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The unrecognized co-educator in academic service-learning: Community partners’ perspectives on college students serving diverse client populations
Get PDFUniversities strive to teach about diversity through their curriculum and classroom discussions; however, students may rarely encounter diverse populations on the college campus. Thus, faculty members have turned to academic service-learning to expose students to diverse client populations. Scholarship on academic service-learning has focused primarily on faculty and student perspectives, rarely accounting for the crucial role of community partners as co-educators in this endeavor. The present study investigates community partners’ perspectives on how academic service-learning impacts students whose backgrounds differ from those of their organization’s clients. The study highlights two main themes that community partners view as central to their role as co-educators in diversity education: college students’ initial responses to diverse clients, and the process through which community partners help college students understand different ways of life. Eliciting community partners’ perspectives will help university administrators, college students, and faculty understand the significant role community partners and clients can play in advancing diversity education.
What Would Paulo Freire Think of Blackboard: Critical Pedagogy in an Age of Online Learning
Get PDFThe rise of online learning in higher education presents a unique challenge for educators committed critical pedagogy. While Paulo Freire formulated his ideas about teaching in a pre-Internet era, he did not object to the use of technology in the teaching-learning process. He urged educators to think critically about the use of technology and to find new ways of seeking and creating knowledge with the aid of technology. This article offers a brief review of the development of online learning. Then with the assistance of Feenberg’s Critical Theory of Technology, I analyze the practice of online teaching and learning through the lens of several Freirean concepts. Then I conclude with a series of problem-posing which guide our exploration moving forward
Trembling on the Precipice of Possibility: A Story About Becoming a Teacher Educator for Social Justice
Get PDFAbstractThis article describes the strategy of creating an illustrated story book as an attempt to invite teacher education candidates to engage in deeper reflection and critical analysis common sense which shapes their teaching. In the process of describing how to teach preservice teachers to teach for social justice the author uses examples from her own development as a teacher educator for social justice. The author suggests four elements that may be critical to teaching teacher candidates to persevere in rigorous critique of their own common sense. They are imagery and intensifying metaphor; foolishness; a dialectic of criticality and joy; and communal sharing. Keywords: teacher education, critical analysis, preservice teachers, social justic
The Role of Nonclassroom Spaces in Living-Learning Communities
Get PDFA body of research suggests that learning communities provide a range of academic benefits by increasing social connectedness. Researchers have also hypothesized that informal learning spaces -- nonclassroom spaces (NCSs) -- can facilitate learning by supporting social connectedness. This study uses qualitative methods to explore the way nonclassroom spaces facilitate learning-related activities within a recently established learning community at State University. Our findings suggest that NCSs function as social hubs, help make intellectual and creative work visible to the larger learning community, and provide access to important resources. More generally, NCSs help to facilitate community formation and identity
Appreciative Advising: Six Phases to Mitigate Stereotype Threat Among Student Athletes
No full textNegative stereotypes are pervasive in intercollegiate athletics. The possible threat imposed by stereotypes has the ability to cause anxiety and undermine mental and physical performance. This paper explores how the perceived threat of being stereotyped may undermine athletes’ academic performance, and the potential of the Appreciative Advising theory-to-practice framework to reduce that stereotype threat
Liberating service learning and the rest of higher education civic engagement
Get PDFStoecker does not shy away from asking the hard questions, including challenging widely celebrated dominant theories, practices, and even histories in institutionalized service-learning. He challenges those in the field to reflect on the language we use, terms like “reciprocity,” “partnership,” and “social justice,” and to critically examine if our practice actually aligns with proclaimed theories and values
Communication Activism Pedagogy in Higher Education: Community/ Intergroup Dialogue as a Prerequisite to Service Learning
Get PDFEducation in the U.S. is heavily influenced by neoliberalism, i.e. an emphasis on measurable marketable skills that perpetuate hegemonic status quo. Communication Activism Pedagogy (CAP) is an offshoot of critical pedagogy, which emphasizes the use of communication to enable students to become agents of change by promoting justice and equality. Service-learning has been the preferred vehicle to teach these skills, this paper argues that students may not possess the requisite skills to adequately navigate service learning courses. Instead intergroup or community dialogue should be used to introduce students to issues of injustice and inequality to allow them to explore their root causes, while exploring their own voices and opinions that were not previously developed during their K-12 education
Radical Love: Love all, Serve all
Get PDF A quick scan of any major news outlet will show America's unending fascination with crisis. We are engulfed in information about these events, yet we continue with our lives as usual. If the problem is a patriarchal system, as Johnson (2004) suggests, that is interested in maintaining a status quo of existing understandings of social and power relationships, then the solution we suggest is one of radical love to love all and serve all. The love we speak of is more than an individual or even familial feeling. This idea of radical love is love over force, fear, and apathy. This love should not be conflated with altruistic generosity since the intention behind this action is motivated by sincerity. Radical love has the potential to happen individual-to-individual, individual to group, as well as between groups and institutions. It looks like simple acts of kindness, balanced policy making, and honest concern for all of those around us. This radical love is the power for change.