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Civic Work, Civic Lessons explains how and why people of all ages, and particularly young people, should engage in public service. Its authors are 57 years apart in age, but united in their passion for public service. Their experiences range from volunteering, to non-profit work, to federal foreign aid.
The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university. This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs. The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy. These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building. This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.
"Real Social Science presents a new, hands-on approach to social inquiry. The theoretical and methodological ideas behind the book, inspired by Aristotelian phronesis, represent an original perspective within the social sciences, and for the first time this volume gives readers a set of studies exemplifying what applied phronesis looks like in practice. The reflexive analysis of values and power gives new meaning to the impact of research on policy and practice. Real Social Science is a major step forward in a novel and thriving field of research. This book will benefit scholars, researchers, and students who want to make a difference in practice, not just in the academy. Its message will make it essential reading for students and academics across the social sciences"--
Educating for Democracy reports the results of the Political Engagement Project, a study of educational practices at the college level that prepare students for responsible democratic participation. In this book, coauthors Anne Colby, Elizabeth Beaumont, Thomas Ehrlich, and Josh Corngold show that education for political development can increase students’ political understanding, skill, motivation, and involvement while contributing to many aspects of general academic learning.
This book has all of the 100 civics questions for the current US citizenship test "Who was Susan B. Anthony?"; "What is the promise you make when you become a U.S. citizen?", "What is one right reserved for the U.S. states?" are three questions from the test. Every question in this book also has a "civics mini-lesson" with it--100 short, readable paragraphs that explain each answer and why the information is so important in American history, government or culture. The formatting of this edition of "Learn About the United States: Quick Civics Lessons" is clear and easy to read, and will be especially helpful to adults who are studying English as a second language and to teens who are homeschooling or preparing for the GED. If you are an English language learner, the extra USCIS readings will also help you practice your reading skills and improve your vocabulary as you prepare for citizenship interview. In hardback or paperback, Highly recommended for citizenship and civics libraries.
Complexity, division, mistrust, and "process paralysis" can thwart leaders and others when they tackle local challenges. In Democracy as Problem Solving, Xavier de Souza Briggs shows how civic capacity -- the capacity to create and sustain smart collective action -- can be developed and used. In an era of sharp debate over the conditions under which democracy can develop while broadening participation and building community, Briggs argues that understanding and building civic capacity is crucial for strengthening governance and changing the state of the world in the process. More than managing a contest among interest groups or spurring deliberation to reframe issues, democracy can be what the public most desires: a recipe for significant progress on important problems. Briggs examines efforts in six cities, in the United States, Brazil, India, and South Africa, that face the millennial challenges of rapid urban growth, economic restructuring, and investing in the next generation. These challenges demand the engagement of government, business, and nongovernmental sectors. And the keys to progress include the ability to combine learning and bargaining continuously, forge multiple forms of accountability, and find ways to leverage the capacity of the grassroots and what Briggs terms the "grasstops," regardless of who initiates change or who participates over time. Civic capacity, Briggs shows, can -- and must -- be developed even in places that lack traditions of cooperative civic action.
"A frank, thorough history and review of service-learning.... Service-Learning is a critical piece of the large service-learning movement. It is an ideal guide for new service-learning professionals, faculty members, academic or service administrators, and hopefully, public policymakers." --Pade Informer In this fascinating collection of stories, leaders in service-learning describe their early efforts to combine education with social action. Their reflections help construct a pedagogy of service-learning that will inspire newcomers and guide program development. The authors assess pioneering experiences and recommAnd steps for future policy and practice, emphasizing the critical need to preserve an activist commitment as programs become increasingly institutionalized. This highly readable book will assist academic leaders, faculty members, student services professionals, educational researchers, adult educators, and public policymakers who seek a common understanding of the origins, purposes, and objectives of this vital learning initiative.

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