Service-Learning in Theory and Practice: The Future of by Dan Butin

By Dan Butin

This e-book offers a innovative research of the increase and enlargement of the neighborhood engagement stream often and the service-learning box in specific.

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Additional resources for Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education

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What is the role, moreover, of students, faculty, and institutions in their local and global communities? While the answers will obviously differ across institutions, the questions do not. Put otherwise, the normative silence on pedagogical practice by individual faculty and higher education institutions promotes and perpetuates traditional models of teaching and learning. This privileges top-down presumptions of knowledge transfer from faculty to students and power relations between institutions and community and institutions and faculty.

We know that pluralism is a source of strength and vitality that will enrich our students’ education and help them learn both to respect difference and to work together for the common good” (1). This is a noble and neutral sounding statement. Who could be against “the common good”? Yet what is clear is that the “diversity” and “dignity” being spoken of is not about political conservatives. It is about the multiple populations within the United States who have suffered historically (and many who still suffer today) due to social, cultural, economic, and educational marginalization, degradation, and destruction.

Given the changing demographics, and given the rise of the “client-centered” postsecondary institution, servicelearning may come to signify a luxury available only to the privileged few. , teacher quality, adequate resources, engaging curricula) correlates to youth’s skin color and socioeconomic status. Such hierarchies within service-learning in higher education are not unthinkable. Arguments can of course be made by both incrementalist and transformationalist perspectives. The former will argue that these issues will simply take more time to work through, while the latter will argue that in transforming higher education such issues will become irrelevant.

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