Hi All,



Please consider submitting a chapter for the edited volume. Also, please feel free to send this proposal on to critical/progressive folks. 



Hope all is well.



Brad Porfilio & Heather Hickman



Under Contract



 Information Age Publishing



CALL FOR CHAPTER PROPOSAL SUBMISSIONS



Critical-Service Learning as a Revolutionary Pedagogy: An International Project of Student Agency in Action



Series Editor: Dr. Curry S. Malott



Editors:



Dr. Brad J. Porfilio



Dr. Heather Hickman 



 



Editors:









Dr. Brad J. Porfilio 



Educational Leadership



College of Education 



Lewis University



Romeoville, IL 



60446



Dr. Heather Hickman



Lecturer 



College of Education



Lewis University



Romeoville, IL 



60446









Dr. Brad J. Porfilio is Assistant Professor of Education at Lewis University in Romeoville, IL. He teaches courses on critical pedagogy, qualitative research, globalization and education, multicultural education , foundations of education, and curriculum theory in the Educational Leadership for Teaching and Learning Doctoral Program. The Educational Leadership Program at Lewis University is unique in its critical and transformative focus where students are prepared to become transformative educational leaders who are deeply discerning, knowledgeable and approach the educational system as a potential avenue for challenging and transforming the status quo. Dr. Porfilio received his PhD in Sociology of Education in 2005 at the University at Buffalo. During his doctoral studies, he served as an Assistant Professor of Education at Medaille College and D’Youville College, where he taught courses across the teacher education spectrum and supervised pre-service and in-service teachers from Canada and the US. He has published numerous peer-reviewed articles, book chapters, edited volumes, and conference papers on the topics of urban education, critical social studies education, neoliberalism and schooling, transformative education, teacher education, gender and technology, and cultural studies. 



Dr. Heather Hickman is a lecturer of Education at Lewis University in Romeoville, IL and a full-time high school English teacher at Argo Community High School in Summit, IL. For the university Heather teaches courses on reading instruction, curriculum and instruction, the history of American education, and introductory research. In her ten years at Argo Community High School she has taught all levels of English language arts and literature. Dr. Hickman’s teaching focus, whether at the university or high school level, takes a critical stance examining the status quo and addressing marginalization. This teaching lens was developed through her doctoral program at Lewis University in Educational Leadership for Teaching and Learning. Heather earned her Ed.D. from Lewis in May of 2009. In addition to teaching, Heather has presented and published papers on the topic of heteronormativity and critical theory in education. 



Overview



As corporate imperatives, ideologies, and practices have come to structure social relationships across the globe over the past decade, there has been increasing inequality, militarization, and human suffering in the ‘First World’ and so-called ‘Third World’ regions.  The ruling elite’s quest to consolidate its power, control labor power, and garner natural resources has resulted in the number of people undernourished in the world to cross “the one billion mark. Two billion people – one third of the world's population - live on no more than a few dollars a day. A similar number have no access to proper sanitation or clean water” (Hearse, 2009). The US’s imperial armed forces’ occupation of Iraq and their invasion of Afghanistan have led to over 1 million Iraqi’s killed, ecological devastation, and thousands of US’s coalition forces and Afghanistan soldiers killed or injured (http://www.justforeignpolicy.org/iraq). In ‘First World’ regions, deindustrialization, the globalization of capital, the credit crisis, and the shirking welfare state have collectively fuelled massive unemployment, underemployment, poverty, and homelessness. To take one example, more and more families with children in the US are living out of their vehicles, in makeshift housing such as tents, boxes, caves, and boxcars, or are moving in and out of homeless shelters (National Coalition for the Homeless #12, 2008; National Coalition for the Homeless #2, 2008).  The impact of neoliberal globalization on youth becomes even more telling when currently 1 in 50 US children are homeless and about half of all school age children in the US who are “experiencing homelessness have problems with anxiety and depression and 20% of homeless pre-schoolers have emotional problems that require professional care” (National Center on Family Homelessness, 2009). 



The ability to teach students at all levels about how the social and economic structures across the globe are linked to the social conditions listed above as well as to other institutional unjust formations, such as racism, sexism, and homophobia has unfortunately been impeded by the corporate hijacking of schooling.  The most blatant example of corporate and political leaders taking over schools to profit off of youths’ bodies and minds and to block teachers from educating their students about the systemic nature of injustice in their schools, communities, and in the wider society exists in the US. For instance, many urban schools across the US, plagued by the state contracting its economic support of education, are unsafe, unsanitary, dilapidated, racially segregated and overcrowded institutions, where ill-equipped educators implement “drill and kill” methods of instruction. Urban schoolteachers often make students remain silent and passive in their classrooms, in the hope that they pass a battery of corporately-generated high-stakes examinations, forms of assessment that tie students’ test scores to the amount of funding schools receive from the state and that determine whether schools are taken over by the state or by corporate entities.  Moreover, these exams impact whether teachers and administrators lose their jobs or endure other sanctions, such as being ostracized by parents or other community members for not performing as well as “competing” (often well-funded and Whitewashed) academic institutions.  



            Despite the difficulty of teaching for personal and social transformation amid most educational contexts, there have been some scholar-practitioners, over the past decade, who have been able to implement critical-service learning projects inside of schools and within their surrounding communities to guide students to reflect upon the forces and structures responsible for injustice, to work collectively with disaffected communities to implement policies and practices to ameliorate suffering, and to teach others about how militarism, unemployment, homelessness, child-labor, racism, and sexism are tied to neoliberal globalization.  Unlike  traditional service-learning, which often promotes charity as a solution to social problems, establishes a hierarchy between academic communities and minoritized contexts, and is “deemed paternalistic” by some communities, students and academics involved in the learning initiatives (Mitchell, 2008, p. 51), critical service-learning is a political project, embedded with a social-justice orientation with a commitment to guiding students to develop the skills, ideas, and attributes necessary to foster equity and freedom in K-12 schools and other contexts (Mitchell, 2007). Therefore, if implemented correctly, critical service-learning is a revolutionary pedagogy, as it instills in students a sense of “freedom.” That is, students develop the critical awareness in relation to what gives rise to the dark social realities of the present as well as gain the desire to remake the social world for the purposes of improving the lives of all people and to eliminate environmental derogation (Freire, 2005).   For instance, teacher educators have documented how this form of pedagogy has pushed pre-service teachers to go beyond doing simple volunteer work and meeting school course requirements; they illustrate how service-learning can be transgressive when future teachers are asked to question the distribution of power in society as well as asked to reflect on ‘Why are conditions like this in the first place?’ rather than ‘How can we help these people?’(Mitchell, 2007).  Critical service-learning projects also ask in-service and pre-service teachers to examine what gives rise to social inequalities and to analyze the persistence of “systemic barriers that thwart the achievement of students coming from marginalized backgrounds” (Brathwaite & Porfilio, 2004).They also attempt to forge authentic relationships between higher education institutions and the community served (Mitchell, 2007; Wade, 2007; Swaminathan, 2007). 



            Recent literature shows that there is much critical service-learning occurring in undergraduate programs (Daigre, 2000; Masucci & Renner, 2000; Mitchell, 2007). Daigre’s work demonstrates an undergraduate critical service-learning experience at the University of Minnesota driven by the work of Freire and Giroux. Using their work, Daigre suggests that “by broadening our notion of education to include ‘the production of subjectivities in public spheres outside of schooling,’ we can ‘develop a political and pedagogical discourse’ that ‘extend[s] the imperatives of democracy in those public and private institutions that shape the quality of human life’” (2000, ¶ 7). In this program students are challenged to first become critical students then become critical citizens both teaching and learning from their experience in local public schools. Similarly, Mitchell’s (2007) work examines an extended program at the University of Massachusetts Amherst called the Citizen Scholars Program. This program is dedicated to attending to social change and challenging the distribution of power (Mitchell, 2007, p. 103). Like the example that Daigre provides, Mitchell’s example demonstrates a clear classroom component that uses course readings to build knowledge of social justice. The work of Masucci and Renner (2000) is an account of their experience with critical service-learning in a graduate seminar at the University of Tennessee. Like the previous examples, the authors discuss the grounding of the work in the literature of social justice and the notion that “if we are to make a difference in the lives of the marginalized . . . then we need to take their lives seriously and accept their agency” (Masucci & Renner, 2000, ¶ 50).



            Each of the above examples demonstrates the benefit of critical service-learning on both the student and the community. Yet, examples of this work being done at the K-12 level are limited. Service-learning was an educational reform in the early 1990s (Hart, 2006) and examples in high schools can be found as far back as 1996 in the work of Wade and Saxe who discuss community service-learning in the K-12 social studies context. Terry (2004; 2005) takes a broader look at students’ involvement and learning in service-learning activities. These studies show the evolution of service-learning in K-12 classrooms, but it is not until the work of Hart (2006) that critical service-learning is discussed in the K-12 environment.



            Hart (2006) suggests that critical service-learning is a vehicle to “reverse the declining trends in civic engagement and narrow the inequality in academic achievement for marginalized student populations” (p. 17). As schools are challenged with educating students for democratic living, scholars debate what skills are needed to meet that challenge. Synthesizing the work of Dewey, Goodman, and others, he proposes that students need to have “responsibility for, participation in, and concern about society” (Hart, 2006, p. 19). Service-learning, however, does not achieve this, and in fact can become repressive rather than libratory. Instead, that work must be made critical by addressing the “larger social, economic and political factors” needed for social change rather than social service (Hart, 2006, p. 22). Hart shares the example of a 7th grade class dealing with issues of water quality in their community. This project demonstrates that critical service-learning is what Hart calls “us doing for us” rather than the “fortunate doing for the less fortunate” or “us doing for them” (2006, p. 27). In another example, 8th grade students recognized that a cemetery for African American Civil War soldiers was in serious disrepair in comparison to a cemetery for while Civil War soldiers. From this critical consciousness, students restored the cemetery and developed a curriculum for younger students about the experience and histories of the soldiers in that cemetery. This work demonstrates the fusion of service-learning with a critical pedagogy. 



            Although there have been several scholarly texts produced on the topic of critical service-learning over the past several years (for example, Butin, 2005; Calderón, 2007; O’Grady, 2000; Purmensky, 2009; Rhoades & Howard, 1999; Stoecker & Tyron, 2009), the academic literature is centered on service-learning projects conducted in Western contexts and in university settings. The literature also does not account for how neoliberal policies and practices have impacted educators’ abilities to implement their political projects or document the challenges they face from students, administrators, or community members during the scope of the initiatives.  Finally, scholars also pay little attention to whether their participants come to recognize how the “experiences, problems, languages, and histories that communities rely upon” work collectively to “construct a narrative of collective identity and possible transformation” (McLaren & Giroux, 1990, p. 263, as cited in Johnson-Goodstar, Trinidate, & Tecle, 2010).  The contributors in this volume will enrich the academic literature on critical service-learning in several important ways. First, several contributors will document the work of critical scholar-practitioners who have implemented critical service-learning projects in international contexts. Second, several contributors will highlight the transformative work implemented by schoolteachers in K-16 Third, the contributors will provide a critical analysis of how the larger power structures have generated specific social problems within the contexts of their given learning initiatives.  Not only is this analysis necessary to help teachers, scholars, administrators, and citizens make sense of the social, political, and historical forces that perpetuate institutional forms of injustice against most global citizens, but it ensures that they recognize what accounts for specific social actors accruing unearned privileges inside and outside of their own lived worlds.  Fourth, they will highlight how the neoliberal agenda has impacted life within their learning communities, and how they were able to find fissures amid the status quo to implement and sustain their political projects.  Finally, they will document how students’ newfound understanding of social stratification and oppression led them to become to become agents of change in their schools and in their communities.  Students will be portrayed as critical agents who hold the insight to engage in cultural work with their teachers, community groups, and other activists, where they conduct research projects to understand the interworking of their world, advocate for the implementation of policies, practices and initiatives to eliminate injustice, and teach others about what they have learned and why they have become civically engaged citizens. 



Audience



 



This volume will be a valuable resource to instructors who teach in the fields of teacher education, social studies, educational leadership, social work, social, cultural and philosophical foundations of education, sociology, political science, and global studies as well as their students. Due to the volume’s international focus, we also expect that it will purchased by a large number of university libraries, researchers, educators and others in a number of countries.



Time-frame



1)      Proposals due by February 15, 2010;



2)      Confirmation of selected chapters by March 1, 2010;



3)      Contributors will have their first drafts completed by April 30, 2010.



4)      The editors will review these first drafts, and provide authors detailed comments and suggestions by June 1, 2010.



5)      The contributors will make all of the necessary edits, and send the final chapters to the editors by July 15, 2010.



6)      The editors will draft a comprehensive introductory chapter and have the foreword written by a well-known scholar in the field, which will be ready along with the index and other editorial issues by September 1, 2010.



7)      Once the Series Editor has approved the text, the finalized, formatted volume will be submitted to the publisher by October 15, 2010 which should allow for copy-editing and other related matters to be completed for a publishing date sometime in the Spring of



2011.



 



Contributors



Approximately fifteen known scholars in the field from several countries will be approached to solicit interest in participating in this book. A critical pedagogical vantage-point will be a key consideration in determining which authors will be included. Chapters will be roughly 6000-8000 words in length, in APA format, and will include theoretical, conceptual and empirical research.



 



Process for Submitting Proposals



All proposals should be emailed to [log in to unmask] & [log in to unmask]



Interested scholars, researchers, educators, activists and others should send to the editors, by



February 15, 2010 the following:



1)      Names, positions, mailing addresses, fax and phone numbers, and e-mail addresses of authors; 



2)      Title of proposed chapter;



3)      Description, of no more than 300 words, of chapter, including type of research, approach, context, connection to the book, and other pertinent information;



4)      Biographies of authors of no more than 200 words;



5)      Acknowledgement of the requirement to formulate five questions for reflection at the end of the chapter.



Selected References



Daigre, Eric. (2000, December 22). Toward a Critical Service-Learning Pedagogy: A Freirean Approach to Civic Literacy The Free Library. (2000). Retrieved November 23, 2009 from http://www.thefreelibrary.com/Toward a Critical Service-Learning Pedagogy: A Freirean Approach to...-a068362994 



Hart, S. (2006). Breaking literacy boundaries through critical service‐learning: education for the silenced and marginalized. Mentoring & Tutoring: Partnership in Learning, 14(1), 17-32. doi:10.1080/13611260500432236.



Masucci, M., & Renner, A. (2000). Reading the Lives of Others: The Winton Homes Library Project A Cultural Studies Analysis of Critical Service Learning for Education. High School Journal, 84(1), 36. Retrieved from Academic Search Complete database.



Mitchell, T. (2007). Critical Service-Learning as Social Justice Education: A Case Study of the Citizen Scholars Program. Equity & Excellence in Education, 40(2), 101-112. doi:10.1080/10665680701228797.



Mitchell, T. D. (2008). Traditional vs. critical service learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65. Retrieved from http://hdl.handle.net/2027/spo.3239521.0014.205.



Terry, A. (2006). A K-12 Developmental Service-learning Typology. International Journal of Learning, 12(9), 321-330. Retrieved from Education Research Complete database.



Terry, A., & Bohnenberger, J. (2004). Blueprint for Incorporating Service Learning: A Basic, Developmental, K-12 Service Learning Typology. Journal of Experiential Education, 27(1), 15-31. Retrieved from Academic Search Complete database.



Wade, R. C., & Saxe, (1996). Community service-learning in the social studies: Historical roots, empirical evidence, critical issues. Theory and Research in Social Education, 24(4), 331-359. Retrieved from Education Research Complete database.



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