Advertisement

Introduction: Educating for Citizenship and Social Justice—Practices for Community Engagement at Research Universities

  • Tania D. Mitchell
  • Krista M. Soria
Chapter

Abstract

The introduction establishes the need to educate students for citizenship and social justice to develop citizens prepared to respond to the challenges of our increasingly diverse democracy. The introduction invokes three kinds of citizenship (personally responsible, participatory, and justice-oriented) to encourage a community engagement practice that disrupts students’ experiences to encourage them to take action in service of social justice. The introduction also offers brief outlines of each chapter in the book.

References

  1. Bell, L. A. (1997). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 3–15). New York, NY: Routledge.Google Scholar
  2. Butin, D. W. (2007). Justice-learning: Service-learning as justice-oriented education. Equity & Excellence in Education, 40(2), 177–183.CrossRefGoogle Scholar
  3. Coll, K. M. (2010). Remaking citizenship: Latina immigrants and new American politics. Stanford, CA: Stanford University Press.Google Scholar
  4. Cruz, N. (1994, November). Reexamining service-learning in an international context. Paper presented at the Annual Conference of the National Society for Experiential Education. Washington, DC.Google Scholar
  5. Eyler, J., & Giles, D. E. (1999). Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.Google Scholar
  6. Himley, M. (2004). Facing (up to) “the stranger” in community service learning. College Composition and Communication, 55(3), 416–438.CrossRefGoogle Scholar
  7. Lazarus-Stewart, D. L. (2017, March 30). Language of appeasement. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2017/03/30/colleges-need-language-shift-not-one-you-think-essay#.WN02IzSFiB4.facebook
  8. Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.Google Scholar
  9. Mitchell, T. D., & Coll, K. M. (2017). Ethnic studies as a site for political education: Critical service learning and the California domestic worker bill of rights. PS: Political Science and Politics, 50(1), 187–192.Google Scholar
  10. Mitchell, T. D., & Soria, K. M. (2016). Seeking social justice: Undergraduates’ engagement in social change and social justice at research universities. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change, and responsible citizenship (pp. 241–255). New York, NY: Palgrave Macmillan.Google Scholar
  11. Moely, B. E., McFarland, M., Miron, D., Mercer, S., & Ilustre, V. (2002). Changes in college students’ attitudes and intentions for civic involvement as a function of service-learning experiences. Michigan Journal of Community Service Learning, 9(1), 18–26.Google Scholar
  12. Rhoads, R. A. (1997). Community service and higher learning: Explorations of the caring self. Albany, NY: State University of New York Press.Google Scholar
  13. Rosenberger, C. (2000). Beyond empathy: Developing critical consciousness through service learning. In C. R. O’Grady (Ed.), Integrating service learning and multicultural education in colleges and universities (pp. 23–43). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  14. The National Task Force on Civic Learning and Democratic Engagement. (2012). A crucible moment: College learning and democracy’s future. Washington, DC: Association of American Colleges and Universities.Google Scholar
  15. Westheimer, J., & Kahne, J. (2004a). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.CrossRefGoogle Scholar
  16. Westheimer, J., & Kahne, J. (2004b). Educating the “good” citizen: Political choices and pedagogical goals. PS: Political Science and Politics, 37(2), 241–247.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Tania D. Mitchell
    • 1
  • Krista M. Soria
    • 2
  1. 1.College of Education and Human DevelopmentUniversity of Minnesota Twin CitiesMinneapolisUSA
  2. 2.University of MinnesotaMinneapolisUSA

Personalised recommendations