Integrating Service Learning and Multicultural Education in Colleges and Universities

ISBN-13: 9780805833454 / Angielski / Miękka / 2000 / 320 str.

Carolyn R. O'Grady

Opis

The focus of this book is on the ways in which service learning and multicultural education can and should be integrated so that each may be strengthened and consequently have greater effect on educational and social conditions.

Recenzje

"O'Grady has edited a unique and intriguing volume that merges community service learning and multicultural education... This volume presents critical and challenging perspectives for anyone interested in promoting social change and engaging students in active learning within their communities".
—Journal of College Student Development

"A unique blending of two strong fields in education: service learning and critical multicultural education....Clear, well organized, and thoughtfully written....I know of no other book that attempts this interesting integration of fields and find it timely and provocative."
—Kathleen Bennett de Marrais
University of Georgia

"Carolyn O'Grady and the chapter authors of this book have taken on an immense challenge: to integrate community service learning with multicultural education so that together they inform and redefine one another. It is an awesome task. It means diving headlong into turbulent ideological waters concerning such issues as difference, meritocracy, unequal access to power, and the very purpose of education. By embedding service learning within the discourse of democracy, social justice, and equality, they have dared our society to live up to its lofty but unfulfilled promises."
—Sonia Nieto
University of Massachusetts, Amherst; From the Foreword

Spis treści

Contents: S. Nieto, Foreword. C.R. O'Grady, Preface. C.R. O'Grady, Integrating Service Learning and Multicultural Education: An Overview. Part I:Theoretical Frameworks. C. Rosenberger, Beyond Empathy: Developing Critical Consciousness Through Service Learning. K. Densmore, Service Learning and Multicultural Education: Suspect or Transformative? J.A. Erickson, S.E. O'Connor, Service-Learning: Does It Promote or Reduce Prejudice? K. Téllez, Reconciling Service Learning and the Moral Obligations of the Professor. R.C. Wade, From a Distance: Service-Learning and Social Justice. Part II:Reports From the Field. K. Rice, S. Pollack, Developing a Critical Pedagogy of Service Learning: Preparing Self-Reflective, Culturally Aware, and Responsive Community Participants. H.L. Martin, Jr., T.A. Wheeler, Social Justice, Service Learning, and Multiculturalism as Inseparable Companions. S. Raudenbush, J. Galura, We Made the Road by Talking: Teaching Education 310, "Service-Learning With Multicultural Elders" at the University of Michigan. R.E. Koulish, Teaching Diversity Through Service-Learning Immigrant Assistance. V.C. Simmons, W. Roberts-Weah, Service-Learning and Social Reconstructionism: A Critical Opportunity for Leadership. M. Boyle-Baise With P. Efiom, The Construction of Meaning: Learning From Service Learning. I. Guadarrama, The Empowering Role of Service Learning in the Preparation of Teachers. Part III:Integrating Service Learning and Multicultural Education in Higher Education: Promises and Possibilities. M. Langseth, Maximizing Impact, Minimizing Harm: Why Service-Learning Must More Fully Integrate Multicultural Education. C.E. Sleeter, Strengthening Multicultural Education With Community-Based Service Learning. C.R. O'Grady, Afterword.

O autorze

Carolyn R. O'Grady