Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Service-learning in theory and practice: The future of community engagement in higher education. Dan W. Butin. (2010). New York: Palgrave MacMillan. 174 pp. (ISBN 9780230622517).Many organizations support ever increasing numbers of service-learning initiatives in colleges and universities across the continent (Hollander, 2010), making an examination of such initiatives of particular interest to Canadian scholars involved in comparative and international research. Dan Butin maintains that a lack of one unitary model for service-learning creates difficulties for integration into traditional conventions of higher education. For this reason Butin establishes limits and possibilities for service-learning, explores philosophical shifts needed for an institutionalizing of service-learning in higher education and offers suggestions for an attainable future for service-learning.Following an informational foreword by Elizabeth Hollander and an impassioned preface by the author, Butin demonstrates the limitations and potential of service-learning in higher education. Throughout Chapter 1 Butin attempts to define and conceptualize service-learning from multiple perspectives, and tenders technical, cultural, political and antifoundational typologies. Chapter 2 explores the pedagogical, political, and institutional limits of servicelearning and the impediment that these limits pose to its institutional longevity. In Chapter 3 Butin explains how external and internal limitations of service-learning represent powerful and transformative possibilities in higher education.Chapter 4 examines the disciplining of service-learning as an intellectual movement comparable to women's studies. While Chapter 5 explores how some programs are already institutionalizing service-learning through recognized certificates, minors, and majors. Butin utilizes Chapter 6 to take the reader through an examination of other disciplines that provide additional insights into the evolution and incorporation of community engagement within the academy.Butin persuades service-learning scholars and practitioners to reexamine "what they do and how they do it" since he believes that service-learning and community engagement should be no more novel or noteworthy than any other scholarly task (126). Chapter 7 helps faculty to view community engagement as another means of being a good scholar through the production and dissemination of knowledge and the search for truth. While Chapter 8 places servicelearning and community engagement within the larger picture of the major contemporary trends and tensions in higher education.A solid and logical structure is provided by Dan Butin which aids the reader since his arguments can sometimes be rather complex. This book should not be a starting point for scholars new to the field of service-learning since it is not concerned with the fundamentals of community-engaged learning models but it does offer insights useful to those concerned with the future of such programs in higher education. Butin focuses on defining and conceptualizing service-learning in higher education and the place it occupies within the sphere of academia.Hironimus-Wendt & Lovell-Troy state, "[i]ndeed some of our own colleagues have questioned the strong emphasis on a 'transformative' role ascribed to service learning, particularly regarding community change" and suggest a "more broadly theoretical foundation for service learning is warranted in order to encourage other educators to consider its adoption and implementation" (1999, p. 363). To support this suggestion, they reference the work of John Dewy and George Herbert Mead who are considered by some to be the originators of the servicelearning concept, demonstrating that even in the preliminary stages, during the early 1900s, the leading experts held very different beliefs as to the exact role that experiential education could play in student development.This publication is suitable for a scholarly audience already familiar with service learning, and are interested in a deeper examination, classification and possible future evolution of the phenomenon. …

Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education

Der Korper und der Umgang mit ihm stehen symbolhaft fur kulturell gepragte Werte und Normen im gesellschaftlichen Umgang der Geschlechter miteinander. Vor diesem Hintergrund gelten Korperbewusstsein und Geschlechtlichkeit von Madchen und jungen Frauen mit Migrationshintergrund als Thema, das im offentlichen Bewusstsein der Mehrheitsgesellschaft mit Vorstellungen haufig mit „schwieriger“ Integration verbunden ist. Der Beitrag prasentiert mit herkunftsdiffe-renzierten Daten aus einer Mehrthemenuntersuchung uber die Lebenssituation von Madchen und jungen Frauen aus Zuwandererfamilien mit turkischem, italienischem, griechischem, (ehemals) jugoslawischem und Aussiedlerhintergrund Ergebnisse, die einerseits die Annahme bestatigen, dass Unterschiede in den Einstellungen zum Korper und zur Sexualitat vorhanden sind, die auf die kulturelle und/oder religiose Pragung der jeweiligen Gruppe zuruckgefuhrt werden konnen. Gleichzeitig wird aber auch deutlich, dass die jeweiligen Herkunfts- und Religionsgruppen heterogene Einstellungsmuster aufweisen, die auf Faktoren jenseits der kulturellen Pragung zuruckgefuhrt werden mussen. Wahrend das ambivalente Korperbild und die positive Einstellung zur Sexualitat der befragten jungen Frauen mit Migrationshintergrund sich nicht wesentlich von demjenigen bei altersgleichen Deutschen unterscheiden, sind die Unterschiede sowohl zwischen den Gruppen von Madchen mit Migrationshintergrund wie auch im Vergleich zu deutschen Madchen in der Einstellung zur Virgini-tatsnorm und bei den Vermittlungsinstanzen in Fragen von Liebe und Sexualitat sehr deutlich.

Körperbewusstsein und Sexualität bei Mädchen und jungen Frauen mit Migrationshintergrund

Teachers are expected to meet professional requirements concerning: (1) their role as a teacher, (2) capacity to teach and meet students’ specific learning needs, (3) managing the classroom effecti...

https://www.tandfonline.com/doi/pdf/10.1080/02607476.2019.1708626

Competence and challenge in professional development: teacher perceptions at different stages of career

The purpose of this paper is to address school–NGO interactions by analyzing the power of foundations – a specific type of third sector organization or NGO in education.,Data are collected through a quantitative survey, qualitative interviews, official documents, reports and websites. Social network analysis and grounded theory are used to analyze the data with the aim to develop a theoretical approach.,The study identifies three dimensions, i.e. relational, structural and discursive dimensions of power. Based on the analysis of an illustrative multi-stakeholder initiative, the paper highlights the role of foundations in framing educational settings, concepts and structures of the education system as such.,The three-dimensional power perspective offered in this paper is particularly useful for scholars investigating school–NGO interactions or multi-stakeholder partnerships in education. Furthermore, it is of crucial importance for practitioners, school principals and education administrators dealing with school–NGO interactions given that foundations seem to be increasingly able to draw on new sources of power in these interactions.,While the number and power of the third sector in education continues to rise worldwide, there is wide consensus that NGO power in education has, to date, hardly been researched. This paper contributes to this dearth of research by uncovering foundations’ different sources of power and by developing a theoretical approach for analyzing the power of third-sector organizations in education.

The power of third sector organizations in public education

Organisation und Partizipation

Cultural and social changes, new administrative regulations and curricular reforms have had a significant impact on the work and professional self-image of future teachers in many European countries involved in the Bologna Process. This constellation gives rise to new challenges for established routines, practices and identities of the organizations involved in teacher education. This article deals with processes of professionalization in teacher education and presents new forms of interorganizational cooperation between schools, universities, education authorities and extracurricular agencies. Three case studies from Germany and Austria clearly demonstrate that different organizational cultures as well as different professional self-images meet in cooperative environments. The goal of the article is to analyse systematically the various interorganizational learning challenges in the field of teacher education.

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Professionalization in Teacher Education As an Interorganizational Learning Challenge

Social innovation in Austrian HEIs is discussed under the headline of their “Third Mission.” The HE sector is pressured to have more and more impact on society. Internationally speaking, many countries benefit from national policies and networks in the Third Sector, but policies in Austria were initiated only recently, in 2017, on a national level. Interestingly, the service learning approach as an innovative and socially responsible teaching methodology stands out in Austrian HE. This article classifies the developments of the Third Sector in Austria in the form of a policy brief. Austria has a growing community of practice in social innovation and service learning. The article gives insight into the strategic developments in Austria and is underpinned with recommendable action to be transferred to others.

/pdf/embedding-social-innovation-and-service-learning-in-higher-1ody3n2irk.pdf

Embedding Social Innovation and Service Learning in Higher Education's Third Sector Policy Developments in Austria

Seit einigen Jahren fuhren bundesweit immer mehr Schulen Service Learning im Rahmen von Unterrichts- und Schulentwicklung ein. Das Konzept des Service Learning stammt aus den USA und stellt eine Form des sozialen Lernens dar, die gesellschaftliches Engagement und die Ubernahme von Verantwortung mit der Entwicklung kognitiver, personlicher und sozialer Kompetenzen verbindet (Sliwka 2004, 2008; Seifert und Zentner 2010). Service Learning kann somit als eine gesellschaftliche und organisationale Querschnittsaufgabe verstanden werden, die im Rahmen sozialer, kultureller oder okologischer Projekte stattfindet und durch das Zusammenwirken unterschiedlicher Akteure (Schulleitung, LehrerInnen, SchulerInnen, Community Partner) auch Auswirkungen auf die Schulkultur (Helsper 2010) haben kann. Die Schule wird auf diese Weise zu einer „lernenden Organisation“ (Holtappels 2010).

Claudia Fahrenwald

Papers

Organisation und Partizipation

Professionalization in Teacher Education As an Interorganizational Learning Challenge

Embedding Social Innovation and Service Learning in Higher Education's Third Sector Policy Developments in Austria

Manifestationen des Neuen in Organisationen – Die Einführung von Service Learning an ausgewählten Hamburger Schulen

Informelle Lernprozesse in biographischer Perspektive