The Wiley International Handbook of Service-Learning for Social Justice.

Intro -- Table of Contents -- Notes on Contributors -- Part I: Introduction -- The Social Justice Turn in Service‐Learning -- Engaging with Despair -- Theoretical Framework -- Literature Review: Evidence of a Social Justice Turn in Service‐Learning -- Critiquing Charity and Salvationism -- Critiquing White Normativity and Bolstering Diversity -- Embracing Emotion: Tension, Ambiguity, and Discomfort -- Critical Hope: "An Action‐Oriented Response to Contemporary Despair" -- Reorienting Service‐Learning -- Overview of Chapters -- Conclusion -- References -- Part II: Introduction to Service‐Learning for Social Justice -- 1 Service‐Learning and the Discourse of Social Justice -- History of Service‐Learning in North America -- Approaches to Service‐Learning -- Social Justice Discourse and CSL -- The Importance of Cognitive Justice -- Implications for Practice -- References -- 2 "We Built up our Knowledge Together and Because it was Shared" -- Introduction -- Background: Community Partners -- Theoretical Scaffolding -- Context: Asianness and Immigration -- The Teaching Context -- Conclusion -- References -- 3 Spanish Heritage Speakers, Service‐Learning, and Social Justice -- Introduction -- Overview of Spanish as a Heritage Language -- Literature Review -- References -- Part III: Challenging Hegemony through Service‐Learning -- 4 Critical Feminist Service‐Learning -- Introduction/Problem Statement -- Conceptual Framework: Critical Feminist Service‐Learning -- Case One: Teaching in Place -- Case Two: Administration of Multiculturalism and Diversity in Higher Education -- CFSL Enacted -- CFSL - Important, yet Difficult Work -- Indulging the Imagination -- References -- 5 Service‐Learning in Higher Education by, for, and about LGBTQ People -- Framing Service‐Learning by, for, and about the LGBTQ Community.

Finding the Literature on Service‐Learning and the LGBTQ Community -- Service‐Learning for the LGBTQ Community -- Service‐Learning about the LGBTQ Community -- Service‐Learning that is Critical of Othering and Privilege -- Service‐Learning that Changes Students and Society -- Curricular Shadows and Null Curriculum Affecting Service‐Learning and LGBTQ Communities -- Conclusion -- References -- 6 Local‐to‐Global Indigenous Health in Service‐Learning -- Prologue -- Introduction -- Indigenous Service‐Learning Foundations: Ethical Space and Two‐Eyed Seeing - Indigenous and Western Knowledge Systems -- Indigenous Service‐Learning: Local‐to‐Global Experience: Oki / Amba'wastitch / Danit'ada / Tansi / Hello - Preserving Sacred Teachings -- Walking Forward Together -- References -- 7 Transforming Preservice Teacher Practices and Beliefs through First Nations, Métis, and Inuit Critical Service‐Learning Experiences -- Context in Canada: A Time for Reconciliation -- Increasing Teacher Commitment to Social Justice through Praxis -- The Pitfalls and Potential of Critical Service‐Learning with Indigenous Communities -- Designing a Critical Service‐Learning Program Leading to Reconciliatory Pedagogy -- Lessons Learned from the Indigenous Critical Service‐Learning Program -- Processes and Ways to Build Reconciliation -- Summary and Future Implications -- References -- 8 Critical Disability Studies and Community Engagement -- Critical Disability Studies -- Service‐Learning -- Community Engagement and Epistemic Tensions -- Community‐Based Approaches to Engaged Pedagogy -- Genuine Collaboration -- Discussion -- References -- Part IV: Disruption and Dissonance through Service‐Learning -- 9 Postcritical Service‐Learning -- Introduction -- A Postcritical Approach to Service‐Learning -- Future Directions -- References.

10 Reshaping Professional Programs through Service‐Learning -- Introduction: A Call to Action -- Practice in the Professions -- Moving toward Justice through Critical Service‐Learning -- Recalibrating Learning to Meet Community Needs -- References -- 11 Fostering Cultural Humility among Preservice Teachers -- Introduction -- Theoretical Framework -- Findings: Emergent Themes -- Implications, Challenges, and Conclusion -- References -- 12 "Moving" Experiences -- Our Ideological Biases are Showing -- The Challenges of a Long‐Distance Relationship -- United We Stand, Divided We Fall -- Forgive Those Who Trespass Against Us -- Negotiating the Border Crossing, Returning Home, and Trespassing Continuum -- References -- Part V: Defining and Engaging Community in Service‐Learning -- 13 Social Justice and Community‐Engaged Scholarship -- Community‐Engaged Scholarship -- Neoliberalized Higher Education as the Context for CES -- Social Justice as a Framework for CES -- Rethinking Community, Engagement, and Disengagement -- Knowledge as Service -- Justice‐Oriented CSL -- Conclusion -- References -- 14 Community as Teacher -- An Ambivalent Standpoint -- Defining and Mapping the Territory -- Community-University Relations -- Toward a Social Justice Approach -- Community as Teacher -- Being Taught by the Other -- Examples of Community as Teacher -- Implications and Significance for Adult Education -- References -- Part VI: International Engagement through Service‐Learning -- 15 International Service‐Learning -- Introduction -- Concurrent Movements: International and Civic Education -- Pedagogical Theories -- Theories of Cross‐Cultural Encounters -- Development Theories -- Research for Social Justice -- International Service‐Learning and Social Justice -- References -- 16 Global Service‐Learning -- Background -- The Need for Humility in GSL.

Definition of Cultural Humility -- Four Vignettes -- Conclusion -- References -- 17 Ethical Global Partnerships -- Introduction to Fair Trade Learning -- Considering Partnerships from India -- FTL and Ethical Global Partnerships: Reflections from South Africa -- Higher Education and Global Partnerships: The Need for New Frameworks -- Beyond the "Single Story": The Importance of Context -- Global Service‐Learning in Service of Global Partnerships: Contesting Frameworks -- Reframing the Questions: Co‐creation and Transformation -- References -- Part VII: The Pedagogy and Practice of Service‐Learning -- 18 A Practical Guide to Developing and Maintaining Social Justice at the Heart of ISL -- Introduction -- Scoping -- Chapter Structure -- Defining Social Justice -- Learning Outcomes for ISL -- Self and Relations with Others -- Global Issues -- Change Agency -- Educational Impact -- Conclusion -- References -- 19 Participatory Assessment -- Introduction -- ENGAGE at Georgia College -- Boundary Spanning and Boundary Spanners -- Complexity Thinking: A Theoretical Framework for Boundary Spanning as Avenue for Transformational Learning and Social Justice -- Cynthia's Story and Description of Community Work in Harrisburg -- Sandra's Story and Description of Community Work in Harrisburg -- Boundary Spanning: Teaching as Community Property -- Boundary Spanning: Reflexive Student Activism -- Conclusion -- References -- 20 Service‐Learning as Power Analysis in the Humanities -- Introduction -- Service‐Learning as a Social Justice Pedagogy -- Why Teach For and About Power? -- Service‐Learning, Power, and Learner Variability -- A Higher Education Commitment to Social Justice -- The "Power" of the Humanities -- Service‐Learning and Power Analysis Rooted in Civic Reflection -- Conclusion -- References.

21 Service‐Learning and STEM Creating New Possibilities in Public Schools -- Description of Our Model -- A Selective Review of the Literature -- Discussion -- Measurement and Evaluation -- In Summary, but not a Conclusion -- References -- Index -- End User License Agreement.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.