Advertisement

Beyond Service Toward Human Liberation: Social Relatedness and Transformative Leadership Through Academically-Based Community Service

  • Gretchen E. L. Suess
Chapter

Abstract

The purpose of this chapter is to share findings from an evaluative research project on the important contributions of Academically-Based Community Service (ABCS) courses to nurture students’ aptitudes in social relatedness and transformative leadership. Using data from completed post-semester student surveys, focus groups with ABCS students and teaching assistants, and ABCS course enrollment data at the University of Pennsylvania (Penn), the author examines the promise of ABCS courses to equip college students with the skills and experience needed to more broadly contribute to positive social transformation. The findings support the need for continuous engagement and critical reflection, whereby students can expand their service orientation across contexts, develop transformative leadership skills, and complex problem-solving capacities.

References

  1. Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in social change. Battle Creek, MI: W. K. Kellogg Foundation.Google Scholar
  2. Astin, A. W., & Sax, L. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251–263.Google Scholar
  3. Brown, K. M. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administration Quarterly, 40(1), 77–108.CrossRefGoogle Scholar
  4. Campbell, D. T. (1991). Methods for the experimenting society. American Journal of Evaluation, 12(3), 223–260.CrossRefGoogle Scholar
  5. Cousins, J. B., & Whitmore, E. (2007). Framing participatory evaluation. New Directions for Evaluation, 114, 87–105.Google Scholar
  6. Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield.Google Scholar
  7. Greenwood, D. J., Whyte, W. F., & Harkavy, I. (1993). Participatory action research as a process and as a goal. Human Relations, 46(2), 175–192.CrossRefGoogle Scholar
  8. Harkavy, I., & Hartley, M. (2010). Pursuing Franklin’s dream: Philosophical and historical roots of service-learning. American Journal of Community Psychology, 46(3), 418–427.Google Scholar
  9. Hartley, M., Harkavy, I., & Benson, L. (2005). Putting down roots in the groves of academe: The challenges of institutionalizing service-learning. In D. W. Butin (Ed.), Service learning in higher education: Critical issues and directions (pp. 205–222). New York, NY: Palgrave.CrossRefGoogle Scholar
  10. Kenworthy-U’Ren, A. L. (2008). A decade of service-learning: A review of the field ten years after JOBE’s seminal special issue. Journal of Business Ethics, 81(4), 811–822.CrossRefGoogle Scholar
  11. Kozaitis, K. A. (2000). The rise of anthropological praxis. NAPA Bulletin, 18(1), 45–66.CrossRefGoogle Scholar
  12. Labich, K., & Graves, J. M. (1993, November 15). The best cities for knowledge workers. Fortune Magazine. Retrieved from http://archive.fortune.com/magazines/fortune/fortune_archive/1993/11/15/78612/index.htm
  13. Lamphere, L. (2004). The convergence of applied, practicing, and public anthropology in the 21st century. Human Organization, 63(4), 431–443.CrossRefGoogle Scholar
  14. Myers-Lipton, S. J. (1998). Effect of a comprehensive service-learning program on college students’ civic responsibility. Teaching Sociology, 26(4), 243–258.CrossRefGoogle Scholar
  15. Patton, M. Q. (2011). Developmental evaluation: Applying complexity concepts to enhance innovation and use. New York, NY: Guilford Press.Google Scholar
  16. Philadelphia Workforce Investment Board. (2006). A tale of two cities. Retrieved from http://www.philaworks.org/wp-content/uploads/2016/04/Taleof_TwoCities.pdf
  17. Sanday, P. R., & Jannowitz, K. (2004). Public interest anthropology: A Boasian service-learning initiative. Michigan Journal of Community Service Learning, 10(3), 64–75.Google Scholar
  18. School District of Philadelphia. (2016). School information. Retrieved from https://webapps1.philasd.org/school_profile/
  19. Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589.CrossRefGoogle Scholar
  20. Suess, G. E. L. (2008). Beyond school walls: The politics of community and place in two Philadelphia neighborhoods (Doctoral dissertation). Available from Temple University, ProQuest Dissertations Publishing. (No. 3326383).Google Scholar
  21. U.S. Census Bureau. (2015). Social explorer—ACS 2015 (5-year estimates) select characteristics for four West Philadelphia 5-digit zip codes (ZCTA5). Retrieved from http://www.socialexplorer.com/tables/ACS2015_5yr/R11326398?ReportId=R11326398
  22. Vogelgesang, L. J., & Astin, A. W. (2000). Comparing the effects of community service and service-learning. Michigan Journal of Community Service Learning, 7, 25–34.Google Scholar
  23. Weiner, E. J. (2003). Secretary Paulo Freire and the democratization of power: Toward a theory of transformative leadership. Educational Philosophy and Theory, 35(1), 89–106.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Gretchen E. L. Suess
    • 1
  1. 1.Netter Center for Community Partnerships/Department of AnthropologyUniversity of PennsylvaniaPhiladelphiaUSA

Personalised recommendations