BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION
Race, Poverty, and Social Justice
Multidisciplinary Perspectives Through Service Learning
Foreword by Robert A. Corrigan
Series edited by Gerald S. Eisman
6th June 2007
- ISBN 9781579222208
- Language English
- Pages 295 pp.
- Size 6" x 9"
- Images tables
This volume explores multiple examples of how to connect classrooms to communities through service learning and participatory research to teach issues of social justice. The various chapters provide examples of how collaborations between students, faculty, and community partners are creating models of democratic spaces (on campus and off campus) where the students are teachers and the teachers are students. The purpose of this volume is to provide examples of how service learning can be integrated into courses addressing social justice issues. At the same time, it is about demonstrating the power of service learning in advancing a course content that is community-based and socially engaged.
To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications. Click here for the table to this title.
"Calderón compiles a collection designed to advance service learning 'beyond volunteerism (or charity) to a level of civic engagements that advances social justice in our institutions and a democratic culture in a civil society.' With topics ranging from day laborer centers and homelessness to preparing the student for life in a diverse global society, the collection provides practical strategies for achieving transformative learning in multiple contexts."Diversity & Democracy (AAC&U)
Foreword—Robert A. Corrigan; About This Series—Gerald Eisman; Introduction--José Zapata Calderon; Activity/Methodology Table; List of Contributors
SECTION I: FOUNDATIONS OF SERVICE LEARNING AND SOCIAL JUSTICE: 1) Advancing Service Learning as a Transformative Method for Social Justice Work—Stan Oden and Amar Casey; 2) Stimulating Social Justice Theory for Service Learning Practice—David Schulz; 3) Reflections on Service Learning as a Pedagogical Strategy in Composition—Christine Popok
SECTION II: THE DAY LABOR PROJECT: 4) Linking Critical Democratic Pedagogy, Multiculturalism, and Service Learning to a Project-Based Approach—José Calderon and Gilbert Cadena; 5) Designing a Safety Program for Day Laborers – The Forgotten Workers—Edward Clancy; 6) Community-Based Scholarship: Nutrition Students Learn Spanish in the Classroom and at the City of Pomona Day Labor Center—Susan Algert Stubblefield
SECTION III: SOCIAL POLICY AND HOMELESSNESS: 7) Social Justice and Public Policy—Roberta Ann Johnson and Robert C. Chope; 8) Social Responsibility by Design: Interior Design, Graphic Design and Photography Students’ Close Encounter with Homelessness—Jill Pable; 9) Providing Human Services with a Social Justice Perspective—Robert C. Chope and Rebecca L. Toporek
SECTION IV: INTERNATIONAL PROJECTS: 10) Service Learning in the World Community: Video Production in South America—Betsy J. Blosser
SECTION V: CULTURE AND EQUITY: 11) Creating Social Justice in the Classroom: Preparing Students for Diversity through Service-Learning—Tasha Souza; 12) Social Justice and Community Service Learning in Chicano/Latino/Raza Studies—Velia Garcia; 13) Reclaiming a Forgotten Past: The San Fernando Valley Japanese American Oral History and Photograph Collection Project—Edith Chen; 14) Cultural Issues in American Indian Education—Karen Baird-Olson.