My Account Wish List
Advanced Search
Print - Close Window
www.greenwood.com/catalog/H852.aspx
All Greenwood Products
Service-Learning History, Theory, and Issues
Bruce W. Speck, Sherry L. Hoppe
Book Code: H852
ISBN: 0-89789-852-4
ISBN-13: 978-0-89789-852-2
224 pages, n/a
Praeger Publishers
Publication: 7/30/2004
List Price: $71.95 (UK Sterling Price: £41.95)
Availability: In Stock
Media Type: Hardcover
Also Available: Ebook
Trim Size: 6 1/8 x 9 1/4
Subjects: Reviews:
  • In recent years service-learning has been linked with classroom theory and students' participation in some sort of outside-the-classroom activity in their community. Speck and Hoppe have divided their book into three parts, each of which is supported by essays written by researchers interested in that aspect of service-learning....Speck's unannotated bibliography of selected service-learning sources for readers who wish to gain additional background information on service-learning should be a useful resource. Highly recommended. All levels.
    —Choice     April 2005
Description: Although service-learning programs can have diverse theoretical roots, faculty who engage their students in service-learning may not be be cognizant of alternatives to the one they adopt. This book presents not only a historical perspective, but it also debates the theories and issues surrounding the conflicts inherent in those theories. One theory, based on a philanthropic model, engages students in a commitment to serve others from a sense of gratitude for their own good fortunes or from a desire to "give back" to communities from which they have benefited. Typically, service-learning programs based on the philanthropic or communitarian models deal with the overt needs of community members. In contrast, the civic model requires deeper analysis of the various political and social issues that may be the cause of social conditions that require the help of the more fortunate. Opponents of the civic theory fear that proponents see the classroom as a forum for advancing particular political agendas, conceivably indoctrinating students to a particular view of social injustices. This book presents the theories and critiques their merits and liabilities, providing insight into the widely divergent curricular applications. It also examines the reasons professors should consider service-learning components in their classes and provides resources for further investigation of both theory and practice.
Table of Contents:
  • Introduction by Bruce W. Speck
  • History
  • Theoretical Roots of Service-Learning: Progressive Education and the Development of Citizenship by Jordy Rocheleau
  • The Historical Origins of Service-Learning in the 19th and 20th Centuries: The Transplanted and Indigenous Traditions by Gregory R. Zieren and Peter H. Stoddard
  • Theoretical Models
  • A Justification of the Philanthropic Model by C. F. Abel
  • A Critique of the Philanthropic Model by Arthur Sementelli
  • A Justification of the Civic Engagement Model by J. B. Watson Jr.
  • A Critique of the Civic Engagement Model by Robert J. Exley
  • A Justification of the Communitarian Model by Frank Codispoti
  • A Critique of the Communitarian Model by Christina Murphy
  • A Synthesis of the Theoretical Stances by Sherry L. Hoppe
  • Related Issues
  • The Ethics of Classroom Advocacy by C. F. Abel, J. A. Lacina, and C. D. Abel
  • Service Learning and Professional Ethics in a Catholic University by Rick Henderson
  • Selected Sources on Service-Learning by Bruce W. Speck
  • Authors
LC Card Number: 2004008683
LCC Class: LC220
Dewey Class: 370
All rights reserved. Copyright © 1999-2008 Greenwood Publishing Group, Inc.
88 Post Road West, Westport CT 06881, (203) 226-3571