Service-Learning: History, Theory, and Issues

ISBN 10: 0897898524 / ISBN 13: 9780897898522

Published by Praeger, 2004

About this Item

A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.

Seller Inventory # OTV.0897898524.G

Bibliographic Details

• Title: Service-Learning: History, Theory, and Issues
• Publisher: Praeger
• Publication Date: 2004
• Language: English
• ISBN 10: 0897898524
• ISBN 13: 9780897898522
• Binding: Hardcover
• Condition: good

About this title

Synopsis

Although service-learning programs can have diverse theoretical roots, faculty who engage their students in service-learning may not be be cognizant of alternatives to the one they adopt. This book presents not only a historical perspective, but it also debates the theories and issues surrounding the conflicts inherent in those theories. One theory, based on a philanthropic model, engages students in a commitment to serve others from a sense of gratitude for their own good fortunes or from a desire to give back to communities from which they have benefited. Typically, service-learning programs based on the philanthropic or communitarian models deal with the overt needs of community members. In contrast, the civic model requires deeper analysis of the various political and social issues that may be the cause of social conditions that require the help of the more fortunate. Opponents of the civic theory fear that proponents see the classroom as a forum for advancing particular political agendas, conceivably indoctrinating students to a particular view of social injustices.

This book presents the theories and critiques their merits and liabilities, providing insight into the widely divergent curricular applications. It also examines the reasons professors should consider service-learning components in their classes and provides resources for further investigation of both theory and practice.

About the Author

BRUCE W. SPECK is the Vice President for Academic Affairs and Professor of English at Austin Peay State University.

SHERRY L. HOPPE is the President of Austin Peay State University.