"No one has stepped there before": Learning about racism in our town

Service-Learning in Higher Education: Critical Issues and Directions

Volumn , Issue , 2005, Pages 139-156

  Boyle Baise, Marilynne ^a   Binford, Paul ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84994311189     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1057/9781403981042     Document Type: Chapter

References (21)

1. Adams, M. (1997). Pedagogical frameworks for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 30-43). New York: Routledge.
2. Anand, B., Fine, M., Perkins, T., Surrey, D., & Renaissance School Class of 2000. (2002). Keeping the struggle alive: Studying desegregation in our town. New York: Teachers College.
3. Atkinson, P. & Hammersley, M. (1994). Ethnography and participant observation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 248-261).Thousand Oaks, CA: Sage.
4. Barber, B. (1992). An aristocracy of everyone: The politics of education and the future of America. New York: Oxford University Press.
5. Battistoni, R. M. (1997). Service-learning and democratic citizenship. Theory Into Practice, 36(3): 150-157.
6. Bell, L. A. (1997). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 1-15). New York: Routledge.
7. Boyle-Baise, M. (2002). Multicultural service-learning: Educating teachers in diverse communities. New York: Teachers College.
8. Camarillo, A. (2000). Reflections of a historian on teaching a service-learning course about poverty and homelessness in America. In I. Harkavy & B. Donovan (Eds.), Connecting past and present: Concepts and models for service-learning in history (pp. 103-114). Washington, DC: American Association for Higher Education.
9. den Heyer, K. (2003). Between every "now" and "then": A role for the study of historical agency in history and citizenship education. Theory and Research in Social Education, 31(4): 411-434.
10. Denzin, N. K. (1989). The research act (3rd Edition). NY: Prentice Hall.
11. Gallman, M. (2000). Service-learning and history: Training the methaphorical mind. In I. Harkavy & B. Donovan (Eds.), Connecting past and present: Concepts and models for service-learning in history (pp. 61-81). Washington, DC: American Association for Higher Education.
12. Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. NY: Aldine.
13. Hallden, O. (1998). On reasoning in history. In J. Voss & M. Carretero (Eds.), International review of history education: Vol.2. Learning and reasoning in history (pp. 272-278). London: Woburn Press.
14. Joeden-Forgery, E. & Puckett, J. (2000). History as public work. In I. Harkavy & B. Donovan (Eds.), Connecting Past and Present: Concepts and models for servicelearning in history (pp. 117-137). Washington, DC: American Association for Higher Education.
15. LeCompte, M. & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd Edition). New York: Academic Press.
16. Parker, W. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College.
17. Schwerin, E. (1997). Service-learning and empowerment. In R. Battistoni & W. Hudson (Eds.), Experiencing citizenship: Concepts and models for service-learning in political science (pp. 203-214). Washington, DC: American Association for Higher Education.
18. Strauss, A. & Corbin, J. (1998). Basics of qualitative research (2nd Edition). Thousand Oaks, CA: Sage.
19. Wade, R. (2001). "… And Justice for All" Community service-learning for social justice. Issue paper: Service-learning. Denver, CO: Education Commission of the States.
20. Warren, K. (1998). Educating students for social justice in service-learning. The Journal of Experiential Education, 21(3): 134-139.
21. Youniss, J. & Yates, M. (1997). Community service and social responsibility in youth. Chicago: University of Chicago Press.