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This compact, accessibly written text is designed for students to
read and reflect on independently or to foster discussion in class
on their motivations and dispositions toward community engagement
and service learning. It prepares students to work with diverse
individuals, groups, and organizations that may be outside their
prior experience. Faculty can use the book as a tool to deepen the
educational experience of the course and enrich community
engagement. This text is a guide to what's involved in community
engaged learning, from understanding the pervasiveness of social,
economic and environmental problems, to learning about how
individuals and organizations in communities work to overcome them.
Students will discover through a process of reflection how service
connects to personal development and the content of their courses,
builds their ability to engage with people different from
themselves, and develops new life skills, all in the context of
working with communities to overcome systemic injustice. Critical
questions woven into each chapter prompt students to reflect on
ideas and perspectives about social justice, community development,
and their role in fostering them. The book concludes with case
studies of students who have experienced the transformative power
of community-engaged learning. The stories illustrate common themes
inherent in the student experience, including listening to
understand, challenging stereotypes, learning the nature of their
role, and seeing the world through a new lens. A special feature of
this book is the embedded QR codes that provide access, as students
read the text, to online resources, and original and public videos
that explore particular themes or perspectives more deeply. The
authors also include text directed to faculty to provide ideas
about framing their community-engaged course and integrating the
book.
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.
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.
As the global community shrinks, the U.S. grows in ethnic and
cultural diversity. A sensitivity to this diversity is crucial for
todays society. The Uprooted helps students middle school age and
older to understand the plight of refugees through activities that
provide information, build empathy, and stimulate social action.
Featuring 35 black-and-white photographs, this is a
multidisciplinary teaching guide on one of the most pressing
contemporary issues.
Describes how the arts provide an entry point for gaining insight
into why and how students learn. It includes rich and lively
examples of public school teachers integrating visual arts, music,
drama, and dance with subject matter, including English, social
studies, science, and mathematics to provide a deeper understanding
of why and how to use the arts every day, in every school, to reach
every child.
This compact, accessibly written text is designed for students to
read and reflect on independently or to foster discussion in class
on their motivations and dispositions toward community engagement
and service learning. It prepares students to work with diverse
individuals, groups, and organizations that may be outside their
prior experience. Faculty can use the book as a tool to deepen the
educational experience of the course and enrich community
engagement. This text is a guide to what's involved in community
engaged learning, from understanding the pervasiveness of social,
economic and environmental problems, to learning about how
individuals and organizations in communities work to overcome them.
Students will discover through a process of reflection how service
connects to personal development and the content of their courses,
builds their ability to engage with people different from
themselves, and develops new life skills, all in the context of
working with communities to overcome systemic injustice. Critical
questions woven into each chapter prompt students to reflect on
ideas and perspectives about social justice, community development,
and their role in fostering them. The book concludes with case
studies of students who have experienced the transformative power
of community-engaged learning. The stories illustrate common themes
inherent in the student experience, including listening to
understand, challenging stereotypes, learning the nature of their
role, and seeing the world through a new lens. A special feature of
this book is the embedded QR codes that provide access, as students
read the text, to online resources, and original and public videos
that explore particular themes or perspectives more deeply. The
authors also include text directed to faculty to provide ideas
about framing their community-engaged course and integrating the
book.
Click 'Additional Materials' for downloadable samples "Teacher
candidates and practicing teachers will find inspiration and ideas
for reflection throughout this text. The principled practice
demonstrated in each chapter sets the stage for examination of
one's beliefs, passions, and values of teaching and learning. The
vignettes present realistic problems with evidence that solutions
are not simplistic but value laden and complex." -Elsa L. Geskus,
Kutztown University "Teaching as Principled Practice provides
educators with a valuable frame for rethinking and reconfirming the
commitment to students and society in a world of globalization and
standardization." -Miriam Ben-Peretz, University of Haifa "This
book introduces prospective teachers to (and reminds practicing
teachers about) key principles for guiding effective practice in
urban settings. Through helpful vignettes and readable text, the
authors clarify what these principles mean and how teachers can
make these principles an embedded part of their work." -Diane Kyle,
University of Louisville "This text provides much insight and
variety of opinion regarding contemporary issues and educational
practices in today's society. The format is unique and encourages
lively discussion in a university class setting." -Rebecca S.
Compton, East Central University Teaching as Principled Practice:
Managing Complexity for Social Justice presents a practical vision
for effective teacher development emphasizing social justice. This
vision is encompassed in a set of six principles that underlie the
authors' work with pre-service teachers, and is intended to guide
one's practice in the classroom. The text's primary focus is on
children and youth who have been traditionally underserved by
educational institutions in the United States. It speaks directly
to both pre-service and experienced teachers in a way that
addresses the challenges of urban education for teachers and
children. The work is guided by six principles: * Teaching is
inherently moral work * Teaching is an act of inquiry and
reflection * Learning is a developmental constructivist process *
The content of what we teach must be well understood by those who
teach and those who learn * Teaching is a collegial act * Teaching
is political Teaching as Principled Practice is an ideal text for
courses throughout the education curriculum, including introduction
to education and curriculum and instruction. It will also be an
invaluable reference for in-service teachers and administrators.
Key Features * Chapters conclude with review questions to encourage
reflection * Includes real-world examples of principled practice in
teacher education and practice * Promotes a thorough connection of
theory and practice
This handbook provides teachers with a framework for implementing
inquiry-based, substantive art integration across the curriculum,
along with the background knowledge and models needed to do this.
Drawing on ideas from Harvard Project Zero, the authors make a
clear and compelling argument for how contemporary art supports
student learning. The text features subject-specific chapters
co-written by teaching scholars from that discipline. Each chapter
includes examples of contemporary art with explanations of how
these works explore the fundamental concepts of the academic
discipline. The book concludes with a chapter on an integrated,
inquiry-based curriculum inspired by contemporary art, including
guidelines for developing art projects teachers can adapt to their
students' interests and needs. This resource is appropriate for art
teachers, as well as subject-area teachers who are not familiar
with using contemporary art in the classroom.
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