This research is offered as an edited collection of essays, written over the past ten years, but punctuated here with new prefaces that situate the writing within temporal and theoretical frames. The essays narrate feminist pedagogy in action, thick with detail, portraits, anecdotes, and description, but equally generative of theory. The findings of this research are presented largely through the voices of the participants themselves, disrupted and elucidated by my own voice as both teacher and researcher to engender
immediacy and strengthen the credibility of the research act (Holliday, 2002). The work begins with students who are positioned at the intersection of feminist thought and pedagogical transformation. In the first three essays we listen to the student voices that emerge within a series of courses where the traditional landscape of learning has shifted dramatically to encourage students to rethink their roles as learners and community members.
The next essay in the collection illuminates faculty perspectives on the power of service-learning pedagogy. Service-learning faculty across the globe are creating distinctive classrooms where students are instructed in the public arts of community building, social responsibility, and civic
engagement. Faculty members are building on their familiarity with traditional pedagogy, but are taking up the call to transform the ways in
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which we teach in modern higher education. This essay illuminates the critical choices faculty members make as they renegotiate their classrooms to embrace specific feminist pedagogical frameworks.
The next series of essays in this work turn to the voices of community members who have participated in the service-learning movement.
Community organizer and scholar Randy Stoecker argues that community members are often the “unheard voices” in the service-learning movement (Stoecker, 2009). He demands that we begin to listen more carefully to the needs of our partners in this work and bring to the center their voices and their own capacities for social change (Stoecker, 2009). In the two essays in this section, I examine important principles of community partnerships as they have been both applied and forgotten in the process of developing service-learning programs.
The pedagogical journey that unfolds in this work moves tenuously between classrooms and communities. The voices of urban youth, single mothers, school-teachers, non-profit administrators, faculty members, and adventurous students who have opened up doors to their own efficacy speak throughout the narrative. This collection of essays takes us well within what one faculty member calls a “circle of learning”. This circle begins with a student in a classroom, moves her in and out of a community, and returns her in a matter of time to the classroom again, having been both negotiated by experience and educated in agency. This journey examines the translation of
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feminist pedagogy to the service-learning experience and argues that our communities now demand a paradigm shift in the ways in which we reimagine teaching, learning, and serving in the academy.
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CHAPTER TWO