Toward Radicalizing Community Service Learning
Bibliographic Data
| ID | 8923674 |
|---|---|
| Authors | Eric Sheffield (Missouri State University, corresponding author), Eric C Sheffield (Missouri State University) |
| Year | 2015 |
| Volume | 51 |
| Issue | 1 |
| Pages | 45-56 |
| Publication date | 2015-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2014.983637 |
| OpenAlex | W2149934368 |
| Language | EN |
| Citations received | 4 |
| References cited | 8 |
This article advocates a radicalized theoretical construction of community service learning. To accomplish this radicalization, I initially take up a discussion of traditional understandings of CSL rooted in pragmatic/progressive thought. I then suggest that this traditional structural foundation can be radicalized by incorporating Deborah Britzman's (1998) “difficult knowledge” and Cornell West's (1989) historic catastrophe into that traditional structure. In conclusion, I discuss the implications that such a radicalized understanding of CSL entails
Epistemology · Foundation (evidence · Pedagogy · Political science · Radicalization · Service (business · Service-learning · Social science · Sociology · Terrorism · Critical and Liberation Pedagogy · Law · Philosophy · Service-Learning and Community Engagement · Social Work Education and Practice
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |