Service-Learning to Advance Social Justice in a Time of Radical Inequality

Alan S. Tinkler, University of Vermont, USABarri E. Tinkler, University of Vermont, USAVirginia M. Jagla, National Louis University, USAJean R. Strait, Hamline University, USA

• Preface, Todd Alan Price.Acknowledgments.Section I: Service-Learning to Reach Across Disciplinary Boundaries in Higher Education.Introduction, Barri E. Tinkler.Chapter 1. More Than a Desire to Serve: A Mixed Methods Exploration of Low-Income, First-Generation College Students’ Motivations to Participate in Service-Learning, Travis T. York.Chapter 2. Reflections on the Enactment of a Critical Service-Learning Experience, C. Lynne Hannah, Barri E. Tinkler, Holly Morgan Frye, James K. Leverett, and Dwayne C. Wright.Chapter 3. Disruptive Practices: Advancing Social Justice Through Feminist Community-Based Service-Learning in Higher Education, Beth S. Catlett and Amira Proweller.Chapter 4. Critical Community Service-Learning in a Graduate Seminar: Strategically Integrating Activist Placements and Critical Pedagogy to Advance Social Justice, Donna Chovanec, Tania Kajner, Ayesha Mian Akram, and Misty Underwood.Chapter 5. The Use of Service-Learning in U.S. Dietetics Education: In Service of Whom?, Christin L. Seher and Susan V. Iverson.Section II: Service-Learning to Support a Reimagining of Teacher Education.Introduction, Virginia Jagla.Chapter 6. Examining Social Justice in Teacher Education: Four Case Studies of Alternative Nontraditional Service-Learning Partnerships in Teacher Education, Margaret-Mary Sulentic Dowell, Estanislao S. Barrera IV, Leah Katherine Saal, and Tynisha Meidl.Chapter 7. Reenvisioning Teacher Preparation: The Transformative Power of Teachers Studying “Abroad” in the Neighborhood, Elizabeth Grassi and Joan Armon.Chapter 8. Exploring the Influence of Design Principles to Create a Global Service-Learning Project for Teacher-Candidates in the Upper East Region, Ghana, West Africa: A Case Study, Cynthia Bourne, Susan Crichton, and Vida N. Yakong.Section III: Addressing Unconscious Bias and Racial Inequality Through Social Justice and Critical Service-Learning.Introduction, Jean Strait.Chapter 9. (Re)framing Service-Learning With Youth Participatory Action Research: A Social Justice-Oriented Approach to Service-Learning Practice, Melissa Bocci.Chapter 10. Communities of Practice: Youth and Social Justice Service-Learning, Emily A. Nemeth and Christian Winterbottom.Chapter 11. Developing a More Critically Minded Citizenry: Rethinking Service-Learning in the Social Studies, Jason Harshman and Jonathan Duffy.Section IV: Service-Learning to Advance Community Inquiry.Introduction, Alan S. Tinkler.Chapter 12. Moving From Traditional to Critical Service-Learning: Reflexivity, Reciprocity, and Place, Giuseppe Getto and Dennis McCunney.Chapter 13. Infusing Service-Learning With Social Justice Through Cultural Humility, Lianne Lee and Darren E. Lund.Chapter 14. A Dream for Service, Khuram Hussain.Chapter 15. Reflection: The Key to Meaningful Social Change Through Service-Learning, John W. Murphy and Christian A. Schlaerth.About the Authors...