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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.
Drawing from numerous examples, including historical archaeology's study of race and labor, this book explores how archaeology and the wider heritage field can encourage working toward social and environmental justice and peacebuilding.
The Kettering Foundation's research has been focused on putting the public back into the public's business for more than thirty years. Some questions that have recently been useful to Kettering researchers as the foundation focuses on its work with institutional actors--especially higher education and its relationship with the public--have emerged. They include: (1) Why doesn't higher education see the public we see? (2) How can higher education learn to see the public? and (3) How can the public become more visible to higher education? One answer to these questions is that higher education isn't looking for what Kettering is seeing. Instead, higher education is accustomed to seeing and relating to many publics. They see students and their parents as one public, focused--much like clients--on a return-on-investment metric. They also see the neighborhood or community around the university as another public, usually an adversary, rarely a partner. Increasingly, there appear to be exceptions to this sort of blindness to the public on the part of higher education. Stories from those who are committed to and wrestle with making the public more visible fill this issue of the "Higher Education Exchange." Following a foreword by Deborah Witte, articles include: (1) Reconstructing America's Public Life: An Interview (Thomas Bender); (2) Reinventing Citizenship As Public Work: Civic Learning for the Working World (Harry C. Boyte); (3) "Civic Work, Civic Lessons: Two Generations Reflect on Public Service": An Interview (Thomas Ehrlich and Ernestine Fu); (4) Rethinking Civic Engagement on Campus: The Overarching Potential of Deliberative Practice (Martin Carcasson); (5) Deliberative Pedagogy and the Community: Making the Connection (Nicholas V. Longo); (6) The Medium is the Message: An Israeli Experience with Deliberative Pedagogy (Edith Manosevitch); (7) Today's Civic Mission for Community Colleges (Sean Creighton); (8) "Real Social Science: Applied Phronesis" Edited by Bent Flyvbjerg, Todd Landman, and Sanford Schram (Alex Lovit); and (9) Engaging the Work Of Democracy (David Mathews). Individual articles contain references. [For "Higher Education Exchange, 2012," see ED539331.].
As the fiftieth anniversary of President Kennedy’s assassination draws near, the events of that fateful day will undoubtedly be on the minds of many throughout the world. Here Dean Owen curates a fascinating collection of interviews and thought-provoking commentaries from notable men and women connected to that notorious Friday afternoon. Those who worked closely with the president, civil rights leaders, celebrities, prominent journalists, and political allies are among the nearly one hundred voices asked to share their reflections on the significance of that day and the legacy left behind by John F. Kennedy. A few of the names include: • Tom Brokaw, a young reporter in Omaha in 1963 • Andy Rooney, veteran television and radio newscaster • Letitia Baldrige, former Chief of Staff to First Lady Jacqueline Kennedy • Congressman John Lewis, sole survivor of the “Big Six” black leaders who met the president after the March on Washington in August of 1963 • Cliff Robertson, Academy Award–winning actor who portrayed JFK in PT 109 • Rev. Billy Graham, evangelist With a compelling foreword from renowned author and journalist Helen Thomas, November 22, 1963 investigates not only where we were that day nearly fifty years ago, but where we have come since. A commemorative and insightful read, this book will unite generations.
Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action--Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order. In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement in religion classrooms, including traditional textual studies, reflective writing, community-based learning, field trips, media analysis, ethnographic methods, direct community engagement and a reflective practice of "ascetic withdrawal." The final section of the volume explores theoretical issues, including the delimitation of the "civic" as a category, connections between local and global in the civic project, the question of political advocacy in the classroom, and the role of normative commitments. Collectively these chapters illustrate the real possibility of connecting the scholarly study of religion with the societies in which we, our students, and our institutions exist. The contributing authors model new ways of engaging questions of civic belonging and social activism in the religion classroom, belying the stereotype of the ivory tower intellectual.

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