Service‐Learning to Advance Social Justice in a Time of Radical Inequality

Edited by:
Alan S. Tinkler, Missouri State University
Barri E. Tinkler, University of Vermont
Virginia M. Jagla, National Louis University
Jean R. Strait, FACE and St. Paul Public Schools

A volume in the series: Advances in Service-Learning Research. Editor(s): Alan S. Tinkler, Missouri State University. Todd A. Price, National Louis University.

Published 2015

When considering inequality, one goal for educators is to enhance critical engagement to allow learners an opportunity to participate in an inquiry process that advances democracy. Service‐learning pedagogy offers an opportunity to advance engaged‐learning opportunities within higher education. This is particularly important given the power dynamics that are endemic within conversations about education, including the conversations around the Common Core, charter schools, and the privatization of education.

Critical inquiry is central to the ethos of service‐learning pedagogy, a pedagogy that is built upon community partner participation and active reflection. Within higher education, service‐learning offers an important opportunity to enhance practice within the community, allowing students to engage stakeholders and youth which is particularly important given the dramatic inequalities that are endemic in today’s society.

Preface, Todd Price. Section 1: Service‐Learning to Reach Across Disciplinary Boundaries in Higher Education. Introduction, Barri Tinkler. Chapter 1, Travis T. York. Chapter 2, c lynne hannah, Barri Tinkler, Holly Morgan Frye, James K. Leverett, Dwayne C. Wright. Chapter 3, Beth S. Catlett, Amira Proweller. Chapter 4, Donna Chovanec, Tania Kajner, Ayesha Mian, Misty Underwood. Chapter 5, Christin L. Seher, Susan V. Iverson. Section 2: Service‐Learning to Support a Reimagining of Teacher Education. Introduction, Virginia Jagla. Chapter 6, Margaret‐Mary Sulentic Dowell, Estanislado S. Barrera IV, Leah Katherine Saal, Tynisha Meidl. Chapter 7, Elizabeth Grassi, Joan Armon. Chapter 8, Cynthia Bourne, Susan Crichton, Vida N. Yakong. Section 3: Addressing Unconscious Bias and Racial Inequality through Social Justice and Critical Service-Learning. Introduction, Jean R. Strait. Chapter 9, Melissa Bocci. Chapter 10, Emily A. Nemeth, Christian Winterbottom. Chapter 11, Jason Harshman, Jonathan Duffy. Section 4: Service‐Learning to Advance Community Inquiry. Introduction, Alan Tinker. Chapter 12, Guiseppe Getto, Dennis McCunney. Chapter 13, Lianne Lee, Darren E. Lund. Chapter 14, Khuram Hussain. Chapter 15, John W. Murphy, Christian A. Schlaerth.