Publication Cover
Educational Studies
A Journal of the American Educational Studies Association
Volume 56, 2020 - Issue 4
267
Views
2
CrossRef citations to date
0
Altmetric
Articles

Community-University Engagement: From Chasm to Chiasm

References

  • Amsler, S. (2011). From ‘therapeutic’ to political education: The centrality of affective sensibility in critical pedagogy. Critical Studies in Education, 52(1), 47–63. doi:10.1080/17508487.2011.536512
  • Andreotti, V., Ahenakew, C., & Cooper, G. (2011). Epistemological pluralism: Ethical and pedagogical challenges in higher education. AlterNative: An International Journal of Indigenous Peoples, 7(1), 40–50. doi:10.1177/117718011100700104
  • Beach, K. (1999). Beyond transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 24, 101–139. doi:10.2307/1167268
  • Biesta, G. (2014). The beautiful risk of education. Boulder, CO: Paradigm Publishers.
  • Birge, J. (2005). The aesthetical basis for service learning practice. In D. Butin (Ed.), Service learning in higher education (pp. 195–203). New York, NY: Palgrave Macmillan.
  • Bruce, J., & Brown, S. (2014). Conceptualising service-learning in global times. Retrieved from https://ir.canterbury.ac.nz/handle/10092/3881
  • Busch, T. (2008). Existentialism: The “new philosophy”. In R. Diprose & J. Reynolds (Eds.), Merleau-Ponty: Key concepts (pp. 30–43). London: Routledge.
  • Butin, D. (2005). Service-learning in higher education. New York, NY: Palgrave Macmillan.
  • Butin, D. (2006). The limits of service-learning in higher education. The Review of Higher Education, 29(4), 473–498. doi:10.1353/rhe.2006.0025
  • Butin, D. (2010). Service-learning in theory and practice: The future of community engagement in higher education. Hampshire, UK: Palgrave Macmillan.
  • Carman, T. (2008). Merleau-Ponty. London: Routledge.
  • Chambers, T. (2009). A continuum of approaches to service learning within Canadian post-secondary education. Canadian Journal of Higher Education, 39(2), 77–100. Retrieved from http://ezproxy.library.ubc.ca/login?url=https://search-proquest-com.ezproxy.library.ubc.ca/docview/221225966?accountid=14656
  • Coulthard, G. (2017). Dechinta Bush University: Land-based education & Indigenous resurgence. In P. McFarlane & N. Schabus (Eds.), Whose land is it anyway? A manual for decolonization (pp. 58–61). Vancouver: Federation of Post-Secondary Educators of British Columbia. Retrieved from https://fpse.ca/decolonization_manual_whose_land_is_it_anyway
  • Cromby, J. (2007). Feelings and embodied subjectivity. In V. Van Deventer, M. Terre Blance, E. Fourie, & P. Segalo (Eds.), Citizen city: Between constructing agent and constructed agency (pp. 232–240). Concord, Ontario: Captus University Publications.
  • de Sousa Santos, B. (2015). Epistemologies of the South: Justice against epistemicide. London; New York, NY: Routledge.
  • Derry, J. (2013). Vygotsky: Philosophy and education. Oxford: Wiley Blackwell.
  • Diprose, R., & Reynolds, J. (2014). Merleau-Ponty: Key concepts (pp. 197–206). London: Routledge.
  • Dorow, S., Wolfe, R., Taylor, A., Trueblood, L., & Goebel, G. (2013). “The stranger” in CSL pedagogy and research: Learning in, through and for CSL as anti-foundational practice. In L. Shultz & T. Kajner (Eds.), Engaged scholarship: The politics of engagement and disengagement (pp. 69–88). Rotterdam: Sense Publishers.
  • Down, S., Gantt, E., & Faulconer, J. (2012). Levinas, meaning and an ethical science of psychology: Scientific inquiry as rupture. Journal of Theoretical and Philosophical Psychology, 32(2), 69–85. doi:10.1037/a0027777
  • Edwards, A. (2016). A cultural-historical approach to practice: Working within and across practices. In J. Lynch, J. Rowlands, T. Gale, & A. Skourdoumbis (Eds.), Practice theory and education: Diffractive readings in professional practice (pp. 127–140). London: Routledge.
  • Evans, F. (2014). Chiasm and flesh. In R. Diprose & J. Reynolds (Eds.), Merleau-Ponty: Key concepts (pp. 184–193). London: Routledge.
  • Gasche, R. (1999). Of minimal things: Studies on the notion of relation. Stanford: Stanford University Press.
  • Guile, D. (2010). The learning challenge of the knowledge economy. Rotterdam: Sense Publishers.
  • Guilherme, A., & Morgan, W. J. (2018). Philosophy, dialogue and education. New York, NY: Routledge.
  • Hall, S. (2007). The West and the rest: Discourse and power. In T. Das Gupta, C. James, C. Andersen, G. Galabuzi & R. Maaka (Eds.), Race and racialization: Essential readings (pp. 56–64). Toronto, ON: Canadian Scholars’ Press.
  • Hammersley, L. (2013). Community-based service learning: Partnerships of reciprocal exchange?. Asia-Pacific Journal of Cooperative Education, 14(3), 171–184. Retrieved from http://tinyurl.com/uac7l77
  • Himley, M. (2004). Facing (up to) ‘the Stranger’ in community service learning. College Composition and Communication, 55(3), 416–438. doi:10.2307/4140694
  • Holland, D., Powell, D., Eng, E., & Drew, G. (2010). Models of engaged scholarship: An interdisciplinary discussion. Collaborative Anthropologies, 3, 1–36. doi:10.1353/cla.2010.0011
  • Kajner, T. (2015). Living well with others: Exploring community-engaged scholarship in Canadian higher education (Unpublished doctoral dissertation). University of Alberta, Edmonton.
  • Kwaymullina, A. (2016). Research, ethics and Indigenous peoples: An Australian Indigenous perspective on three threshold considerations for respectful engagement. AlterNative: An International Journal of Indigenous Peoples, 12(4), 437–449. doi:10.20507/AlterNative.2016.12.4.8
  • Langstraat, L., & Bowdon, M. (2011, Spring). Service learning and critical emotion studies: On the perils of empathy and the politics of compassion. Michigan Journal of Community Service Learning, 17, 5–14. Retrieved from http://quod.lib.umich.edu/m/mjcsl
  • Lenton, R., Sidhu, R., Kaur, S., Conrad, M., Kennedy, B., Munro, Y., & Smith, R. (2014). Community service learning and community-based learning as approaches to enhancing university service learning. Toronto: Higher Education Quality Council of Ontario.
  • Lounsbury, M., & Pollack, S. (2001). Institutionalizing civic engagement: Shifting logics and the cultural repackaging of service-learning in US higher education. Organization, 8(2), 319–339. doi:10.1177/1350508401082016
  • Macrine, S., & Fugate, J. (2020). Embodied cognition. Oxford Research Encyclopedia, Education. Oxford: Oxford University Press.
  • Merleau-Ponty, M. (1968). The visible & the invisible. Evanston, IL: Northwestern University Press.
  • Morris, D. (2014). Body. In R. Diprose & J. Reynolds (Eds.), Merleau-Ponty: Key concepts (pp. 111–120). London: Routledge.
  • Muller, R. (2017). The logic of the chiasm in Merleau-Ponty’s early philosophy. Ergo, 4(7), 181–227. Retrieved from https://quod.lib.umich.edu/e/ergo/12405314.0004.007?view=text;rgn=main.
  • Murphy, A. (2014). Feminism and racism. In R. Diprose & J. Reynolds (Eds.), Merleau-Ponty: Key concepts (pp. 197–206). London: Routledge.
  • O’Meara, K., Niehaus, E. (2009). Service learning is… How faculty explain their practice. Michigan Journal of Community Service Learning, 16(1), 1–16. Retrieved from http://quod.lib.umich.edu/m/mjcsl
  • Restaino, J. (2012). Conclusion: Rejecting binaries and rethinking relationships. In L. J. C. Cella & J. Restaino (Eds.), Unsustainable: Re-imagining community literacy, public writing, service-learning and the university (pp. 253–262). Lanham, MD: Lexington.
  • Roth, W. M. (2007). Toward solidarity as the ground for changing science education. Cultural Studies of Science Education, 2(4), 721–783. doi:10.1007/s11422-007-9070-0
  • Saltmarsh, J., Hartley, M., & Clayton, P. (2009). Democratic engagement white paper. New England Resource Centre for Higher Education. Retrieved from http://futureofengagement.files.wordpress.com/2009/02/democratic-engagement-white-paper-2_13_09.pdf
  • Sanders, M. (2008). Intersubjectivity and alterity. In R. Diprose & J. Reynolds (Eds.), Merleau-Ponty: Key concepts (pp. 142–151). London: Routledge.
  • Sandmann, L., Saltmarsh, J., & O’Meara, K. (2008). An integrated model for advancing the scholarship of engagement. Journal of Higher Education Outreach and Engagement, 12(1), 47–64. Retrieved from http://files.eric.ed.gov
  • Shotter, J. (2006). Vygotsky and consciousness as con-scientia, as witnessable knowing along with others. Theory & Psychology, 16(1), 13–36. doi:10.1177/0959354306060106
  • Simon, R. (1992). Teaching against the grain: Texts for a pedagogy of possibility. New York, NY: Bergin & Garvey.
  • Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books Ltd.
  • Sorrell, J. H. (2006). The pleasure of dissent: A critical theory of psychotherapy as an emancipatory practice. American Journal of Psychotherapy, 60(2), 131–145. doi:10.1176/appi.psychotherapy.2006.60.2.131.
  • Soysal, Y., & Radmard, S. (2018). Social negotiations of meanings and changes in the beliefs of prospective teachers: A vygotskian perspective. Educational Studies, 44(1), 57–80. doi:10.1080/03055698.2017.1345676.
  • Styres, S. (2019). Literacies of land: Decolonizing narratives, storying, and literature. In L. Smith, E. Tuck, & K. Yang (Eds.), Indigenous and decolonizing studies in education (pp. 25–37). New York, NY: Routledge.
  • Taylor, A. (2017). Service-learning programs and the knowledge economy: Exploring the tensions. Vocations and Learning, 10(3), 253–273.
  • Taylor, A., & Kahlke, R. (2017). Institutional logics and community service-learning in higher education. Canadian Journal of Higher Education, 47(1), 137–152.
  • The National Task Force on Civic Learning and Democratic Engagement. (2012). A crucible moment: College learning and democracy’s future. Washington, DC: Association of American Colleges and Universities.
  • Todd, S. (2001). On not knowing the other, or learning from Levinas. Philosophy of Education Archive, 2001, 67–74.
  • Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–427. doi:10.17763/haer.79.3.n0016675661t3n15
  • Vadeboncoeur, J. (2017). Vygotsky and the promise of public education. New York, NY: Peter Lang.
  • Vygotsky, L. (1978). Mind in society. Cambridge: Harvard University Press.
  • Welch, N. (2002). “And now that I know them”: Composing mutuality in a service learning course. College Composition and Communication, 54(2), 243–263. doi:10.2307/1512148
  • Young, I. M. (2005). On female body experience: “Throwing like a girl” and other essays. Oxford: Oxford University Press.
  • Zhao, Y. (2016). Singularity and community: Levinas and democracy. Educational Philosophy and Theory, 48(4), 346–359. doi:10.1080/00131857.2015.1041008

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.