TY  - BOOK
AU  - Stoecker,Randy
TI  - Liberating service learning and the rest of higher education civic engagement
SN  - 9781439913529 (paperback : alk. paper)
AV  - LC 220.5 S871l 2016
U1  - 361.37 
PY  - 2016///
CY  - Philadelphia, Pennsylvania
PB  - Temple University Press
KW  - Service learning
KW  - United States
KW  - Aprendizaje servicio
KW  - Estados Unidos
KW  - Civics
KW  - Study and teaching (Higher)
KW  - Educación cívica
KW  - Enseñanza
KW  - Community and college
KW  - Comunidad y universidad
KW  - Education, Higher
KW  - Aims and objectives
KW  - Educación superior
KW  - Fines y objetivos
N1  - Includes bibliographical references and index; Prelude: Confessions and AcknowledgmentsI The Problem and Its Context1 Why I Worry2 A Brief Counterintuitive History of Service Learning3 Theories (Conscious and Unconscious) of Institutionalized Service LearningInterludeII Institutionalized Service Learning4 What Is Institutionalized Service Learning’s Theory of Learning?5 What Is Institutionalized Service Learning’s Theory of Service?6 What Is Institutionalized Service Learning’s Theory of Community?7 What Is Institutionalized Service Learning’s Theory of Change?III Liberating Service Learning8 Toward a Liberating Theory of Change 9 Toward a Liberating Theory of Community10 Toward a Liberating Theory of Service11 Toward a Liberating Theory of Learning12 Toward a Liberated World?PostludeReferencesIndex
N2  - "Randy Stoecker has been "practicing" forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, "Practice does not make perfect." In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work.  Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By "liberating" service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.  Liberating Service Learning and the Rest of Higher Education Civic Engagement challenges--and hopefully will change--our thinking about higher education community engagement"--
ER  -