The limits of service-learning in higher education

Review of Higher Education

Volumn 29, Issue 4, 2006, Pages 473-498

  Butin, Dan W ^a  

^a GETTYSBURG COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745768178     PISSN: 01625748     EISSN: None     Source Type: Journal    
DOI: 10.1353/rhe.2006.0025     Document Type: Review

References (81)

1. AACU. Association of American Colleges and Universities. (2005, December 21). Academic freedom and educational responsibility Washington, DC: AACU.
2. ACE. American Council on Education. (2005, June 23). Statement on academic rights and responsibilities. Washington, DC: ACE.
3. Antonio, A. L., Astin, H. S., & Cross, C. (2000). Community Service in higher education: A look at the faculty. The Review of Higher Education, 23(4), 373-398.
4. Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines (2nd ed.). Philadelphia: Open University Press.
5. Benson, L., Harkavy, I., & Hartley, M. (2005). Integrating a commitment to the public good into the institutional fabric. In A. Kezar, T. Chambers, & J. Burkhardt, J. (Eds.), Higher education for the public good (pp. 185-216). San Francisco: Jossey-Bass.
6. Bell, R., Furco, A., Ammon, M. S., Muller, P., & Sorgen, V. (2000). Institutionalizing service-learning in higher education. Berkeley, CA: University of California.
7. Biglan, A. (1973). Relationship between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57, 204-213.
8. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.
9. Bringle, R. G., & Hatcher, J. A. (2000). Institutionalization of service learning in higher education. Journal of Higher Education, 71(3), 273-291.
10. Brown, W. (1997). The impossibility of women's studies. Differences: A Journal of Feminist Cultural Studies, 9(3), 79-102.
11. Brukardt, M. H., Holland, B., Percy, S. L., Simpher, N., on behalf of Wingspread Conference Participants. (2004). Wingspread Statement: Calling the question: Is higher education ready to commit to community engagement. Milwaukee: University of Wisconsin-Milwaukee.
12. Butin, D. W. (2003). Of what use is it? Multiple conceptualizations of service-learning in education. Teachers College Record, 105(9), 1674-1692.
13. Butin, D. W. (2005a). Preface: Disturbing normalizations of service-learning. In D. W. Butin, (Ed.), Service-learning in higher education: Critical issues and directions (pp. vii-xx). New York: Palgrave.
14. Butin, D. W. (2005b). Service-learning as postmodern pedagogy. In D. W. Butin (Ed.) Service-learning in higher education: Critical issues and directions (pp. 89-104). New York: Palgrave.
15. Butin, D. W. (in press-a). Anti-anti-social justice: Academic freedom and the future of justice-oriented pedagogy in teacher preparation. Equity and Excellence in Education, 40(2).
16. Butin, D. W. (in press-b). Disciplining service-learning: Institutionalization and the case for community studies. International Journal of Teaching and Learning in Higher Education, 17(3). Available at http://222.isetle.org/ijtlhe/index.cfm.
17. Campus Compact. (2000). Presidents' declaration on the civic responsibility of higher education. Providence, RI: Campus Compact.
18. Campus Compact. (2004). 2003 service statistics: Highlights of Campus Compact's annual membership survey. Available at: http://www.compact.org/news-cc/2003_Statistics.pdf.
19. Cochran-Smith, M. (2001). Constructing outcomes in teacher education: Policy, practice and pitfalls. Educational Policy Analysis Archives, 9(11). Retrieved on February 3, 2004, from http://epaa.asu.edu/epaa/v9n11.html.
20. Cochran-Smith, M. (2003). Standing at the crossroads: Multicultural teacher education at the beginning of the 21st century. Multicultural Perspectives, 5(3), 3-11.
21. Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2003). Educating citizens: Preparing America's undergraduates for lives of moral and civic responsibility. San Francisco: Jossey-Bass.
22. Cuban, L. (1990). Reforming again, again, and again. Educational Researcher, 19(3), 3-13.
23. Cuban, L. (1998). How schools change reforms: Redefining reform success and failure. Teachers College Record, 99(3), 453-477.
24. DuBois, E. C. (1985). Feminist scholarship: Kindling in the groves of academe. Urbana: University of Illinois Press.
25. Eyler, J., Giles, D., Stenson, C., & Gray, C., (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000. Washington, DC: Learn and Serve America National Service Learning Clearinghouse. Available at http://servicelearning.org.
26. Fish, S. E. (1999). The trouble with principle. Cambridge, MA: Harvard University Press.
27. Fish, S. E. (2004, February 13.). "Intellectual diversity' : The Trojan horse of a dark design. Chronicle of Higher Education, pp. B13-314.
28. Freire, P. (1994). Pedagogy of the oppressed. New York: Continuum.
29. Furco, A. (2001). Advancing service-learning at research universities. In M. Carada & B. W. Speck (Eds.), Developing and implementing service-learning programs. New Directions for Higher Education (No. 114, pp. 67-68). San Francisco: Jossey-Bass.
30. Furco, A. (2002a). Institutionalizing service-learning in higher education. Journal of Public Affairs, 6, 39-47.
31. Furco, A. (2002b). Self-assessment rubric for the institutionalization of service-learning in higher education. Berkeley, CA: University of California.
32. Furco, A. (2003). Issues of definition and program diversity in the study of service-learning. In S. H. Billig & A. S. Waterman, (Eds.), Studying service-learning: innovations in educational research methodology pp. 13-34). Mahwah, NJ: Lawrence Erlbaum Associates.
33. Furco, A., & Billig, S. (2002). Service-learning: The essence of the pedagogy. Greenwich, CT: Information Age.
34. Gardner, H. (2004). Changing minds: The art and science of changing our own and other people's minds. Boston, MA: Harvard Business School Press.
35. Goldhaber, D. D., & Brewer, D. J. (1999). A three-way error components analysis of educational productivity. Education Economics, 7(3), 199-208.
36. Gray, M., Ondaatje, E., & Zakaras, L. (2000). Combining service and learning in higher education. Santa Monica, CA: RAND.
37. Hacking, I. (1999). The social construction of what? Cambridge, MA: Harvard University Press.
38. Hartley, M., Harkavy, I., & Benson, L. (2005). Putting down roots in the groves of academe: The challenges of institutionalizing service-learning. In D. W. Butin, (Ed.), Service-learning in higher education: Critical issues and directions (pp. 205-222). New York: Palgrave.
39. Henry, S. E. (2005). "I can never turn my back on that": Liminality and the impact of class on service-learning experiences. In D. W. Butin (Ed.) Service-learning in higher education: Critical issues and directions (pp. 45-66). New York: Palgrave.
40. Henry, S. E., & Brayfogle, M. L. (in press). Toward a new framework of "server" and "served": De(and re)constructing reciprocity in service-learning pedagogy. International Journal of Teaching and Learning in Higher Education, 17(3).
41. Holland, B. A. (2001). A comprehensive model for assessing service-learning and community-university partnerships. In M. Carada & B. W. Speck (Eds.), Developing and implementing service-learning programs. New Directions for Higher Education (No. 114, 51-60). San Francisco: Jossey-Bass.
42. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
43. Horowitz, D. (n.d.). Academic bill of rights. Retrieved on January 7, 2005, from www.studentsforacademicfreedom.org/abor.html.
44. Horowitz, D. (2003). The campus blacklist. Retrieved on January 7, 2005, from www.studentsforacademicfreedom.org/essays/blacklist.html.
45. Horowitz, D., & Lehrer, E. (n.d.). Political bias in the administrations and faculties of 32 elite colleges and universities. Retrieved on January 7, 2005, from http://www.studentsforacademicfreedom.org/reports/lackdiversity.html.
46. Jones, S. R. (2002). The underside of service learning. About Campus, 7(4), 10-15.
47. Jones, S. R., Gilbride-Brown, J., & Gasorski, A. (2005). Getting inside the "underside" of service-learning: Student resistance and possibilities. In D. W. Butin (Ed.), Service-learning in higher education: Critical issues and directions (pp. 3-24). New York: Palgrave.
48. Kendall, J. (Ed). (1990). Combining service and learning: A resource book for community and public service. Raleigh, NC: National Society for Internships and Experiential Education.
49. Klein, D. B., & Stern, C. (2005). Political diversity is six disciplines. Academic Questions, 18(1), 40-52.
50. Kramer, M. (2000). Make it last forever: The institutionalization of service learning in America. Washington DC: Corporation for National Service.
51. Kuhn, T. (1996). The structure of scientific revolutions. (3rd ed.) Chicago: University of Chicago Press.
52. Labaree, D. F. (1997). How to succeed in school without really learning : The credentials race in American education. New Haven, CT: Yale University Press.
53. Labaree, D. F. (2004). The trouble with ed schools. New Haven, CT: Yale University Press.
54. Lather, P. (2005). Scientism and scientificity in the rage for accountability: A feminist deconstruction. Paper presented at the American Educational Research Associates, April 14.
55. Latour, B. (1979) Laboratory life: The social construction of scientific facts. Los Angeles: Sage.
56. Lindholm, J. A., Szelényi, K., Hurtado, S., & Korn, W. S. (2005). The American college teacher: National norms for the 2004-2005 HERI faculty survey. Los Angeles: Higher Education Research Instititute, UCLA.
57. Lisman, C. D. (1998). Toward a civil society: Civic literacy and service learning. Westport, CT: Bergin & Garvey.
58. Liu, G. (1995). Knowledge, foundations, and discourse: Philosophical support for service-learning. The Michigan Journal of Community Service-Learning, 2, 5-18.
59. Lueddeke, G. (2003). Professionalising teaching practice in higher education: A study of disciplinary variation and "teaching-scholarship." Studies in Higher Education, 28(2), 213-228.
60. Messer-Davidow, E. D. (2002). Disciplining feminism: From social activism to academic discourse. Durham, NC: Duke University Press.
61. Messer-Davidow, E., Shumway, D., & Sylvan, D. J. (Eds.). (1993). Knowledges: Historical and critical studies in disciplinarity. Charlottesville, VA: University of Virginia Press.
62. Moraga, C., & Anzaldúa, G. (1981). This bridge called my back: Writings by radical women of color. Watertown, MA: Persephone Press.
63. Morton, K. (1995). The irony of service: Charity, project, and social change in service-learning. The Michigan Journal of Community Service-Learning, 2, 19-32.
64. NCES. National Center for Educational Statistics (2002). Teaching undergraduates in U.S. postsecondary institutions: Fall 1998. Washington, DC: U.S. Department of Education.
65. NCDTF. National Collaborative on Diversity in the Teaching Force. (2004). Assessment of diversity in America's teaching force. Washington, DC: National Education Association. Retrieved on December 4, 2004, from http://www.nea.org/teacherquality/images/diversityreport.pdf.
66. NCTQ. National Council on Teacher Quality (2004). Increasing the odds: How good policies can yield better teachers. Washington, DC: NCTQ. Retrieved on December 4, 2004, from http://www.nctq.org/nctq/images/nctq_io.pdf.
67. Neumann, R., & Becher, T. (2002). Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27(4), 405-417.
68. Richardson, V. & Placier, P. (2001). Teacher change. In V. Richardson, & American Educational Research Association (Eds.), Handbook of research on teaching (4th ed., pp. 905-950). Washington, DC: American Educational Research Association.
69. Rothman, S., Lichter, S., & Nevitte, N. (2005). Politics and professional advancement among college faculty. The Forum, 3(1), 1-16.
70. Shulman, L. (2004). Teaching as community property. San Francisco: Jossey-Bass.
71. Sica, A. (2000). Rationalization and culture. In S. P. Turner, The Cambridge companion to Weber (pp. 42-58). New York: Cambridge University Press.
72. Snyder, T. D., Tan, A. G., and Hoffman, C. M. (2004). Digest of education statistics 2003 (NCES 2005-025). U.S. Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office.
73. Stanton, D. C., & Stewart, A. J. (1995). Feminisms in the academy. Ann Arbor: University of Michigan Press.
74. Stanton, T., Giles, D., &Cruz, N. I. (1999). Service-learning: A movement's pioneers reflect on its origins, practice, and future. San Francisco: Jossey-Bass.
75. Swaminathan, R. (2005). "Whose school is it anyway?" Student voices in an urban classroom. In D. W. Butin (Ed.). Service-learning in higher education: Critical issues and directions (pp. 25-44). New York: Palgrave.
76. Swaminathan, R. (in press). Educating for the "real world": Perspectives from the community on youth, service-learning, and social justice. Equity and Excellence in Education, 40(2).
77. West, C. (1994). Race matters. New York: Vintage.
78. Westheimer, J. & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2): 237-269.
79. Wiegman, R. (1999). Feminism, institutionalism, and the idiom of failure. Differences: A Journal of Feminist Cultural Studies, 11(3), 107-136.
80. Wiegman, R. (2005). The possibility of women's studies. In E. L. Kennedy & A. Beins (Eds.), Women's studies for the future: Foundations, interrogations, politics (pp. 34-51). Piscataway, NJ: Rutgers University Press.
81. Wiegman, R. (2002). Academic feminism against itself. NWSA Journal, 14(2), 18-34.