Teaching For Justice

Concepts and Models for Service Learning in Peace Studies

Häftad, Engelska, 1999

Av Kathleen Maa Weigert, Robin J. Crews, Robin J Crews

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Tenth in the Service-Learning in the Disciplines Series, this book shows how both peace studies and service-learning have been developing new ideas of how social learning takes place as a community process in conflict situations and what the dynamics of peace building are. The process has created a new niche in academia for preparing students to become social change agents. The enthusiasm of the contributors in this book gives the reader a new vision of what is possible on college campuses in community-based peace and service-learning at a time when there is a critical need for peace-building skills.

Produktinformation

Utgivningsdatum1999-01-01
Mått152 x 229 x 15 mm
Vikt340 g
FormatHäftad
SpråkEngelska
Antal sidor200
FörlagTaylor & Francis Inc
ISBN9781563770159

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Robin J. Crews is visiting associate professor at Haverford College and an international faculty member of the European Peace University, Stadtschlaining, Austria, and the M.A. Program in Peace and Development Studies at Universitat Jaume I, Castellon, Spain. He is past director both of the Peace and Conflict Studies program and of service-learning at the University of Colorado at Boulder. He was founding executive director of the Peace Studies Association. Kathleen Maas Weigert is associate director for academic affairs at the Center for Social Concerns, concurrent associate professor in American studies, and fellow in the Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame. She has published and offered workshops on a variety of experiential learning, service-learning, and peace studies topics.

Preface—Elise Boulding; PART ONE. CONCEPTUAL ESSAYS. Moral Dimensions of Peace Studies. A Case for Service-Learning—Kathleen Maas Weigert; Peace Studies, Pedagogy, and Social Change—Robin J. Crews; Service-Learning as Education. Learning From the Experience of Experience—Michael Schratz and Rob Walker; PART TWO. SERVICE-LEARNING IN PEACE STUDIES. Programs Study, Act, Reflect, and Analyze. Service-Learning and the Program on Justice and Peace at Georgetown University—Sam Marullo, Mark Lance, and Henry Schwarz; Justice and Peace Studies at the University of St. Thomas—David Whitten Smith and Michael Haasl; Student Contributions to Public Life. Peace and Justice Studies at the University of San Francisco— Anne R. Roschelle, Jennifer Turpin, and Robert Elias; Peace Building Through Foreign Study in Northern Ireland. The Earlham College Example—Anthony Bing; The International and National Voluntary Service Training Program (INVST. at the University of Colorado at Boulder—James R. Scarritt and Seana Lowe; The Institute for Conflict Analysis and Resolution's Modest Experiment in Service-Learning—Frank Blechman; Peaceful Intent. Integrating Service-Learning within a Master's in International Service at Roehampton Institute London—Christopher Walsh and Andrew Garner; PART THREE. SERVICE-LEARNING COURSES IN PEACE STUDIES. Learning About Peace Though Service. Introduction to Peace and Conflict Studies at the University of Colorado at Boulder—Robin J. Crews; Learning About Peace. Five Ways Service-Learning Can Strengthen the Curriculum—Martha C. Merrill; Hunger for Justice. Service-Learning in Feminist/Liberation Theology—Michele James-Deramo; Service-Learning in Methods of Peacemaking at Earlham College—Howard Richards and Mary Schwendener-Holt; Teaching Attitudes of Cultural Understanding Through Service-Learning—Mary B. Kimsey; A Mini-Internship in an Introductory Peace Studies Course. Contributions to Service-Learning—John MacDougall; APPENDIX. Peace Studies. Essential Resources; Service-Learning. Essential Resources.