CONTENTS
Introduction. Foreword, Mike Cole. PART I. Power and Service-Learning: Salience, Place, and Practice, Andrea Yoder Clark and Maura Nugent. Distant or Direct: Participant’s Interactions With Service Recipients While Completing Ontario’s Community Involvement Requirement, Kaylan C. Schwarz. Critical Service-Learning and the Black Freedom Movement, Kecia Hayes. Cognitive Dissonance in International Service-Learning: Possibilities and Challenges for Service-Learning Pedagogy, Elizabeth Doerr. To Build a Sustainable International Service-Learning Partnership: Pushing Service Learning Beyond the Boundaries Toward a Revolutionary Project of Community and Consciousness in Jamaica, Adam Renneri. Service-Learning, Liberal Education, and the Public Schools, D. G. Mulcahy, Wendy Doromal, Omaris Journet, and Donal E. Mulcahy. Education, Critical Service-Learning, and Social Justice: The Australian Experience of Doing Thick Democracy in the Classroom, David Zyngierl. PART II. The Humanity of Teaching and Learning: Scenarios of a Pedagogy of Compassion, Community, and Change, Diana M. Feige, Maureen Connolly, and Michael Furey. The Equity Leadership Project: Preparing Socially Inclusive Educators, Christopher DeLuca, Meghan L. DeLagran, Eric Feurguson, and Stephanie Ho. Helping Teacher Candidates Develop a Critical Perspective in a Foundations Course: A Freirian Look at How Teacher Candidates Interpret Their Service-Learning Experience, C. Lynne Hannah, Barri Tinkler, and Elizabeth Mille. Living in Riverhill: A Postcritical Challenge to the Production of a Neoliberal Success Story, Allison Daniel Anders and Jessica Nina Lester. Critical Openings and Possibilities: Navigating Challenges for Change, Steven Hart. Holding on to Transformation: Reflections on Global Service Learning, Susan L. Herrmann. Toward a Theory and Practice of Radical Pragmatism, Brian Charest. Afterword. About the Authors.