Reflections on service-learning in european higher education

Over the last two decades, there has been a growing emphasis on the transformation of higher education within Europe. The promotion of active and democratic citizenship through formal higher education is a primary concern. Service-learning (SL) has proven to be a powerful didactic methodology for achieving these ideals. The objective of this paper is to highlight some reflections that permeate SL european experiences, published in the European Observatory of Service-Learning in Higher Education, between January 2020 and September 2021. The counting and percentages of the valued attitudes of SL experiences were collected to explore the guiding philosophy, historical roots, purposes, and underpinning features of SL, contextual factors affecting the practice of SL in the partner institutions and countries, and future challenges and opportunities. Conclusions focus on SL growth and mainstreaming; SL as a core strategic pillar for developing deeper community-higher education partnerships and for strengthening civic engagement across higher education; the need to develop future research to explore these connections and the potential that SL can play in terms of increased civic, work-life and theoretical understandings and skills.

EDWARD EVERETT GORE: CONTRIBUTIONS OF AN EARLY 20TH CENTURY CPA AND CIVIC LEADER

Edward Everett Gore was the president of the American Institute of Accountants from 1922-1924. At the same time he was leading the accounting profession, he was the president of the Chicago Association of Commerce. He was later founder and president of the Chicago Crime Commission during the era when Alphonse Capone was terrorizing the city. He was responsible for the passage of the first Illinois CPA law and the establishment of the Journal of Accountancy and the AICPA Benevolent Fund . He wrote portions of the 1913 tax law and campaigned for the establishment of the Internal Revenue’s Board of Tax Appeals (Tax Court). He played an important leadership role in professionalizing public accounting during the first quarter of the twentieth century, and his civic work in the Chicago area extended his legacy beyond the realm of accountancy.

Preparing College Students to Facilitate Action Civics Among K-12 Students

Recently, scholars have begun exploring the benefits and challenges of using college students to help develop Kindergarten-12th Grade (K-12) students' civic engagement capacities, specifically through action civics programs. However, much of the literature focuses on the political and social knowledge obtained by the K-12 students. By contrast, the authors explore the dispositions that college students need to effectively facilitate such learning with K-12 students, culled from grounded coding of four cases. They argue that action civics facilitator training programs should focus on action civics dispositions because dispositions underpin the knowledge and skills facilitators need to access to support complex civic work with K-12 students. Specifically, training programs should include dispositional work, valuing student-led projects, multiple perspectives, the development of relationships in contexts, and social justice. In this way, the values that drive Dewey's concept of democratic life can continue to underpin students' future civic work.

Tourism and recreation in the county of Kremenets as presented in “Życie Krzemienieckie” [Life of Kremenets] journal (1932-1939)

The aim of this paper is to present tourism and recreation in the county of Kremenets on the pages of “Życie Krzemienieckie” [Life of Kremenets] journal.”Życie Krzemienieckie” was issued in Kremenets in the years 1932-1939 and was published monthly. In some periods, “Życie Krzemienieckie” came out as a biweekly. It was a journal which was to provide information on social, cultural and economic life, as well as tourist and recreational activity, mostly of the Kremenets county community. As far as preparations for drawing up the study are concerned, the following procedures were used: analysis of historical sources, synthesis, induction, deduction and the comparative method. <br>The years 1932-1939 saw the development of tourism and recreation in the county of Kremenets. It was noticeable in the progression of infrastructure for tourism and recreation, e.g. in Kremenets, the Community and Tourism House was built. Some facilities were established for active tourism in the county of Kremenets. In addition to infrastructure, an important element in tourism activity was personnel training. Activity in the fi eld of tourism and recreation was pursued by social organisations including the following; Polish Sightseeing Association (branch in Kremenets), the County Committee for Physical Education and Military Training in Kremenets, the County Committee of Rural Youth in Kremenets, the Volhynian District Skiing Association, Union of Social Organisations and Association of Women’s Civic Work. In the fi eld of tourism, an important role was played by Kremenets Secondary School. In Kremenets, a department of the “Orbis” Travel Agency operated. In the county of Kremenets, mainly sightseeing, school as well asactive tourism was practised, and excursion traffi c in its broad sense was notable.

The Practice of Civic Tech: Tensions in the Adoption and Use of New Technologies in Community Based Organizations

This article reports on a qualitative study of community based organizations’ (CBOs) adoption of information communication technologies (ICT). As ICTs in the civic sector, otherwise known as civic tech, get adopted with greater regularity in large and small organizations, there is need to understand how these technologies shape and challenge the nature of civic work. Based on a nine-month ethnographic study of one organization in Boston and additional interviews with fourteen other organizations throughout the United States, the study addresses a guiding research question: how do CBOs reconcile the changing (increasingly mediated) nature of civic work as ICTs, and their effective adoption and use for civic purposes, increasingly represent forward-thinking, progress, and innovation in the civic sector?—of civic tech as a measure of “keeping up with the times.” From a sense of top-down pressures to innovate in a fast-moving civic sector, to changing bottom-up media practices among community constituents, our findings identify four tensions in the daily practice of civic tech, including: 1) function vs. representation, 2) amplification vs. transformation, 3) grassroots vs. grasstops, and 4) youth vs. adults. These four tensions, derived from a grounded theory approach, provide a conceptual picture of a civic tech landscape that is much more complicated than a suite of tools to help organizations become more efficient. The article concludes with recommendations for practitioners and researchers.

Embodying Sovereignty

From 1789 through 1793, the Dames reinvented their place in the nation through their activism, which they framed as civic work, and through their maternal initiatives, which they framed as gendered labor. The Dames reacted to local problems en masse and varied their response by situation. They bolstered their image as communal guardians by marching on Versailles during the October Days, by insisting that the municipal government assist citizens during food crises, and by sending a delegation to Italy to fetch the Comte d’Artois. As republican mothers, they reminded the National Assembly of its paternal responsibilities, spanked counterrevolutionary nuns who misled children, and sought to free imprisoned parents who defaulted on wet nurse payments. However, as Louis XVI proved an unwilling constitutional monarch, and bourgeoning clubs and assemblies grew into institutional venues for politics, the Dames’ sporadic interventions became less powerful.

Preparing College Students to Facilitate Action Civics Among K-12 Students

Recently, scholars have begun exploring the benefits and challenges of using college students to help develop Kindergarten-12th Grade (K-12) students' civic engagement capacities, specifically through action civics programs. However, much of the literature focuses on the political and social knowledge obtained by the K-12 students. By contrast, the authors explore the dispositions that college students need to effectively facilitate such learning with K-12 students, culled from grounded coding of four cases. They argue that action civics facilitator training programs should focus on action civics dispositions because dispositions underpin the knowledge and skills facilitators need to access to support complex civic work with K-12 students. Specifically, training programs should include dispositional work, valuing student-led projects, multiple perspectives, the development of relationships in contexts, and social justice. In this way, the values that drive Dewey's concept of democratic life can continue to underpin students' future civic work.