44 research outputs found
The End of Time - VIDEO
No full textAs the 2016 Bellarmine Forum closes, attendees were able to peek inside the Bellarmine Forum time capsule, which will be buried on the Bluff until 2112. The group walked to the site of the new Cretan Labryinth on the Bluff for a consecration.
Remarks made by Paul Harris and Brad Stone, Co-directors, Bellarmine Forum and Robbin D. Crabtree, Dean, LMU\u27s Bellarmine College of Liberal Arts
Jazz Invocation by Dwight Tribl
Communication Activism: Vol. 1, Communication for Social Change
No full textRobbin Crabtree is a contributing author, Chapter 6.
Book description: The need for communication scholars to engage in direct vigorous action in support of needed social change has never been more apparent and important, for there is no shortage of social issues and problems that demand attention. In short, communication scholars need to engage in communication activism. The two volumes showcase how scholars have engaged in communication activism to assist individuals, groups, organizations, and communities to secure social reform. Volume 1 presents research studies that promote public dialogue, debate, and discussion and that demonstrate how communication consulting can be used to accomplish needed social change. Together the two texts demonstrate the significant effects that communication scholars, working from many different theoretical and methodological traditions within the discipline, can have on promoting social change, especially for those who are most marginalized, when they engage in communication activism. – Publisher Descriptionhttps://digitalcommons.fairfield.edu/communications-books/1002/thumbnail.jp
The loss of personal privacy and its consequences for social research
No full textThis article chronicles more than 30 years of public opinion, politics, and law and policy on privacy and confidentiality that have had far-reaching consequences for access by the social research community to administrative and statistical records produced by government. A hostile political environment, public controversy over the decennial census long form, media coverage, and public fears about the vast accumulations of personal information by the private sector were catalysts for a recent proposal by the U.S. Bureau of the Census that would have significantly altered the contents of the 2000 census Public Use Microdata Sample (PUMS). These events show clearly that science does not operate independently from the political sphere but may be transformed by a political world where powerful interests lead government agencies to assume responsibility for privacy protection that can result in reducing access to statistical data
Feminist Pedagogy: Looking Back to Move Forward
No full textIn addition to co-editing, David A. Sapp (CAS, English, Fairfield University) and Robbin Crabtree (CAS, Communication, Fairfield University) co-authored the introduction, The passion and the praxis of feminist pedagogy .
Book Description: This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions.
Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms.
In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars. – Publisher descriptionhttps://digitalcommons.fairfield.edu/communications-books/1000/thumbnail.jp
Jesuit and Feminist Education: Intersections in Teaching and Learning for the Twenty-first Century
No full textRobbin Crabtree (with Joseph DeFeo and Melissa Quan) is a contributing author, Feminist Pedagogy & the Ignatian Paradigm, and Service Learning: Distinctive Roots, Common Objectives, and Intriguing Challenges .
Book description: Given its long tradition of authentic dialogue with other religious and philosophical perspectives, Jesuit education is uniquely suited to address the range of opportunities and challenges teachers and students face in the twenty-first century. At first glance, Jesuit and feminist ways of understanding the world appear to be antagonistic approaches to teaching and learning. But much can be gained by focusing on how feminism, in dialogue with Jesuit education, can form, inform, and transform each other, our institutions, and the people in them. Both traditions are committed to educating the whole person by integrating reason and emotion. Both also argue for connecting theory and practice and applying knowledge in context. As unabashedly value-driven educational approaches, both openly commit to social justice and an end to oppression in its many forms. With strong humanistic roots, Jesuit and feminist education alike promote the liberal arts as critical to developing engaged citizens of the world. This book explores how the principles and practices of Ignatian pedagogy overlap and intersect with contemporary feminist theory in order to gain deeper insight into the complexities of today’s multicultural educational contexts. Drawing on intersectionality, a method of inquiry that locates individual and collective standpoints in relation to social, political, and economic structures, the volume highlights points of convergence and divergence between Ignatian pedagogy, a five-hundred year old humanistic tradition, and more recent feminist theory in order to explore how educators might find strikingly similar methods that advocate common goals—including engaging with issues such as race, gender, diversity, and social justice. By reflecting on these shared perspectives and inherent differences from both practical and theoretical approaches, the contributors of this volume initiate a dynamic dialogue about Jesuit and feminist education that will enliven and impact our campuses for years to come.https://digitalcommons.fairfield.edu/communications-books/1014/thumbnail.jp
The Intended and Unintended Consequences of International Service-Learning
No full textPrevious research on service-learning in international contexts tendsto focus on the benefits and outcomes for students and educationalinstitutions. This essay is intended to provoke further examinationof issues related to university-community engagement in globalcontexts, particularly in terms of the consequences for host communities.In order to explore complex issues surrounding internationalservice-learning, the author offers a composite scenario in a series ofsnapshots gleaned from projects organized by U.S.-based organizationsand universities in partnership with host country organizationsand communities. Revealed are a variety of typical outcomes—intended and unintended, positive and negative—for students,faculty, organizations and their staff, and the communities that hostvisiting service-learning teams. A framework for analysis is offeredalong with recommendations for ways to mitigate potential unintendednegative consequences of international service-learning
The Intended and Unintended Consequences of International Service-Learning
No full textPrevious research on service-learning in international contexts tends to focus on the benefits and outcomes for students and educational institutions. This essay is intended to provoke further examination of issues related to university-community engagement in global contexts, particularly in terms of the consequences for host communities. In order to explore complex issues surrounding international service-learning, the author offers a composite scenario in a series of snapshots gleaned from projects organized by U.S.-based organizations and universities in partnership with host country organizations and communities. Revealed are a variety of typical outcomes—intended and unintended, positive and negative—for students, faculty, organizations and their staff, and the communities that host visiting service-learning teams. A framework for analysis is offered along with recommendations for ways to mitigate potential unintended negative consequences of international service-learning
Theoretical Foundations for International Service-Learning
No full textInternational service-learning (ISL) combines academic instruction and community-based service in an international context. Objectives of linking international travel, education, and community service include increasing participants\u27 global awareness, building intercultural understanding, and enhancing civic mindedness and skills. Research on cross-cultural adjustment, approaches to community development, models of democratic research, and a variety of pedagogical theories are discussed as foundations upon which we can better understand the intellectual and political context for ISL and the student learning it makes possible. These literatures also provide frameworks for creating ethical ISL experiences that positively impact the communities and developing countries where we work and can inform project assessment and critique, as well as future research
Germain, Martha Hawkes. Worldly Teachers: Cultural Learning and Pedagogy.
No full textWhen I first picked up Worldly Teachers, I had just finished teaching a summer course in a MA-TESOL program in southern Brazil, and had just begun a year of teaching undergraduate courses in Communication and Media Studies in Madrid, Spain. Not surprisingly, I found the book fascinating and useful. Martha Hawkes Germain writes about six veteran U.S. teachers who have studied about, taught, and lived abroad, arguing that intensive international experience profoundly affects a teacher\u27s life and work. She includes reflections about culture shock, friendships across borders, fundamental personal transformation, pedagogical issues, and school reform. It is a valuable book for any teacher who has had or hopes to have a similar experience
La radio comunitaria. Historia y síntesis de modelos y experiencias
No full textEn los Estados Unidos la radio comunitaria se inició en 1946, el artículo da cuenta de su trayectoria y de su definición. Se asevera que la radio es un "medio invisible". En Europa la radio local es un fenómeno que creció desde la Segunda Guerra Mundial. La mayoría de redes radiales europeas han intentado descentralizar su producción y han ofrecido una nueva forma de salir al aire. En la perspectiva de la comunicación para el desarrollo que impulsa la UNESCO caracteriza a la comunicación como de doble vía
