkers and a founding father of the Philosophy of Liberation. Dussel is known for his long political engagement in Latin American Politics and for his harsh critique of Western hegemony on the global stage – both the political and the philosophical. In this interview with Dussel these themes are discussed as well as some of Dussel’s own notions, such as pluriversality and transmodernity.

Sign in / Sign up

Export Citation Format

Share Document