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Journal ArticleDOI

Developing and Sequencing Community Engagement and Experiential Education: A Case Study of Urban Geography Teaching and Research

Jeff Rose1
03 Apr 2018-The Professional Geographer (Routledge)-Vol. 70, Iss: 2, pp 305-310
TL;DR: In this article, the authors focus on four steps in this process: initial community relationship forming, engaging in community service, transitioning to civic engagement, and developing a community-based research program.
Abstract: Community engagement curricula and course design can provide substantial experiences for both community members and participating students. Using a case study approach, this research focuses on four steps in this process: initial community relationship forming, engaging in community service, transitioning to civic engagement, and developing a community-based research program. Narrative examples from student course evaluations position these community-based experiences as transformative for multiple parties. Institutional structures are presented as helpful entrees to engagement for students, while noting that community relationships provide contextualized, powerful, and meaningful relationships, supporting recommendations for emerging and existing community engagement programs.
Citations
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01 Sep 2014
TL;DR: In this paper, Butin argues that a lack of one unitary model for service-learning creates difficulties for integration into traditional conventions of higher education and suggests that a more broadly theoretical foundation for service learning is warranted in order to encourage other educators to consider its adoption and implementation.
Abstract: 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. …

121 citations

Journal ArticleDOI
TL;DR: In this paper, the different ways in which student volunteers volunteer are evaluated and evaluated are discussed. But little is known about the different methods in which students volunteer in the field of education.
Abstract: University student volunteering is prevalent in Western countries, but has rarely been critically evaluated by researchers. Little is known about the different ways in which student volunteer progr...

11 citations


Cites background from "Developing and Sequencing Community..."

  • ...Service learning programmes are also usually faculty-organised either within a specific school as part of the curriculum (Andrew, 2011) or centrally across the whole university (Rose, 2018)....

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Journal ArticleDOI
TL;DR: Community geography (CG) pedagogy sits at the intersection of three systematic shifts in higher education: desires to expand engagement with society; the evolution of student-centered, evidence-basis learning as discussed by the authors.
Abstract: Community geography (CG) pedagogy sits at the intersection of three systematic shifts in higher education: desires to expand engagement with society; the evolution of student-centered, evidence-bas...

7 citations

References
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Journal ArticleDOI
TL;DR: This glossary aims to clarify some of the key concepts associated with participatory action research.
Abstract: This glossary aims to clarify some of the key concepts associated with participatory action research.

3,413 citations


"Developing and Sequencing Community..." refers background in this paper

  • ...…researchers and research partners (traditionally called participants) make contributions to the entire research process to create situated knowledge, from the inception of research questions and agendas to the creation of durable products to make lasting community impacts (McIntyre 2008)....

    [...]

  • ...Further, PAR projects should seek a level of sustainable community change that extends beyond the support of formal researchers (McIntyre 2008)....

    [...]

  • ...The forms and trajectories of developing community-engaged teaching, research, and scholarship have many points of alignment with PAR, a way of knowing and learning that has multiple, complex stages in and of itself (McIntyre 2008)....

    [...]

Book
01 Jan 2007
TL;DR: In this paper, the authors discuss what it means, how it works, and what constitutes research in participatory action research in Participatory Action Research, and conclude that "Research" is not the same as "action".
Abstract: Preface/Acknowledgements Introduction Participatory Action Research Participation: What It Means, How It Works Action and Change in Participatory Action Research What Constitutes 'Research' in Participatory Action Research? Concluding Reflections References

540 citations

Journal ArticleDOI
01 Jun 2005-Signs
TL;DR: In this paper, les AA. reviennent ici sur l'emancipation difficile du courant dominant dans la recherche en sciences sociales, analysing les changements methodologiques et epistemologiques that les etudes feministes ont apporte dans les domaines de recherches concernant l'oppression, la representation du corps, la reflexivite ou encore l'action sociale.
Abstract: Dans cet article, les AA. se penchent sur l'essor et l'orientation des etudes feministes. Les AA. reviennent ici sur l'emancipation difficile du courant dominant dans la recherche en sciences sociales, pour analyser les changements methodologiques et epistemologiques que les etudes feministes ont apporte dans les domaines de recherche concernant l'oppression, la representation du corps, la reflexivite ou encore l'action sociale

288 citations


"Developing and Sequencing Community..." refers background in this paper

  • ...Literature from postcolonial indigenous studies, PAR, feminist methodology traditions, and others insists that critical scholars of many different paradigmatic affiliations make their research available and responsive to the communities of interest (L. Smith 1999; Fonow and Cook 2005)....

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BookDOI
01 Jan 2010

228 citations


"Developing and Sequencing Community..." refers background in this paper

  • ...Preparing students to engage in community experiences by asking them to confront issues of privilege remains difficult, although paramount (cf. Madsen Camacho 2004; Butin 2010)....

    [...]

  • ...By engagement, students and faculty were not so much giving or helping as much as we were working alongside community members in developing and enriching existing knowledge and information (Butin 2010; Spalding 2013)....

    [...]

  • ...Community-engaged learning and research takes on many forms and is defined in a variety of ways (Butin 2010), although most agree that students’ and scholars’ community engagement experiences should advance justice for community members, simultaneously educating and enriching students (Spalding…...

    [...]

Trending Questions (1)
What is with in case analysis in community engagement research?

The paper discusses the sequential development of urban geography curriculum and relationships with community partners, highlighting student feedback and community experiences with a learning and research model. It does not specifically mention "case analysis" in the context of community engagement research.