Service Learning in the Disciplines Series Read Description

Experiencing Citizenship

Concepts and Models for Service-Learning in Political Science

January 1997
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  • Publisher
    Stylus Publishing
  • Published
    1st January 1997
  • ISBN 9781563770074
  • Language English
  • Pages 247 pp.
  • Size 6" x 9"
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December 2011
More details
  • Publisher
    Stylus Publishing
  • Published
    30th December 2011
  • ISBN 9781620360293
  • Language English
  • Pages 247 pp.
  • Size 6" x 9"

This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. What distinguishes this volume is that the contributors are writing for their peers. They discuss how service-learning can be implemented within political science and what this discipline contributes to the pedagogy of service-learning. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of political science service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi.

Foreword—Edward Zlotkowski
Introduction—Richard M. Battistoni and William E. Hudson

Part One: Service-Learning as a Mode of Civic Education
The Decline of Democratic Faith—Jean Bethke Elshtain
Teaching/Theorizing/Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science—Meta Mendel-Reyes
The Work of Citizenship and the Problem of Service-Learning—Harry C. Boyte and James Farr
Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning Into the Curriculum—Karen D. Zivi

Part Two: Course Narratives
Community Service-Learning as Practice in the Democratic Political Arts—Gregory B. Markus
Service-Learning in the Study of American Public Policy—William E. Hudson
Political Theory—James Farr
Research Methods—Daniel J. Palazzolo
Women and Citizenship: Transforming Theory and Practice—Cynthia R. Daniels
Politics, Community, and Service—Richard Guarasci
Civil Rights and Liberties—Bill Swinford
Service-Learning and Comparative Politics: A Latin American Saga—Robert H. Trudeau
The Police Corps: Researching Teaching and Teaching Research—Milton Heumann
Bringing Service and Politics Together: A Community College Perspective—Mona Field

Part Three: The Discipline and Beyond
Experiencing Government: Political Science Internships—Stephen Frantzich and Sheilah Mann
Service-Learning and Empowerment—Ed Schwerin
Civic Leadership—Richard A. Couto

Afterword—Benjamin R. Barber

Annotated Bibliography
Additional Service-Learning Courses in Political Science
List of Contributors

Richard M. Battistoni

Richard M. Battistoni is Professor of Political Science at Providence College and Campus Compact Engaged Scholar on Civic Engagement. Formerly the Director of the Feinstein Institute for Public Service at Providence College, Rick also developed and directed service-learning efforts at Rutgers and Baylor Universities. A scholar in the field of political theory with a principal interest in the role of education in a democratic society, his major service-learning publications include Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science (co-edited with William E. Hudson) and "Making a Major Commitment: Public and Community Service at Providence College,” in Zlotkowski, ed., Successful Service-Learning Programs. Another book, Education for Democracy: Citizenship, Community and Service, which he co-edited with Benjamin R. Barber, is a principal textbook used in service-learning classes taught around the country. Rick is currently heading a National High School Civic Engagement Initiative, a two-year project funded by a grant from The Pew Charitable Trusts.

William E. Hudson

William E. Hudson is professor of political science at Providence College. He is also the author (with Richard Battistoni) of "Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science".

social science education; democratic pedagogy; public policy