Civic Engagement Pedagogy in the Community College: Theory - download pdf or read online
By Emily Schnee, Alison Better, Martha Clark Cummings
This e-book may help post-secondary educators to find the thrill and demanding situations of enforcing theoretically grounded civic engagement initiatives on their campuses. The essays on civic engagement and public scholarship are written by means of an interdisciplinary workforce of neighborhood university college who've designed and applied civic engagement initiatives of their school rooms. The tasks they describe stand on the intersection of study, thought and pedagogy. They problem dominant buildings of civic engagement as scholars convey their group, tradition and heritage into the school room. The authors contemplate the actual complexities and constraints of doing civically engaged instructing and scholarship on the neighborhood university point and situate their initiatives inside present theoretical debates approximately civic engagement, public scholarship, and public larger education.
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Extra info for Civic Engagement Pedagogy in the Community College: Theory and Practice
1007/978-3-319-22945-4_2 11 12 S. Parker similar function within both the discipline and within higher education. Community colleges’ stated mission, in most cases, is to strengthen the local communities and regions in which we operate and a large number of our students continue to live and work after graduation. Community colleges have a unique opportunity, by virtue of their structural position, to influence the production of “common sense” within particular communities, that is too often left to the mainstream media and thereby lay the groundwork for an alternative, critical civic culture.
Much of the research in this field has focused on four year colleges and predominantly elite institutions where students live on a campus fulltime and often do not have significant family and financial obligations that compete with their studies. Many of the students involved the service learning projects described in the literature are not from the communities that they engage with during their service learning experience and they frequently leave the area after graduation (Butin, 2003). This is not the reality at most community colleges.
Regardless of whether the archetype is viewed as a good thing (a source of rootedness and connection) or a bad thing (a stultifying set of parochial expectations and prejudices), it no longer exists for most people in the US and is not likely to return (Marglin, 2008). Instead, we will have to explore new forms of connection and commitment that emerge from new definitions of community. One promising avenue that seems to be actively facilitated by the technology that is increasingly part of our students’ lives is the idea of narrative-networks (Lejano, Ingram & Ingram, 2013).
Civic Engagement Pedagogy in the Community College: Theory and Practice by Emily Schnee, Alison Better, Martha Clark Cummings