Michigan journal of community service learning最新文献_第8页

A Values-Engaged Approach to Cultivating Civic Professionalism in Graduate Education 研究生教育中公民专业精神的价值参与培养

Michigan journal of community service learning Pub Date : 2017-11-06 DOI: 10.3998/mjcsloa.3239521.0024.107

Elizabeth K. Goodhue

引用次数: 6

Review Essay: Engaging Higher Education; Purpose, Platforms, and Programs for Community Engagement 综述文章:参与高等教育;社区参与的目的、平台和计划

Michigan journal of community service learning Pub Date : 2017-11-06 DOI: 10.3998/mjcsloa.3239521.0024.113

Barbara C. Jacoby

引用次数: 0

Review Essay: On The Promise And Practice Of Service-Learning 评论文章:论服务学习的前景与实践

Michigan journal of community service learning Pub Date : 2017-04-19 DOI: 10.3998/MJCSLOA.3239521.0023.220

A. Keene

引用次数: 0

Introduction: Special Section on the SLCE Future Directions Project 引言:SLCE未来方向项目专题

Michigan journal of community service learning Pub Date : 2017-04-19 DOI: 10.3998/MJCSLOA.3239521.0023.211

Sarah E. Stanlick, Patti H. Clayton

{"title":"Introduction: Special Section on the SLCE Future Directions Project","authors":"Sarah E. Stanlick, Patti H. Clayton","doi":"10.3998/MJCSLOA.3239521.0023.211","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.211","url":null,"abstract":"The Michigan Journal of Community Service Learning (MJCSL) is delighted to invite readers into a project inspired by the 20-year anniversary of our publishing \"Does Service-Learning Have a Future? \" (Zlotkowski, 1995). Much of Zlotkowski's envisioned future has been realized in a variety of ways--some anticipated, some unexpected, and some bringing new and exciting challenges--and we are once again at a key moment to think intentionally about the future of our work We are proud to partner in launching the international SLCE Future Directions Project and look forward to seeing where this collaborative exploration takes us in the coming months and years. [JH, Editor] ********** Twenty years ago, having taken a critical look at the state of service-learning (SL) and having thought about what was necessary to move forward, Edward Zlotkowski (1995) issued a warning and a challenge to the movement: Unless we learn soon to respond in a much more differentiated and adequate way to the realities of our institutional and professional contexts, our commitment to social ideals will not generate long-term progress. And without such progress, it is a question if we can--or even should--survive. (p. 15) Many heeded his call, working thoughtfully and collaboratively across campuses and communities to create programs, partnerships, courses, and projects that foregrounded the academic dimensions of the pedagogy. The institutionalization of SL within the academy accelerated, complete with faculty development initiatives, full-time professional positions, internal and external funding, research agendas, and enhanced expectations related to the presence and quality of SL within higher education curricula. Now, in 2015, after the emergence of a plethora of models for community-campus engagement and in light of uncertainty nationally and internationally regarding the nature and goals of higher education in the early 21st century, the movement finds itself at another crossroads. The dedicated leadership of students, community members, faculty, and staff around the world over the last several decades has rendered the earlier question posed by Zlotkowski's title--does SL have a future--largely moot. The richness of what we now understand as service-learning and community engagement (SLCE) and the complexities of how we now position it in local and global social, political, economic, cultural, and ecological contexts give rise to different questions for the coming decades. In general terms: What are our visions now for the future of SLCE, why, and what will it take to get there? With more nuance: How can we best come together around the question of our work's ultimate purposes and focus effectively on what we are trying to achieve? How can we leverage the movement to advance those ends--intentionally, inclusively, and with integrity? What are the points of tension in how we understand and undertake SLCE that we need to hold creatively as we articulate and enact future dire","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"152 1","pages":"78"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77720205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Review Essay: Toward Liberation 评论文章:走向解放

Michigan journal of community service learning Pub Date : 2017-04-19 DOI: 10.3998/MJCSLOA.3239521.0023.219

Tania D. Mitchell

引用次数: 3

Connecting SLCE with Sustainability in Higher Education: Cultivating Citizens with an Ecocentric Vision of Justice 连接SLCE与高等教育的可持续性:培养具有生态中心正义视野的公民

Michigan journal of community service learning Pub Date : 2017-03-22 DOI: 10.3998/mjcsloa.3239521.0023.216

Catherine Wright, Melanie G. Keel, Tyrone Fleurizard

{"title":"Connecting SLCE with Sustainability in Higher Education: Cultivating Citizens with an Ecocentric Vision of Justice","authors":"Catherine Wright, Melanie G. Keel, Tyrone Fleurizard","doi":"10.3998/mjcsloa.3239521.0023.216","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0023.216","url":null,"abstract":"We write from one core conviction: We cannot have thriving, justice-oriented human communities and robust intellectual mindscapes when the ecological systems upon which all life depends, now and in the future, are ignored and destroyed. Thus, an important future direction for service-learning and community engagement (SLCE) is to collaborate with the sustainability in higher education (SHE) movement. SHE is a diverse, transdisciplinary area of inquiry and practice that seeks to help lead efforts to create a \"thriving, equitable and ecologically healthy world\" (AASHE, 2015). When SLCE seriously attends to ecological sustainability--when it becomes ecocentric--the movement can cultivate ecologically-literate, place-engaged, planetary citizens who value and nurture justice for both human and other-than-human inhabitants. When SLCE and SHE collaborate, we can more readily see ourselves as contributing members of a comprehensive Earth community and Earth's \"inarticulate but not silent\" ecologies (Hall, 200, p. 124) as stakeholders and partners in transforming human communities. Whether referred to as \"landscape\" (the symbolic environment created when physical spaces are transformed by the conferral of human values and meaning onto them; Greider & Garkovich, 1994) or as \"place\" (a particular assemblage of humans and their multiple \"others\"; Duhn, 2012)--or with some other term--Earth's ecological systems are all too often taken for granted. Many of us fail to acknowledge our biological, social, cultural, and psychic interdependency with the interactive communities within which we dwell. At the physiological level, the iron in our blood, the water in our tissues, and the calcium in our bones are not only the same elements that constitute mountain ranges and seascapes but also move in perpetual cycles between and among our bodies and the rest of the planet. We are part of a continuum of matter and energy that began billions of years ago. We cannot disconnect from this fact anymore than we can ignore how the ecological-social-political-cultural stories of the land we inhabit and the diversity of entities we encounter inform who we are as humans and the roles we play within every ecosystem on this planet. Humans cannot flourish when the ecologies out of which we emerged millennia ago are degraded, themselves unable to flourish or even function. If Earth dies, we die. The many beings we encounter--their very otherness, their intrinsic and instrumental worth, their needs and roles, and their potential lack of a future --ought to inform dialogues concerning the forming and functioning of human communities. Ecosystems deserve more respect as unique partners within SLCE dialogues since these webs of life are not only the medium or stage for social change but also deeply fashion the worldviews, identities, cultures, and behaviors of those working in partnership for social transformation. Meaningful engagement with Earth's ecosystems as partners is not an entirel","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"2006 1","pages":"165-169"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82436596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Rx for Reading Detroit: Place-Based Social Justice Pedagogy. 阅读底特律:基于地点的社会正义教学法。

Michigan journal of community service learning Pub Date : 2017-03-22 DOI: 10.3998/mjcsloa.3239521.0023.209

Mary-Catherine Harrison

{"title":"Rx for Reading Detroit: Place-Based Social Justice Pedagogy.","authors":"Mary-Catherine Harrison","doi":"10.3998/mjcsloa.3239521.0023.209","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0023.209","url":null,"abstract":"While social justice models of service-learning improve on volunteerism that ignores structural inequality, they often neglect the critical role of local environments in which the service occurs. I argue that a place-based model of service-learning enables a diverse student body to move beyond compassionate service to social justice activism. In 2014, I founded Rx for Reading Detroit, a service-learning program at University of Detroit Mercy that works to promote children's literacy in Detroit. Augmenting critical service-learning models with a place-based approach offers students a theoretical frame with which to interrogate the complex intersections of geography and justice. Examining Rx for Reading Detroit as a case study in place-based social justice pedagogy, I argue that this paradigm is particularly useful for service-learning in Detroit and other urban contexts because it calls attention to, rather than effaces, the power dynamics inherent with service, including students' diverse relationships to the environments in which they serve. \"Talent is spread evenly across America, opportunity is not\" --Darren Walker, President of the Ford Foundation, former Head Start student \"Frederick Douglass said that literacy is the path from slavery to freedom. There are many kinds of slavery and many kinds of freedom, but reading is still the path.\" --Carl Sagan, Scientist and Writer Despite various media outlets touting rebirth, rejuvenation, and renaissance, Detroit remains the most impoverished large city in America. According to the most recent census data, 40.3% of the city's residents live below the poverty line--$24,008 for a family of four. The median family income is $25,764, approximately half that of the state as a whole (U.S. Census Bureau, 2015 data), while Detroit's unemployment rate is 16.7%, more than twice that of the Michigan average (Michigan League for Public Policy, 2016). 81.6% percent of Detroit children qualify for free or reduced lunch (Michigan League for Public Policy, 2016) (1), and 29% percent of children in the city are living in extreme poverty--less than 50% of the federal poverty level (Annie E. Casey Foundation, 2015). Moreover, while there has been a surge in development in the city, much of the economic investment is not benefiting its poorest citizens; in many cases it is pushing them further to the margins (Brookings Institute, 2016; Economic Innovation Group, 2016; Reese, Elkers, Sands, & Vojnovic, 2017; We the People of Detroit, 2016). From 2007 to 2014 Detroit jobs held by Detroit residents actually dropped by 35.5%, while jobs in the city held by individuals living in the suburbs, many of whom are White, increased by 16.6% (Reese & Sands, 2017). Detroit is also the most racially segregated city in America (Logan & Stults, 2011), an enduring legacy of housing policies that institutionalized racism and exacerbated economic disparities in the region. From 1934 to 1968, the Federal Housing Administration's notorious ","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"54 1","pages":"117-130"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89749991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustainability of Our Planet and All Species as the Organizing Principle for SLCE 地球和所有物种的可持续性作为SLCE的组织原则

Michigan journal of community service learning Pub Date : 2017-03-22 DOI: 10.3998/MJCSLOA.3239521.0023.215

Kevin Kecskes, Jennifer Joyalle, Erin C Elliott, Jacob Sherman

{"title":"Sustainability of Our Planet and All Species as the Organizing Principle for SLCE","authors":"Kevin Kecskes, Jennifer Joyalle, Erin C Elliott, Jacob Sherman","doi":"10.3998/MJCSLOA.3239521.0023.215","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.215","url":null,"abstract":"We may define and prioritize them differently, but few would deny that our human community is facing intractable problems at local, national, and global scales. We call on higher education institutions (HEIs) around the world to work collectively and with strategic intent and action to use sustainability as an organizing principle to focus servicelearning and community engagement (SLCE) activities on the flourishing of our planet and its diverse species. In the United Nations report, Our Common Future, sustainable development (the futureoriented view of “sustainability”) was defined by World Commission on the Environment and Development members as “the kind of development that meets the needs of the present without compromising the ability of future generations to meet their needs” (Brundtland, WCED, 1990, p. 16). Since then, scholars and practitioners have focused efforts on what has been commonly known as sustainability’s “three E’s”: (a) environment; (b) economy, and (c) social equity (Edwards, 2005). Recently, education has been recognized as a vehicle for achieving sustainability and serves as a critical “fourth E” (UNESCo, 2016).","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"11 1","pages":"159-164"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87185947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SLCE Partnering with Social Justice Collectives to Dismantle the Status Quo. SLCE与社会正义团体合作，打破现状。

Michigan journal of community service learning Pub Date : 2017-03-22 DOI: 10.3998/MJCSLOA.3239521.0023.217

Sarah Augustine, D. López, Harold McNaron, Elizabeth Starke, B. Gundy

{"title":"SLCE Partnering with Social Justice Collectives to Dismantle the Status Quo.","authors":"Sarah Augustine, D. López, Harold McNaron, Elizabeth Starke, B. Gundy","doi":"10.3998/MJCSLOA.3239521.0023.217","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.217","url":null,"abstract":"\"Service-learning\" is a multilayered term with a complex historical evolution. The movement traces back to the work of Robert Sigmon and the Southern Regional Education Board in the early 1970s, when it focused on building democratic communities through a combination of meaningful service and deep collaboration. As noted in Zlotkowski's 1995 essay that asked whether service-learning had a future, there came a time in the history of the movement when some of its thought leaders urgently called attention to the necessity for a more academic and scholarly focus. In the last two decades, service-learning and community engagement (SLCE) have flourished in higher education as staff, faculty, and students have realized it can be a high-impact teaching and learning practice to promote student learning and development. While many SLCE courses and projects adopt this student focus in undertaking and reflecting upon useful service activities with community organizations, it can be difficult to implement them in ways that explicitly engage with the historical and contemporary systems of oppression--such as racism, classism, and sexism--that created the need for SLCE efforts in the first place. Tania Mitchell (2008), in fact, proposed a distinction between \"traditional\" and \"critical\" service-learning and suggested that the movement must focus on the latter and thereby challenge the foundational systems that uphold an inequitable status quo rather than risk perpetuating oppression through the former. Over the last decade, several other scholars and practitioners have called for a transformation of SLCE toward a practice aligned with social justice goals. Our own unit, the Office of Student Leadership and Service (SLS) at Lewis & Clark College, is moving in this direction with our co-curricular SLCE programs, using the framework of critical service-learning as a guide. Our vision for the future is a radical re-centering of SLCE within social justice collectives (SJCs), such as the organizers of the Movement for Black Lives, led by people from marginalized groups and addressing the systems of oppression most relevant to their own lives. SJCs may be registered nonprofits or non-governmental organizations but are more often, in our experience, unincorporated collaboratives comprised of individuals and groups united around a specific social justice cause. As it has been our experience that SLCE practitioners often rely heavily on nonprofit and school partners to determine the nature of SLCE projects, we are proposing a shift from individual partner organizations to SJCs so that each SLCE effort is firmly situated within a community-verified justice effort. Within this new structure for SLCE, colleges and universities, along with other stakeholders/partners, would follow the leadership of these off-campus collectives working on the frontlines of social justice movements. For this to happen, SLCE practitioners and scholars must first acknowledge the ways in which in","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"12 1","pages":"170-174"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85014253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Closing the Gap: Can Service-Learning Enhance Retention, Graduation, and GPAs of Students of Color? 缩小差距:服务学习能提高有色人种学生的保留率、毕业率和gpa吗?

Michigan journal of community service learning Pub Date : 2017-03-22 DOI: 10.3998/MJCSLOA.3239521.0023.203

M. Mungo

引用次数: 12