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Donna Eder is Professor of Sociology at Indiana University. She
earned her Ph.D. in 1979 from the University of Wisconsin. She has
written numerous journal articles and book chapters in the areas of
gender, schooling, and women's culture. Her current research
involves in-depth interviews with storytellers from different
cultures to better understand the role of storytelling in teaching
about social differences and social dynamics.Eder has a deep
interest in the sociology of education--and in community. Her first
major research study of adolescent peer culture, SCHOOL TALK:
GENDER AND ADOLESCENT CULTURE, led to her creating a service
project in the Bloomington schools, Kids Against Cruel Treatment in
Schools. KACTIS became an essential part of her first
service-learning course, Social Context of Schooling. KACTIS
revealed many social and ethical issues, launching Eder into more
research, this time learning from Navajo and Kenyan storytellers
how children can understand ethics and diversity through practices
used in oral cultures. She borrowed non-Western concepts of
learning as she crafted a service-learning project, Storytelling as
Reflecting Time (START), which became the basis of a
service-learning course, Knowledge and Community, taught to
sociology majors and honor students. The approach is so effective
that Eder cannot accommodate all of the requests she receives for
START, which is conducted both in the classroom and through
extracurricular activities throughout Bloomington. She works with
the Hutton Philanthropic Initiative, where students use
storytelling to interact with community children in a meaningful
way. Students in her Community Building Across Generations course
take their storytelling to a nursing home and a program for
children whose families are escaping domestic violence. Eder also
mentors other instructors on campus who are interested in
service-learning.
Reflecting on Service-Learning in Higher Education: Contemporary
Issues and Perspectives examines forms of pedagogy such as
service-learning, experiential learning, and problem-based learning
in order to determine how students make connections between and
among abstract academic concepts and real-life issues. This edited
collection is divided into three sections-"Reflecting on Community
Partnerships," "Reflecting on Classroom Practice," and "Reflecting
on Diversity"-so as to represent interdisciplinary subjects,
diverse student populations, and differing instructional
perspectives about service-learning in higher education.
Contributors provide service-learning programs and plans that can
be replicated or adapted at other institutions of higher education.
This book is recommended for scholars and practitioners of
education.
Reflecting on Service-Learning in Higher Education: Contemporary
Issues and Perspectives examines forms of pedagogy such as
service-learning, experiential learning, and problem-based learning
in order to determine how students make connections between and
among abstract academic concepts and real-life issues. This edited
collection is divided into three sections-"Reflecting on Community
Partnerships," "Reflecting on Classroom Practice," and "Reflecting
on Diversity"-so as to represent interdisciplinary subjects,
diverse student populations, and differing instructional
perspectives about service-learning in higher education.
Contributors provide service-learning programs and plans that can
be replicated or adapted at other institutions of higher education.
This book is recommended for scholars and practitioners of
education.
Storytelling empowers children to engage in discussions; explore
ideas about power, respect, community, fairness, equality, and
justice; and help frame their understanding of complex ethical
issues within a society. In Life Lessons through Storytelling,
Donna Eder interviews elementary students and presents their
responses to stories from different cultures. Using Aesop s fables
and Kenyan and Navajo storytelling traditions as models for
classroom use, Eder demonstrates the value of a cross-cultural
approach to teaching through storytelling, while providing deep
insights into the social psychology of learning."
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