Connecting Past and Present

Concepts and Models for Service-Learning in History
1. Auflage 2000
ISBN: 978-1-56377-020-3
Verlag: Taylor & Francis

Buch, Englisch, 220 Seiten, Hardback, Format (B × H): 152 mm x 226 mm, Gewicht: 340 g

The question that animates volume, 16th in the Service-Learning in the Disciplines Series, is: Why connect service-learning to history courses? The contributors answer that question in different ways and illustrate and highlight a diversity of historical approaches and interpretations. All agree, however, that they do their jobs better as teachers (and in some cases as researchers) by engaging their students in service-learning. An interesting read with a compelling case for the importance of history and how service-learning can improve the historian’s craft.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Harkavy, Ira

Donovan, Bill M

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

About This Series—Edward Zlotkowski Introduction—Ira Harkavy and Bill M. Donovan Part One. Perspectives on History and Service-Learning Service-Learning as a Strategy for Advancing the Contemporary University and the Discipline of History—Bill M. Donovan Service-Learning, Academically Based Community Service, and the Historic Mission of the American Urban Research University—Ira Harkavy Emerson's Prophecy—John Saltmarsh Service-Learning and History. Training the Metaphorical Mind—J. Matthew Gallman Part Two. Case Studies—American History The Turnerian Frontier. A New Approach to the Study of the American Character—Michel Zuckerman Reflections of a Historian on Teaching a Service-Learning Course About Poverty and Homelessness in America—Albert Camarillo History as Public Work—Elisa von Joeden-Forgey and John Puckett Reclaiming the Historical Tradition of Service in the African-American Community—Beverly W. Jones Part Three. Case Studies—Latin-American and European History Service-Learning as a Tool of Engagement. From Thomas Aquinas to Che Guevara—Bill M. Donovan Serving and Learning in the Chilean Desert—Marshall C. Eakin Classical Studies and the Search for Community—Ralph M. Rosen The Unspoken Purposes of Service-Learning. Teaching the Holocaust—Steve Hochstadt Appendix Annotated Bibliography—Bill M. Donovan and John Saltmarsh Contributors to This Volume

Über Autor(innen)

Bill M. Donovan is associate professor of history at Loyola College in Baltimore, Maryland. He is a specialist in early modem Atlantic history and the history of the Portuguese Empire. He has been a Fulbright Fellow to Brazil and a 1997 Vasco da Gama Lecturer sponsored by the Portuguese Commission on the Discoveries. His publications include the awardwinning article Gypsies in Early Modem Portugal and Changing Conceptions of Social Deviancy and essays on early modem crime, immigration, and trade. Ira Harkavy is director of the Center for Community Partnerships and associate vice president at the University of Pennsylvania. He teaches in the departments of history, urban studies, and city and regional planning, and is executive editor of Universities and Community Schools. The West Philadelphia Improvement Corps (WEPIC), a 15-year partnership to create university-assisted community schools that connect the University of Pennsylvania and the West Philadelphia community, emerged and developed from seminars and research projects he directs with other colleagues at Penn.