Orientations to Civic Engagement: Insights into the Sustainability of a Challenging Pedagogy

Autor/in	Boland, Josephine A.
Titel	Orientations to Civic Engagement: Insights into the Sustainability of a Challenging Pedagogy
Quelle	In: Studies in Higher Education, 39 (2014) 1, S.180-195 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.648177
Schlagwörter	Higher Education; Sustainability; Citizen Participation; Teaching Methods; Educational Practices; Educational Strategies; Service Learning; Curriculum Development; Ambiguity (Context); Teacher Role; Learning Processes; Case Studies; Community Needs; School Community Programs; Beliefs; Values; Student Attitudes; Learning Experience; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Service-Learning; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerrolle; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Belief; Glaube; Wertbegriff; Schülerverhalten; Lernerfahrung; Ausland; Irland
Abstract	Civic engagement in higher education encompasses a diversity of goals, strategies and activities. These include particular approaches to teaching and learning--community-based or service learning--which share an explicit civic focus and combine the features of experiential learning with opportunities for engagement. A range of "orientations" towards civic engagement can be discerned amongst those associated with these initiatives, reflecting different values and priorities. These orientations inform a diversity of academic strategies and practices and have consequences for sustainability. This article draws on findings from a multi-site case study within Irish higher education, and reports how aspects of this nascent but growing phenomenon highlight some of the tensions, paradoxes and sources of ambivalence which are characteristic of contemporary higher education. The findings highlight the challenge of reconciling competing goals and values within higher education for those seeking to infuse the curriculum with a sense of the civic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10