Transformative Critical Service-Learning offers hands-on tools for
implementing, reflecting on, and assessing critical service-learning in
classrooms and community spaces. Answering a need from practitioners for
a practical tool for making sense of critical service-learning, the
authors introduce the Critical Service-Learning Implementation Model as
a way to encourage conversations among stakeholders. Materials include
specific criteria to examine, examples of application and context, and
ways to incorporate the model into reflective practices. Valuing
partnerships, reflection, and analysis of power dynamics, the research
and strategies offered here provide an entry point for faculty new to
critical service-learning, while also offering new ideas and tools for
long-time practitioners. Chapters offer particular attention to
strategies for engaging students, syllabus development, and reflective
cycles. Additionally, the authors offer a model for faculty development
in the area of critical service-learning at the institutional level,
including suggestions for faculty and administrators interested in
increasing engagement with social justice and community spaces.
As institutions of higher education are focusing more on the ways in
which they can meet the needs of the communities surrounding their
campuses, The Carnegie Foundation's Elective Classification for
Community Engagement provides a special-purpose designation for higher
education institutions with commitments in the area of community
engagement. Universities must commit to institutional change in order to
improve the outcomes for the communities surrounding the campus. The
classification framework represents best practices in the field and
encourages continuous improvement through periodic re-classification.
Service-learning has been identified as one of the more effective
methods for engaging undergraduate and graduate students in community
engaged scholarship, which facilitates development of critical inquiry,
understanding needs assessment, and deep reflection on inequality. The
authors intend this book to benefit university faculty endeavoring to
begin or develop service-learning courses, higher education
administrators who want to train and engage university faculty in
adopting a more community engaged teaching model, and P-12 teachers, who
often serve as community partners with higher education institutions to
facilitate justice-oriented approaches to teaching their diverse
students.
Perfect for courses such as: Critical Thinking and
Communication/Service-Learning │ Service-Learning Capstone │ Pathways to
Effective Community Engagement │ School and Community Collaboration │
Teaching to Transform Society │ Food, Environment, and Sustainability │
Race and the Right to Vote in the US │ Education and Society │
Environmental Education │ Race, Place, and Memory
