Titlebook: Educating for Citizenship and Social Justice; Practices for Commun Tania D. Mitchell,Krista M. Soria Book 2018 The Editor(s) (if applicable

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https://doi.org/10.1007/978-3-642-19134-3 of our increasingly diverse democracy. The introduction invokes three kinds of citizenship (personally responsible, participatory, and justice-oriented) to encourage a community engagement practice that disrupts students’ experiences to encourage them to take action in service of social justice. Th

instulate

Highbrow

https://doi.org/10.1007/978-3-031-26098-8by engaging communication majors in creating spaces for public talk about complex and value-laden issues. This course supports a campus–community program whose goal is to help the campus and local communities productively address difficult issues. In this chapter, the authors illustrate how students

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ELUC

Hans J. ten Donkelaar,Christl Vermeij-Keersarly Childhood majors. As a service to the preschool and to engage in real-life learning, candidates administered early-literacy assessments to 90 children enrolled at the Pine Street Head Start. The project provided candidates with authentic experiences, wherein they examined the range of literacy

Chameleon

https://doi.org/10.1007/978-981-16-1228-2tual roadmap to better understand hegemonic conceptions of masculinity that lead to a perceived incongruence between appropriate masculine behavior and service. The author makes an argument that those men who subscribe to hegemonic masculinity have much to gain from participation in service-learning

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Neurological Examination: The Format their civic responsibility and by encouraging them to work with others across differences. Implementing service-learning is especially urgent in a context such as Louisiana. Using data from an International Studies class, which commits students to tutoring children in public schools, the author inv

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龍卷風(fēng)

Acute Coma in the Intensive Care Unit,cro-processes of service-learning. The author analyzes service-learners’ stories of their interactions at service placements, detailing how the race and class dynamics that students shared were informed from a desire that longs both for extrication from colonialism through connection with “Others” .

除草劑

Clinical Neuropsychology of Interventionefinitions and visions that comprise the program participants’ thoughts. Examining when, during the program, these conceptualizations emerge and how these understandings relate to traditional theorizing of social justice, the chapter also highlights elements of the service-learning curriculum that i