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Intro -- Volunteer Work, Informal Learning and Social Action -- TABLE OF CONTENTS -- ACKNOWLEDGMENTS -- PREFACE -- REFERENCES -- AFFILIATION -- INTRODUCTION -- WHY THIS BOOK? -- VOLUNTEER WORK -- VOLUNTEER WORK AND INFORMAL LEARNING -- AN OVERVIEW OF THE BOOK -- NOTE -- REFERENCES -- AFFILIATION -- 1. VOLUNTEER WORK AND INFORMAL LEARNING: A CONCEPTUAL DISCUSSION -- INTRODUCTION -- VOLUNTEER WORK -- VOLUNTEER WORK AND SOCIETY -- INFORMAL LEARNING -- INFORMAL LEARNING AND VOLUNTEER WORK: EXPLORING THE RELATIONSHIPS -- CLOSING REMARKS -- NOTE -- REFERENCES -- AFFILIATIONS -- 2. VOLUNTEER WORK AND INFORMAL LEARNING: MAJOR INTERNATIONAL AND CANADIAN TRENDS -- INTRODUCTION -- IMPACT ON POLITICAL ECONOMY -- OVERVIEW OF WHO VOLUNTEERS IN CANADA -- SURVEY DESIGN AND DEFINITIONS OF VOLUNTEER WORK -- WHO VOLUNTEERS IN CANADA -- FORMAL VOLUNTEER WORK -- CHARACTERISTICS OF THE CANADIAN VOLUNTEER -- Age -- Gender -- Number of Years in Canada -- Ethnicity -- Marital Status and Number of Children -- Employment Status -- Educational Level -- Income Level -- TYPES OF ORGANIZATIONS FOR WHICH VOLUNTEERS WORK -- REASONS TO VOLUNTEER -- LEARNING PATTERNS OF VOLUNTEERS -- Adult Education -- Informal Learning -- LEARNING CONTENT AND ATTITUDES -- WHAT IS LEARNED? -- Gender -- Age -- Whether Volunteers are Born in Canada -- Education -- Helpfulness of Informal Learning -- CONCLUSION -- NOTES -- REFERENCES -- AFFILIATION -- 3. LEARNING AND KNOWLEDGE TRANSFER IN VOLUNTEERING: EXPLORING THE EXPERIENCE OF RED CROSS VOLUNTEERS -- INTRODUCTION -- CANADIAN RED CROSS CONTEXT -- THE STUDY: RESEARCH DESIGN AND METHODS -- VOLUNTEERING AND NON-PROFIT ORGANIZATIONS -- VOLUNTEER LEARNING AND ORGANIZATIONAL EFFECTIVENESS -- FINDINGS ON VOLUNTEERING AND LEARNING IN CANADIAN RED CROSS-TORONTO REGION -- Learning Goals -- What Volunteers Learn -- How Volunteers Learn -- Transfer of Learning.

A veinte años de la muerte de Paulo Freire, rescatamos un elemento central de su pensamiento pedagógico: su convencimiento de que la educación puede hacer una valiosa contribución a la formación de sujetos democráticos y eventualmente a la construcción de una sociedad más justa y democrática. Freire decía que la educación no cambia el mundo pero cambia a las personas que van a cambiar el mundo. Así, es posible argumentar que la educación no democratiza a la sociedad pero puede generar personas más democráticas que van a construir sociedades más democráticas. Esta relación entre el nivel micro (la construcción de personas más democráticas) y el nivel macro (la construcción de sociedades más democráticas) puede ser mediada, al nivel meso, por la democratización de las escuelas y los sistemas educativos. Este texto aborda estas relaciones, y está organizado en cinco secciones. La primera describe las preocupaciones teóricas y prácticas de Freire en relación al proyecto democratizador. La segunda analiza las conexiones entre democracia, participación y educación ciudadana. La tercera explora la participación estudiantil las escuelas. La cuarta examina los presupuestos participativos escolares. La última sección presenta un resumen y algunas conclusiones preliminares. ; On the 20th anniversary of the passing of Paulo Freire, in this article we highlight a central feature of his pedagogical thinking: his conviction that education can make a contribution to the development of democratic subjects and eventually to the construction of a more just and democratic society. Freire used to say that education does not change the world but it changes people who are going to change the world. Thus, it is possible to argue that education does not democratize society but can nurture more democratic people who are going to build more democratic societies. This relationship between the micro-level (nurturing democratic citizens) and the macro-level (building more democratic societies) can be mediated, at the meso-level, by the democratization of educational institutions and systems. This paper addresses these relationships, and is organized into five sections. The first describes Freire's theoretical and practical contributions in relation to the democratizing project. The second analyzes the connections between democracy, participation and civic education. The third explores student participation in schools. The fourth examines participatory school budgets, and the last section presents a summary and preliminary conclusions.

Housing co-operatives are a unique site to learn democracy through participation in self-governance by volunteering on boards and committees. Members reported both nonformal and informal learning; the latter was particularly significant for the development of skills, knowledge, attitudes and values required for effective democratic participation.

The struggle to find adequate mental health care is complicated by underlying factors of discrimination, cultural barriers, lack of early recognition, and inadequate resources. Traditionally, it has been difficult to talk about mental health issues because of fear of bias, cultural sensitivities and the lack of a safe place to discuss public concerns. This has left many families to grapple with problems in silence. As a result of President Obama's call to action on mental health, six deliberative democracy organizations formed an initiative called Creating Community Solutions (CCS). Their goal was to develop a multi-strategy program to respond to the challenges of reducing barriers to mental health and to create greater access to mental health services, especially for youth and underrepresented populations. This article focuses on how practitioners used extensive outreach and designed the process to reduce the inequalities participants can face in deliberation, allowing them to generate action plans for creating more equitable access to services. Through six-hour town hall meetings, community conversations, and an innovative texting platform, over 57,000 persons participated in the project, including community members, people with lived experience, mental health providers and youth.

The struggle to find adequate mental health care is complicated by underlying factors of discrimination, cultural barriers, lack of early recognition, and inadequate resources. Traditionally, it has been difficult to talk about mental health issues because of fear of bias, cultural sensitivities and the lack of a safe place to discuss public concerns. This has left many families to grapple with problems in silence. As a result of President Obama's call to action on mental health, six deliberative democracy organizations formed an initiative called Creating Community Solutions (CCS). Their goal was to develop a multi-strategy program to respond to the challenges of reducing barriers to mental health and to create greater access to mental health services, especially for youth and underrepresented populations. This article focuses on how practitioners used extensive outreach and designed the process to reduce the inequalities participants can face in deliberation, allowing them to generate action plans for creating more equitable access to services. Through six-hour town hall meetings, community conversations, and an innovative texting platform, over 57,000 persons participated in the project, including community members, people with lived experience, mental health providers and youth.

AbstractThis study builds on an earlier one (Handy, Mook, and Quarter 2008) that examined the degree of interchangeability between volunteers and paid employees in nonprofit organizations. In the current study, we surveyed 836 nonprofits in Canada to understand what factors determine the degree of interchange between paid employees and volunteers, bearing in mind that this interchange can go in two directions: paid employees for volunteers and volunteers for paid employees. We found the degree of interchange to be widespread and in both directions. One of the most important predictors of the likelihood of interchange was the number of full‐time employees, suggesting that interchangeability occurs less frequently in organizations with a larger number of employees than in those with fewer employees. Religious congregations and organizations with workload increases were more likely to interchange tasks among volunteers and paid staff.

En este trabajo se presentan resultados de un estudio de revisión bibliométrica y bibliográfica sobre experiencias innovadoras en educación ciudadana en los últimos diez años (2009-2018), extraídos de un total de 479 artículos publicados en cuatro revistas académicas españolas. Para el análisis de los datos se elaboró una ficha para clasificar la información de todos los artículos que fueron seleccionados. Los resultados reflejan la escasez de investigaciones referidas a la educación ciudadana y, particularmente, a experiencias de enseñanza-aprendizaje en esta área. A partir de la información recabada, y contrastándola con la base teórica y legislativa en torno a la formación de la ciudadanía participativa desde la escuela, se proponen una serie de recomendaciones didácticas con el fin de establecer pautas para abordar estas cuestiones en la educación formal y no formal y fomentar en el alumnado actitudes críticas y democráticas en su comunidad. ; This paper presents the results of a bibliometric and bibliographical review of innovative experiences in civic education in the last ten years (2009-2018) from a total of 479 articles published in four Spanish academic journals. The data were analysed according to specific categories. The results reflect the scarcity of research related to civic education and particularly teaching-learning experiences related to the subject of civic education. Based on the information gathered, and contrasting it with the theoretical and legislative basis around the formation of participatory citizenship at school, a number of recommendations are proposed in order to establish guidelines for addressing these issues in formal and nonformal education and to encourage critical and democratic attitudes in students.

ResumenEn este trabajo se presentan resultados de un estudio de revisión bibliométrica y bibliográfica sobre experiencias innovadoras en educación ciudadana en los últimos diez años (2009-2018), extraídos de un total de 479 artículos publicados en cuatro revistas académicas españolas. Para el análisis de los datos se elaboró una ficha para clasificar la información de todos los artículos que fueron seleccionados. Los resultados reflejan la escasez de investigaciones referidas a la educación ciudadana y, particularmente, a experiencias de enseñanza-aprendizaje en esta área. A partir de la información recabada, y contrastándola con la base teórica y legislativa en torno a la formación de la ciudadanía participativa desde la escuela, se proponen una serie de recomendaciones didácticas con el fin de establecer pautas para abordar estas cuestiones en la educación formal y no formal y fomentar en el alumnado actitudes críticas y democráticas en su comunidad. AbstractThis paper presents the results of a bibliometric and bibliographical review of innovative experiences in civic education in the last ten years (2009-2018) from a total of 479 articles published in four Spanish academic journals. The data were analysed according to specific categories. The results reflect the scarcity of research related to civic education and particularly teaching-learning experiences related to the subject of civic education. Based on the information gathered, and contrasting it with the theoretical and legislative basis around the formation of participatory citizenship at school, a number of recommendations are proposed in order to establish guidelines for addressing these issues in formal and non-formal education and to encourage critical and democratic attitudes in students.

Resumen basado en el de la publicación ; Título, resumen y palabras clave en español y en inglés ; Se presentan los resultados de un estudio de revisión bibliométrica y bibliográfica sobre experiencias innovadoras en educación ciudadana en los últimos diez años (2009-2018), extraídos de un total de 479 artículos publicados en cuatro revistas académicas españolas. Para el análisis de los datos se elaboró una ficha para clasificar la información de todos los artículos que fueron seleccionados. Los resultados reflejan la escasez de investigaciones referidas a la educación ciudadana y, particularmente, a experiencias de enseñanza-aprendizaje en esta área. A partir de la información recabada, y contrastándola con la base teórica y legislativa en torno a la formación de la ciudadanía participativa desde la escuela, se proponen una serie de recomendaciones didácticas con el fin de establecer pautas para abordar estas cuestiones en la educación formal y no formal y fomentar en el alumnado actitudes críticas y democráticas en su comunidad. ; ESP

Resumen basado en el de la publicación ; Título, resumen y palabras clave en español y en inglés ; Se presentan los resultados de un estudio de revisión bibliométrica y bibliográfica sobre experiencias innovadoras en educación ciudadana en los últimos diez años (2009-2018), extraídos de un total de 479 artículos publicados en cuatro revistas académicas españolas. Para el análisis de los datos se elaboró una ficha para clasificar la información de todos los artículos que fueron seleccionados. Los resultados reflejan la escasez de investigaciones referidas a la educación ciudadana y, particularmente, a experiencias de enseñanza-aprendizaje en esta área. A partir de la información recabada, y contrastándola con la base teórica y legislativa en torno a la formación de la ciudadanía participativa desde la escuela, se proponen una serie de recomendaciones didácticas con el fin de establecer pautas para abordar estas cuestiones en la educación formal y no formal y fomentar en el alumnado actitudes críticas y democráticas en su comunidad. ; ESP

This study builds upon earlier studies of the degree of interchangeability between volunteers and paid staff in nonprofit organizations. While these earlier studies were from an organization perspective, this study is from the perspective of volunteers, and looks at individual and organizational characteristics in all types of organizations—nonprofits, for-profits, government agencies, and others. The findings indicate that 10.8% of volunteers reported replacing a paid staff member, 3.1% permanently. Volunteers also reported being replaced by paid staff: 7.6% reported being replaced, 2.1% permanently. The study suggests that organizations utilize a co-production model and appear to interchange their paid staff and volunteers when needed in tasks requiring higher-level skills. RÉSUMÉ Cette étude se fonde sur des études antérieures qui portaient sur le niveau d'interchangeabilité entre Cette étude se fonde sur des études antérieures qui portaient sur le niveau d'interchangeabilité entre bénévoles et salariés dans des organismes à but non lucratif. Tandis que ces études antérieures adoptaient une perspective organisationnelle, cette étude-ci adopte celle des bénévoles et examine les caractéristiques individuelles et organisationnelles de toutes sortes d'organisations—à but non lucratif, à but lucratif, gouvernementaux et coopératifs. Elle se fonde sur deux sous-échantillons provenant d'une enquête aléatoire par téléphone avec 768 individus provenant de partout au Canada. Les résultats indiquent que 10,8% des bénévoles disent avoir remplacé un salarié, 3,1% en permanence. Les bénévoles disent d'autre part que des salariés les ont remplacés : 7,6% ont ainsi été remplacés par des salariés, 2,1% en permanence. L'étude semble montrer que les organisations utilisent un modèle de co-production et paraissent échanger leurs salariés et bénévoles au besoin pour des tâches requérant des habiletés de haut niveau.

The purpose of this symposium is to pay tribute to Paulo Freire, one of the most influential theorists and practitioners in adult education and pedagogy in general. The first presentation provides a general background to Freire's work and it is followed by an exposition of Freire's central concept of 'Conscientization'. The discussion will then highlight two key strands in Freiere's work, namely the Marxian and Liberation Theology strands. The concluding section addresses Freire and postcolonial politics. Paulo Freire : from Pedagogy of the Oppressed to Pedagogy of Hope (Daniel Schugurensky) Conscientization as the Object of Practice (Sue M. Scott) Freire with no Dilutions (Paula Allman) Freire and Liberation Theology (Elizabeth Lange Christensen) Paul Freire and the Colonial Legacy (Peter Mayo)

Frontmatter -- Contents -- List of Figures and Tables -- Contributors -- Foreword- Critical Theory, Globalization, and Higher Education: Political Economy and the Cul-de-Sac of the Postmodernist Cultural Turn -- PART ONE Theoretical and Conceptual Underpinnings -- I. Introduction: Globalization and Higher Education in the Americas -- 2. A World Without War -- 3. The University in the 21st Century: Toward a Democratic and Emancipatory University Reform -- PART TWO Findings from Particular Countries and Regions in the Americas -- 4. Academic Capitalism and the New Economy: Privatization as Shifting the Target of Public Subsidy in Higher Education -- 5. Reforming the Reforms: Transformation and Crisis in Latin American and Caribbean Universities -- 6. Globalization and the Challenge to National Universities in Argentina and Mexico -- 7. Latin American Identities in Transition: A Diagnosis of Argentine and Brazilian Universities -- 8. Brazil's Local Solutions to Global Problems -- 9. Mexico's Estimulos: Faculty Compensation Based on Piecework -- 10. Graduate Student Unionization as a Postindustrial Social Movement: Identity, Ideology, and the Contested US Academy -- PART THREE Concluding Analyses -- 11. The Political Economy of Higher Education in the Time of Global Markets: Whither the Social Responsibility of the University? -- 12. The Global Economy, the State, Social Movements, and the University: Concluding Remarks and an Agenda for Action -- Index