Philosophy Social Aspects

Community Engagement 2.0?: Dialogues on the Future of the by Scott L. Crabill, D. Butin

By Scott L. Crabill, D. Butin

As greater schooling is disrupted by means of know-how and happens much less and no more on campus, what does significant group engagement appear like? How can it proceed to complement studying? In neighborhood Engagement 2.0? , Crabill and Butin convene a discussion: 5 writers set out theoretical and functional issues, 5 extra talk about the problems raised.

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Additional resources for Community Engagement 2.0?: Dialogues on the Future of the Civic in the Disrupted University

Sample text

In communities where individuals utilize usernames, it may be easy for students to imagine all community members as white— erasing any racial difference. This white-washing works against efforts to respect individuals’ particular circumstances, worldviews, and social realities. Enacting respect in digital service-learning projects remains a key criterion of good service-learning projects. Reciprocity, the second criterion of good service-learning projects, calls practitioners to avoid exploitative actions.

Faculty may need to build their capacities even further to recognize stereotypical thinking, given that they may have less familiarity with the partnering individuals and communities, and to walk the fine line between honoring students’ own meaning making and challenging students’ taken-for-granted assumptions; they may also need to be especially comfortable with the gray spaces of inquiry that do not assume resolution but rather encourage ongoing searching and questioning—including on a time frame that may extend long after the final class meeting.

Faculty may need to build their capacities even further to recognize stereotypical thinking, given that they may have less familiarity with the partnering individuals and communities, and to walk the fine line between honoring students’ own meaning making and challenging students’ taken-for-granted assumptions; they may also need to be especially comfortable with the gray spaces of inquiry that do not assume resolution but rather encourage ongoing searching and questioning—including on a time frame that may extend long after the final class meeting.

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