Critical Service-Learning as a Revolutionary Pedagogy

An International Project of Student Agency in Action

Edited by:
Brad J. Porfilio, Lewis University in Romeoville, IL
Heather Hickman, Lewis University

A volume in the series: Critical Constructions: Studies on Education and Society. Editor(s): Brad J. Porfilio, San Jose State University. Marc Pruyn, Monash University. Derek R. Ford, DePauw University.

Published 2011

This volume will be a valuable resource to instructors who teach in the fields of teacher education, social studies, educational leadership, social work, social, cultural and philosophical foundations of education, sociology, political science, and global studies as well as their students. Due to the volume’s international focus, we also expect that it will purchased by a large number of university libraries, researchers, educators and others in a number of countries.

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.