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Civic and Community Engagement Commons™
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Full-Text Articles in Civic and Community Engagement
Thinking And Acting Both Globally And Locally : The Field School In Intercultural Education As A Model For Action-Research Training And Civic Learning., Douglas D. Perkins, Benjamin W. Fisher, Holly L. Karakos, Sharon L. Shields, Elizabeth D. Gilbert, Meaghan M. Patterson
Thinking And Acting Both Globally And Locally : The Field School In Intercultural Education As A Model For Action-Research Training And Civic Learning., Douglas D. Perkins, Benjamin W. Fisher, Holly L. Karakos, Sharon L. Shields, Elizabeth D. Gilbert, Meaghan M. Patterson
Faculty Scholarship
We present the Field School model of intercultural civic education, service-learning, action research training, and collaboration (with local academic and community partners) based on field work in applied anthropology. Theoretical and methodological foundations of the Field School also include experiential learning and immersive pedagogy, multiculturalism and cross-cultural communication, international education and study abroad programs, collaborative international development, participatory research, and in-depth knowledge in one’s own specific discipline. The primary goals of these intensive, short-term action research projects in other, less-developed countries or regions are benefits for community partners that are as sustainable as possible and to foster and assess learning …
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
Faculty Journal Articles
In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …