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Cover -- Title Page -- Copyright -- Contents -- Preface and Acknowledgments -- Introduction: At the Boundaries: The Shifting Sites of Service-Learning in Design and Planning -- Part One: Beginning to See "the Other" -- Editor's Introduction -- Chapter 1: Uncovering the Human Landscape in North Philadelphia -- Chapter 2: Reconsidering the Margin: Relationships of Difference and Transformative Education -- Chapter 3: Differences Matter: Learning to Design in Partnership with Others -- Chapter 4: Educating for Multicultural Learning: Revelations from the East St. Louis Design Studio -- Chapter 5: People and Place: Communication and Community Development -- Part Two: Learning to Reflect and Evaluate -- Editor's Introduction -- Chapter 6: Transforming Subjectivities: Service that Expands Learning in Urban Planning -- Chapter 7: Operative Sites for Dialogue and Reflection: The Role of Praxis in Service-Learning -- Chapter 8: Potential and Limits of the PLaCE Program's Design Extension Studio Model -- Chapter 9: Moving from Service-Learning to Professional Practice: ESLARP's Impact on its Alumni -- Part Three: Crossing Borders -- Editor's Introduction -- Chapter 10: Easing Boundaries through Placemaking: Sustainable Futures Study Abroad Program -- Chapter 11: Effecting Change through Humanitarian Design -- Part Four: Confronting Academic Boundaries -- Editor's Introduction -- Chapter 12: From Boundaries to Synergies of Knowledge and Expertise: Using Pedagogy as a Driving Force for Change -- Chapter 13: Integrating Disciplines, Practices, and Perspectives in the Commonwealth Avenue Project -- Chapter 14: Forging Lasting Community Impacts and Linkages through the Capstone Community Design Studio -- Chapter 15: Toward a Scholarship of Engagement: A Model from Australia -- Endnotes -- References -- Contributors -- Index

Das Buch stellt deutsche und US-amerikanische Erfahrungen mit Community-based Research (CBR) dar und bietet Leitfäden, Tipps und Hinweise zur Durchführung an. Beispiele durchgeführter Projekte u.a. in der Medieninformatik, im Medizinmanagement und der Lehrerbildung ergänzen die Grundlagen, schaffen ein plastisches Bild und bieten Anregungen zur Entwicklung eigener Maßnahmen an den Schnittstellen von Universität und Gemeinwesen. Für Hochschulen, die gesellschaftliches Engagement auch forschungsbezogen umsetzen wollen, ist CBR eine ideale Ergänzung zu Service Learning, indem es universitäres Engagement und forschungsorientierte Lehre zusammenführt. Der Inhalt CBR an Hochschulen umsetzen Nutzen aus Sicht der Zivilgesellschaft Neun Portraits durchgeführter CBR-Projekte Die Zielgruppen Dozierende und Studierende der Pädagogik und der Sozialwissenschaften Praktiker in der Hochschulentwicklung und -didaktik, in Stiftungen sowie gemeinnützigen Einrichtungen, Lehrer und in der Lehrerbildung Tätige sowie Führungs- und Leitungskräfte in Hochschulen als auch Non-Profit-Organisationen Die Herausgeber Karsten Altenschmidt (M.A.) ist Leiter des Programms "Engagement durch Lehre und Forschung für die Region" sowie Koordinator für Service Learning an der Universität Duisburg-Essen. Prof. Dr. Wolfgang Stark ist Professor für Organisationspsychologie und -entwicklung an der Universität Duisburg-Essen, (Mit-)Gründer und wissenschaftlicher Leiter von UNIAKTIV und Leiter des Steinbeis Transferzentrums

This is a highly practical book for anyone who is interested in establishing or maintaining a service learning program at the high school level. It comes at an opportune moment, following the recent passage of the National and Community Service Act of 1993. The book explains the origins, purpose, goals, and principles of service learning; discusses program design options and factors that need to be considered when establishing a program; offers guidance on starting and operating a program; and discusses how to handle common obstacles and challenges. Appendixes list other sources of valuable in

Experiencing Citizenship Concepts and Models for Service-Learning in Political Science -- Contents -- Foreword -- Introduction -- The Decline of Democratic Faith -- Teaching/Theorizing/ Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science -- The Work of Citizenship and the Problem of Service-Learning -- Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning Into the Curriculum -- Community Service-Learning as Practice in the Democratic Political Arts -- Service-Learning in the Study of American Public Policy

"This book is the first to discuss, in practical and theoretical terms, the pedagogical approach of service-learning to establish partnerships for social good that build disaster resilience. Across twelve chapters a collection of academics and practitioners provide insights on the benefits of utilizing service-learning to address existing needs, build community capacity, and strengthen social networks while enhancing student learning. Key features: Discuss how sustainable service-learning partnerships can contribute to building disaster-resilient communities; Provide practical tools to cultivate and manage collaborative partnerships, and engage in reflective practices; Integrate disciplines to create innovative approaches to complex problems; Share best practices, lessons learned, and case examples that identify strategies for integrating service-learning and research into course design; Offer considerations for ethical decision-making and for the development of equitable solutions when engaging with stakeholders; Identify strategies to bridge the gap between academia and practice while highlighting resources that institutions of higher education can contribute toward disaster preparedness, response, recovery, and mitigation. Service-Learning for Disaster Resilience will serve as a user-friendly guide for universities, local government agencies, emergency management professionals, community leaders, and grassroots initiatives in affected communities"--

About the Cover -- Copyright page -- CONTENTS -- ACKNOWLEDGMENTS -- FOREWORD -- ABOUT THIS SERIES -- Gender Identity, Equity, and Violence Activity/Methodology Table -- CONTRIBUTORS -- INTRODUCTION -- SECTION ONE GENDER AND IDENTITY -- 1 GENDER, IDENTITY,THEORY, AND ACTION -- 2 FINAL PROJECT RUNWAY -- 3 THE GENDERED MEANING OF DRESS -- SECTION TWO THE SOCIAL CONSTRUCTION OF GENDER IN AN EDUCATIONAL SETTING -- 4 EXAMINING GENDER AND CLASSROOM TEACHING PRACTICES -- 5 FEMINISM, PUBLIC SOCIOLOGY, AND SERVICE LEARNING -- SECTION THREE FEMINIST PEDAGOGY AND SERVICE LEARNING

Advancing service learning as a transformative method for social justice work / Robert Stanley Oden and Thomas Amar Casey -- Stimulating social justice theory for service-learning practice / David Schulz -- Reflections on service learning as a pedagogical strategy in composition / Christine Popok -- Linking critical democratic pedagogy, multiculturalism, and service learning to a project-based approach / José Z. Calderón and Gilbert Cadena -- Designing a safety program for day laborers : the forgotten workers / Edward V. Clancy -- Community-based scholarship: nutrition students learn Spanish in the classroom and at the city of Pomona Day Labor Center / Susan Algert -- Social justice and public policy / Roberta Ann Johnson and Robert C. Chope -- Social responsibility by design: interior design, graphic design, and photography students' close encounter with homelessness / Jill Pable -- Providing human services with a social justice perspective / Robert C. Chope and Rebecca L. Toporek -- Service learning in the world community: video production in South America / Betsy J. Blosser -- Creating social justice in the classroom: preparing students for diversity through service learning / Tasha Souza -- Social justice and community service learning in Chicano/Latino/Raza studies / Velia Garcia -- Reclaiming a forgotten past: the San Fernando Valley Japanese American oral history and photograph collection project / Edith Wen-Chu Chen -- Cultural issues in American Indian education / Karen Baird-Olson

Cover -- Service Learning in the Community: The Cultural Implications of Positive Change -- Contents -- Introduction -- CHAPTER 1: The Foundations of Service Learning -- CHAPTER 2: Giving Something to Gain Something -- CHAPTER 3: Understanding the impact of Service Learning -- CHAPTER 4: How Cultural Differences and Understanding Come into Play -- CHAPTER 5: Understanding the Implications of Diversity -- Reflection -- Epilogue -- Bibliography -- Index -- Cover

Service-learning and the discourse of social justice / Alison Taylor, Stephanie Glick, and Nasim Peikazadi -- "We built up our knowledge together and because it was shared" : Asian American studies and recasting the civic in civic engagement / Kathleen S. Yep -- Spanish heritage speakers, service-learning, and social justice / Rafael Gomez -- Critical feminist service-learning : developing critical consciousness / Jennifer Hauver and Susan V. Iverson -- Service-learning in higher education by, for, and about LGBTQ people : heterosexism and curriculum shadows / David M. Donahue -- Local-to-global indigenous health in service-learning : collaboration with child, family, and community / Elder "Grandmother" Doreen Spence, Kupuna "Aunty" Francine Dudoit Tagupa, Andrea Puamakamae'okawekiu Kennedy, Lisa Semple, Samantha Cardinal, Rachael Jones, and Michelle Scott -- Transforming preservice teacher practices and beliefs through First Nations, Metis, and Inuit critical service-learning experiences / Yvonne Poitras Pratt and Patricia J. Danyluk -- Critical disability studies and community engagement / Kathleen C. Sitter and Emily A. Nusbaum -- Postcritical service-learning : interruptions to ethnocentric and salvationist discourses / Judy Bruce -- Reshaping professional programs through service-learning : moving beyond traditional clinical experiences to challenge power and privilege / Alan Tinkler and Barri Tinkler -- Fostering cultural humility among preservice teachers : connecting with children and youth of immigrant families through service-learning / Darren E. Lund and Lianne Lee -- "Moving" experiences : service-learning from border crossing to trespassing / Patricia A. Whang -- Social justice and community-engaged scholarship : reconceptualizing community, engagement, and service / Tania Kajner -- Community as teacher : who's learning? who's teaching? / Shauna Butterwick -- International service-learning : guiding theories and practices for social justice / Robbin D. Crabtree and David Alan Sapp -- Global service-learning : enhancing humility / Victoria Calvert, David Peacock, Margot Underwood, Judy Gleeson, Andrea Puamakamae'okawekiu Kennedy, and Scharie Tavcer -- Ethical global partnerships : leadership from the global South / Ramaswami Balasubramaniam, Eric Hartman, Janice McMillan, and Cody Morris Paris -- A practical guide to developing and maintaining social justice at the heart of ISL / Tamara Baldwin, Kari Grain, and Dawn Currie -- Participatory assessment : enlisting community partners to facilitate boundary spanning, reflexive student activism, and institutional change / Sandra E. Godwin and Cynthia Ward-Edwards -- Service-learning as power analysis in the humanities / Claire J. King -- Service-learning and stem creating new possibilities in public schools / Jaime E. Martinez and Amy Bravo