Cover
Notes on Contributors
Part I: Introduction
1. The Social Justice Turn in Service‐Learning
  1. Engaging with Despair
  2. Theoretical Framework
  3. Literature Review: Evidence of a Social Justice Turn in Service‐Learning
  4. Critiquing Charity and Salvationism
  5. Critiquing White Normativity and Bolstering Diversity
  6. Embracing Emotion: Tension, Ambiguity, and Discomfort
  7. Critical Hope: “An Action‐Oriented Response to Contemporary Despair”
  8. Reorienting Service‐Learning
  9. Overview of Chapters
  10. Conclusion
  11. References
Part II: Introduction to Service‐Learning for Social Justice
1. 1 Service‐Learning and the Discourse of Social Justice
  1. History of Service‐Learning in North America
  2. Approaches to Service‐Learning
  3. Social Justice Discourse and CSL
  4. The Importance of Cognitive Justice
  5. Implications for Practice
  6. References
2. 2 “We Built up our Knowledge Together and Because it was Shared”
  1. Introduction
  2. Background: Community Partners
  3. Theoretical Scaffolding
  4. Context: Asianness and Immigration
  5. The Teaching Context
  6. Conclusion
  7. References
3. 3 Spanish Heritage Speakers, Service‐Learning, and Social Justice
  1. Introduction
  2. Overview of Spanish as a Heritage Language
  3. Literature Review
  4. References
Part III: Challenging Hegemony through Service‐Learning
1. 4 Critical Feminist Service‐Learning
  1. Introduction/Problem Statement
  2. Conceptual Framework: Critical Feminist Service‐Learning
  3. Case One: Teaching in Place
  4. Case Two: Administration of Multiculturalism and Diversity in Higher Education
  5. CFSL Enacted
  6. CFSL – Important, yet Difficult Work
  7. Indulging the Imagination
  8. References
2. 5 Service‐Learning in Higher Education by, for, and about LGBTQ People
  1. Framing Service‐Learning by, for, and about the LGBTQ Community
  2. Finding the Literature on Service‐Learning and the LGBTQ Community
  3. Service‐Learning for the LGBTQ Community
  4. Service‐Learning about the LGBTQ Community
  5. Service‐Learning that is Critical of Othering and Privilege
  6. Service‐Learning that Changes Students and Society
  7. Curricular Shadows and Null Curriculum Affecting Service‐Learning and LGBTQ Communities
  8. Conclusion
  9. References
3. 6 Local‐to‐Global Indigenous Health in Service‐Learning
  1. Prologue
  2. Introduction
  3. Indigenous Service‐Learning Foundations: Ethical Space and Two‐Eyed Seeing – Indigenous and Western Knowledge Systems
  4. Indigenous Service‐Learning: Local‐to‐Global Experience: Oki / Amba'wastitch / Danit'ada / Tansi / Hello – Preserving Sacred Teachings
  5. Walking Forward Together
  6. References
4. 7 Transforming Preservice Teacher Practices and Beliefs through First Nations, Métis, and Inuit Critical Service‐Learning Experiences
  1. Context in Canada: A Time for Reconciliation
  2. Increasing Teacher Commitment to Social Justice through Praxis
  3. The Pitfalls and Potential of Critical Service‐Learning with Indigenous Communities
  4. Designing a Critical Service‐Learning Program Leading to Reconciliatory Pedagogy
  5. Lessons Learned from the Indigenous Critical Service‐Learning Program
  6. Processes and Ways to Build Reconciliation
  7. Summary and Future Implications
  8. References
5. 8 Critical Disability Studies and Community Engagement
  1. Critical Disability Studies
  2. Service‐Learning
  3. Community Engagement and Epistemic Tensions
  4. Community‐Based Approaches to Engaged Pedagogy
  5. Genuine Collaboration
  6. Discussion
  7. References
Part IV: Disruption and Dissonance through Service‐Learning
1. 9 Postcritical Service‐Learning
  1. Introduction
  2. A Postcritical Approach to Service‐Learning
  3. Future Directions
  4. References
2. 10 Reshaping Professional Programs through Service‐Learning
  1. Introduction: A Call to Action
  2. Practice in the Professions
  3. Moving toward Justice through Critical Service‐Learning
  4. Recalibrating Learning to Meet Community Needs
  5. References
3. 11 Fostering Cultural Humility among Preservice Teachers
  1. Introduction
  2. Theoretical Framework
  3. Findings: Emergent Themes
  4. Implications, Challenges, and Conclusion
  5. References
4. 12 “Moving” Experiences
  1. Our Ideological Biases are Showing
  2. The Challenges of a Long‐Distance Relationship
  3. United We Stand, Divided We Fall
  4. Forgive Those Who Trespass Against Us
  5. Negotiating the Border Crossing, Returning Home, and Trespassing Continuum
  6. References
Part V: Defining and Engaging Community in Service‐Learning
1. 13 Social Justice and Community‐Engaged Scholarship
  1. Community‐Engaged Scholarship
  2. Neoliberalized Higher Education as the Context for CES
  3. Social Justice as a Framework for CES
  4. Rethinking Community, Engagement, and Disengagement
  5. Knowledge as Service
  6. Justice‐Oriented CSL
  7. Conclusion
  8. References
2. 14 Community as Teacher
  1. An Ambivalent Standpoint
  2. Defining and Mapping the Territory
  3. Community–University Relations
  4. Toward a Social Justice Approach
  5. Community as Teacher
  6. Being Taught by the Other
  7. Examples of Community as Teacher
  8. Implications and Significance for Adult Education
  9. References
Part VI: International Engagement through Service‐Learning
1. 15 International Service‐Learning
  1. Introduction
  2. Concurrent Movements: International and Civic Education
  3. Pedagogical Theories
  4. Theories of Cross‐Cultural Encounters
  5. Development Theories
  6. Research for Social Justice
  7. International Service‐Learning and Social Justice
  8. References
2. 16 Global Service‐Learning
  1. Background
  2. The Need for Humility in GSL
  3. Definition of Cultural Humility
  4. Four Vignettes
  5. Conclusion
  6. References
3. 17 Ethical Global Partnerships
  1. Introduction to Fair Trade Learning
  2. Considering Partnerships from India
  3. FTL and Ethical Global Partnerships: Reflections from South Africa
  4. Higher Education and Global Partnerships: The Need for New Frameworks
  5. Beyond the “Single Story”: The Importance of Context
  6. Global Service‐Learning in Service of Global Partnerships: Contesting Frameworks
  7. Reframing the Questions: Co‐creation and Transformation
  8. References
Part VII: The Pedagogy and Practice of Service‐Learning
1. 18 A Practical Guide to Developing and Maintaining Social Justice at the Heart of ISL
  1. Introduction
  2. Scoping
  3. Chapter Structure
  4. Defining Social Justice
  5. Learning Outcomes for ISL
  6. Self and Relations with Others
  7. Global Issues
  8. Change Agency
  9. Educational Impact
  10. Conclusion
  11. References
2. 19 Participatory Assessment
  1. Introduction
  2. ENGAGE at Georgia College
  3. Boundary Spanning and Boundary Spanners
  4. Complexity Thinking: A Theoretical Framework for Boundary Spanning as Avenue for Transformational Learning and Social Justice
  5. Cynthia’s Story and Description of Community Work in Harrisburg
  6. Sandra’s Story and Description of Community Work in Harrisburg
  7. Boundary Spanning: Teaching as Community Property
  8. Boundary Spanning: Reflexive Student Activism
  9. Conclusion
  10. References
3. 20 Service‐Learning as Power Analysis in the Humanities
  1. Introduction
  2. Service‐Learning as a Social Justice Pedagogy
  3. Why Teach For and About Power?
  4. Service‐Learning, Power, and Learner Variability
  5. A Higher Education Commitment to Social Justice
  6. The “Power” of the Humanities
  7. Service‐Learning and Power Analysis Rooted in Civic Reflection
  8. Conclusion
  9. References
4. 21 Service‐Learning and STEM Creating New Possibilities in Public Schools
  1. Description of Our Model
  2. A Selective Review of the Literature
  3. Discussion
  4. Measurement and Evaluation
  5. In Summary, but not a Conclusion
  6. References
Index
End User License Agreement

List of Illustrations

Chapter 03
1. Figure 3.1 Service‐learning prism: Transforming learning through community service
Chapter 06
1. Figure 6.1 Common Language, Common Vision. Artist Byron Tagupa. Gifted with aloha to Andrea Puamakamae`okawēkiu Kennedy
2. Figure 6.2 The Tipi from Canadian Indigenous Women’s Resource Institute (n.d.).
Chapter 09
1. Figure 9.1 Relationality with the Other
Chapter 16
1. Figure 16.1 Hofstede model comparisons between Canada, the US, and Fiji
2. Figure 16.2 Building cultural humility and awareness: Training and activity structure and flow
3. Figure 16.3 Partial Hofstede exercise: Power and individualism vs. collective dimensions
Chapter 20
1. Figure 20.1 The PowerDial Action Plan (sample)

The Wiley Handbooks in Education

The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline – from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today's educational agenda – mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students and researchers for years to come.

The Wiley Handbook of Diversity in Special Education
by Marie Tejero Hughes (Editor), Elizabeth Talbott (Editor)

The Wiley International Handbook of Educational Leadership
by Duncan Waite (Editor), Ira Bogotch (Editor)

The Wiley Handbook of Social Studies Research
by Meghan McGlinn Manfra (Editor), Cheryl Mason Bolick (Editor)

The Wiley Handbook of School Choice
by Robert A. Fox (Editor), Nina K. Buchanan (Editor)

The Wiley Handbook of Home Education
by Milton Gaither (Editor)

The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
by André A. Rupp (Editor), Jacqueline P. Leighton (Editor)

The Wiley Handbook of Learning Technology
by Nick Rushby (Editor), Daniel W. Surry (Editor)

The Wiley International Handbook of Service‐Learning for Social Justice
by Darren E. Lund (Editor)

This edition first published 2018
© 2018 John Wiley & Sons, Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.

The right of Darren E. Lund to be identified as the author of the editorial material in this work has been asserted in accordance with law.

Registered Office(s)
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA

Editorial Office
101 Station Landing, Medford, MA 02155, USA

For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.

Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.

Limit of Liability/Disclaimer of Warranty
While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Library of Congress Cataloging‐in‐Publication Data

Names: Lund, Darren E., editor.
Title: The Wiley international handbook of service‐learning for social justice / edited by Darren E. Lund.
Other titles: International handbook of service‐learning for social justice
Description: Hoboken, NJ : Wiley Blackwell, 2018. | Series: The Wiley handbooks in education | Includes bibliographical references and index. |
Identifiers: LCCN 2018023753 (print) | LCCN 2018024524 (ebook) | ISBN 9781119144373 (Adobe PDF) | ISBN 9781119144380 (ePub) | ISBN 9781119144366 (hardcover)
Subjects: LCSH: Service learning. | Social justice–Study and teaching.
Classification: LCC LC220.5 (ebook) | LCC LC220.5 .W554 2018 (print) | DDC 361.37–dc23
LC record available at https://lccn.loc.gov/2018023753