A college student wants to lead a campaign to ban a young adult
novel from his child's elementary school as his service-learning
project in a children's literature course. Believing the book is
offensive to religious sensibilities, he sees his campaign as a
service to children and the community. Viewing such a ban as
limiting freedom of speech and access to information, the student's
professor questions whether leading a ban qualifies as a service
project. If the goal of service is to promote more vital democratic
communities, what should the student do? What should the professor
do? How do they untangle competing democratic values? How do they
make a decision about action?This book addresses the teaching
dilemmas, such as the above, that instructors and students
encounter in service-learning courses. Recognizing that teaching,
in general, and service-learning, in particular, are inherently
political, this book faces up to the resulting predicaments that
inevitably arise in the classroom. By framing them as a vital and
productive part of the process of teaching and learning for
political engagement, this book offers the reader new ways to think
about and address seemingly intractable ideological issues. Faculty
encounter many challenges when teaching service learning courses.
These may arise from students' resistance to the idea of serving;
their lack of responsibility, wasting clients' and community
agencies' time and money; the misalignment of community partner
expectations with academic goals; or faculty uncertainty about when
to guide students' experiences and when direct intervention is
necessary. In over twenty chapters of case studies, faculty
scholars from disciplines as varied as computer science,
engineering, English, history, and sociology take readers on their
and their students' intellectual journeys, sharing their messy,
unpredictable and often inspiring accounts of democratic tensions
and trials inherent in teaching service-learning. Using real
incidents - and describing the resources and classroom activities
they employ - they explore the democratic intersections of various
political beliefs along with race/ethnicity, class, gender,
ability, sexual orientation, and other lived differences and
likenesses that students and faculty experience in their
service-learning classroom and extended community. They share their
struggles of how to communicate and interact across the divide of
viewpoints and experiences within an egalitarian and inclusive
environment all the while managing interpersonal tensions and
conflicts among diverse people in complex, value-laden situations.
The experienced contributors to this book offer pedagogical
strategies for constructing service-learning courses, and
non-prescriptive approaches to dilemmas for which there can be no
definitive solutions.
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