Deliberative Pedagogy: Teaching and Learning for Democratic Engagement by Timothy J Shaffer, Nicholas V. Longo, Idit Manosevitch, and Maxine S. Thomas
Deliberative Pedagogy argues for college, universities, faculty, administrative members, and all academic professionals in higher education to include space for democratic engagement, and to incorporate a new educational model for civic life.
Exploring the Community Impact of Research-Practice Partnerships in Education by R. Martin Reardon of East Carolina University and Jack Leonard of University of Massachusetts, Boston.
This volume explores the impact of research-practice partnerships in education on communities and how to communicate and collaborate with researchers, practitioners and communities to better work together.
Intersectionality in Action by Brooke Barnett, Peter Felten, and Eboo Patel
A guide for faculty and campus leaders for creating inclusive classrooms and institutions. This book offers models for institutions to move intentionally towards intersections – of study abroad and multiculturalism, of race and gender and religion, to other essential aspects of educational programs and students’ identities.
Knowledge for Social Change: Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century by Lee Benson, Ira Harkavy, John Puckett, Matthew Hartley, Rita A. Hodges, Francis E. Johnston, and Joann Weeks
“Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change.”
Dr. Mike Klein, a Justice & Peaces Studies Professor at University of St. Thomas, has published a book on The Amherst H. Wilder Foundation’s 20 years of the Neighborhood Leadership Program (NLP). Read more about the program and stories of grassroots leadership development in Dr. Klein’s published book
Science and Service Learning by Jane L. Newman, Dennis W. Sunal, and Cynthia Szymanski Sunal
This Journal examines the relationship between science inquiry and service learning. Useful information for service-learning researchers, practitioners, teachers, and administration to integrate service-learning into the science curriculum.
Teaching the Whole Student by David Schoem, Christine Modey, Edward P. St. John, Forwarded by Beverly Daniel Tatum
This book offer models for instructors to identify boundaries in academic learning and classroom experience, respecting and recognizing students’ social identities and lived experiences, and to create community and environments of openness and trust to foster deep learning and academic success.