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Young Children’s Civic Mindedness provides a well-grounded understanding of children’s civic thought and action by inviting readers to look and listen carefully to the voices of young children themselves. Grounded in research on children’s evolving civic identities and drawn from extended case studies and rich narrative vignettes, this book shows the many ways even the youngest children can be civic-minded and political. The book engages readers in thinking about the many ways children reason about and approach civic problems; how children’s experience in various local and larger contexts shapes their thinking and action; and the environmental factors that delimit what children see as possible in civic spaces. Written for early childhood, elementary and civic educators, this book encourages readers to go beyond mere rhetoric on the importance of civic education, to develop improved ways of teaching for children’s civic development.
How do student loans work? What do sanctions do? Where does federal spending go, and who decides on the budget? Author and established journalist Jeff Fleischer digs into these and other relevant civics topics to explain the history behind different processes and programs, what they look like today, and why it’s important to understand them. Through engaging, well-researched text and related sidebars, this book will help you understand and join many ongoing political conversations in the US, from spending to citizenship to international relations and more.
Imagined at their best, how might professions contribute most effectively to their local and global communities, and how could higher education support graduates/future professionals in making this contribution? The answer proposed in this book is to educate students for ‘civic-mindedness’, an overarching professional capability grounded in certain dispositions and qualities, ideals, types of knowledge and political emotions. ‘Civic-mindedness’, and its internal counterpart, the practitioner’s self-cultivation, give rise to an engagement with professional practice that is authentic, civic and democratic. The tension between responsiveness or regard for others and regard for self is overcome by recognising that authentic professional identities are constructed through practices around shared purposes and ideals. Drawing on a wide range of theorists including Dewey, Arendt, and Nussbaum, professions are envisaged to play a vital role. Primarily professions support society’s well-being by ensuring access to public goods, such as local and global justice, access to information, health, education, safety, housing, the beauty and sustaining power of the ecological environment, among others. Yet professions also protect the fundamental good of citizen participation in free deliberation and decision-making on issues affecting their lives. The book concludes with a vision of higher education that is transformative of graduates/professionals, pedagogies, professional practices and communities. Issues of increasing social awareness are a key concern for anyone involved in teaching professionals and this book, which builds best practice around a sound theoretical and philosophical framework, will prove both thought-provoking and practical in application.
This resource has been developed for Pre-K–20 educators in order to help students use primary sources to go beyond simple acquisition of content knowledge and rote memorization. The procedures and approaches outlined in this book are designed to be used with Pre-K–20 students to help them use primary sources in discipline and inquiry-based ways to develop and enhance understandings for cultural understanding, civic mindedness, and democracy. Expert authors demonstrate how the skills students learn through this process can be applied to their everyday life and allow them to think critically about the world around them, better understand various cultures, communicate their understandings effectively, and enhance their democratic values. Grounded in the National Council for the Social Studies C3 Framework, topics include social emotional learning, inclusion, higher order thinking, civic agency, project-based learning, democracy-building across cultures, teaching about war, enacting change through intentional civic engagement, and systemic racism in the United States. Book Features: Chapters by leading experts in the areas of civic education and teaching with primary sources. Guidance for supporting multilingual learners and students with disabilities. Detailed examples of classroom-tested instructional ideas and approaches from educators teaching with primary sources in Pre-K–20 classrooms. Primary sources and links to resources throughout the book.
This book provides a critical review of the theory and practice of University Social Responsibility. In addition to addressing the nature of and concepts surrounding University Social Responsibility, as well as its ties to areas such as service learning or engaged scholarship, the book also presents effective practices from around the world. Dedicated chapters demonstrate how University Social Responsibility can manifest itself in different types (civic, moral, economic or global responsibility), levels (local, national, regional or international), and formats (partnership, venture or joint project), depending on local contexts and needs. The book also focuses on three areas of work – educating students to take on social responsibility, broadening access to education, and applying knowledge to societal problems – to highlight the potential and viable ways University Social Responsibility can be employed to promote quality of life in society. Offering a unique resource, it is intended to stimulate thinking and expand the repertoire of all educators, administrators, and organizations who wish to incorporate societal needs into their core mission and promote quality of life in different communities around the world.
“An insightful, scholarly resource for dialogue about the symbiotic relationship between the life of the mind and the life of the heart of faculty, and what faculty can do to provide students an education that focuses on meaning and purpose.” —Larry A. Braskamp, professor emeritus, Loyola University Chicago “Among the strengths of this book are Lindholm’s solid research design and data analysis, deft integration of quantitative and qualitative data in presentation of findings and interpretation, and clear writing. Dr. Lindholm makes an important contribution both to higher education literature on faculty, and to religious studies literature, on this dimension of religion and spirituality in colleges and universities.” —Michael D. Waggoner, professor, University of Northern Iowa; editor, Religion & Education “No one understands more thoroughly the roles that spirituality and religion play in higher education today than Jennifer Lindholm, who has spent more than a decade documenting their impact. The Quest for Meaning and Wholeness adds greatly to her earlier findings of how college can enhance the spiritual lives of students.” —Gary Luhr, executive director, Association of Presbyterian Colleges and Universities “Based on both quantitative and qualitative data, Lindholm’s thoughtful, well-written book opens new ground, addressing a largely ignored topic in the research on faculty lives and work—spirituality, religion, and meaning in academic life. Institutional leaders, faculty members, and students will benefit from the fresh perspectives, careful definitions, issues, and questions discussed in this book.” —Ann E. Austin, professor of higher, adult, and lifelong education, Michigan State University; coauthor of Rethinking Faculty Work: Higher Education’s Strategic Imperative “At last, a book for faculty about faculty on an important, but long-neglected, topic. Jennifer Lindholm provides a cogent, readable analysis of how faculty view spirituality and religion not only in their own lives, but also their role in higher education.” —Peter C. Hill, Rosemead School of Psychology, Biola University
This special issue on civic engagement and technical communication focuses on the ways educators can help students become actively engaged members of society, particularly a "rhetorical democracy." The first essay examines the concept of community as a locus for civic engagement and question some of the definitions of community seen embedded in current pedagogical practices. The next article seeks to shape understanding of practice. The tension of developing students' civic awareness and engagement is the topic of the third paper. The fourth article helps students gain skills and organization awareness and improves the perceived relevance of the work. The final two essays approach the issue of civic engagement from slightly different angles--one examining the role of teacher as both rhetor and instructor and the other looking to the past for possible solutions for the future. By continuing the conversation about the relationship between technical communication and the public good and focusing specifically on pedagogical strategies and their theoretical and historical underpinnings, the authors in this special issue clarify roles that technical communication and technical communicators play in civil society, as well as ways curricula can be shaped to prepare students to fill those roles.
Engaging in Social Partnerships helps practitioners advance democratic engagement by creating spaces where institutions of higher education, community groups, and other organizations can come together. This important book prepares higher education professionals to become reflective practitioners while working in collaborations that span not only the boundaries of organizations, but also borders created by the social divides of class, race, ethnicity, culture, professional expertise, and power. Through illustrative cases, Keith explores effective models of democratic engagement for university-community partnerships, as well as approaches to overcoming obstacles and assessing process and outcome. Current and future professionals in higher education will find this a valuable resource as they explore the power of engaging in collaborations that cross social divides, while enacting practices that are more equitable and democratic.