Culturally Engaging Service-Learning With Diverse Communities

Culturally Engaging Service-Learning With Diverse Communities

Omobolade O. Delano-Oriaran (St. Norbert College, USA), Marguerite W. Penick-Parks (University of Wisconsin – Oshkosh, USA) and Suzanne Fondrie (University of Wisconsin – Oshkosh, USA)
Release Date: September, 2017|Copyright: © 2018 |Pages: 359
ISBN13: 9781522529002|ISBN10: 1522529004|EISBN13: 9781522529019|DOI: 10.4018/978-1-5225-2900-2

Description

Evaluating the experiences of racially marginalized and underrepresented groups is vital to creating equality in society. Such actions have the potential to provoke an interest in universities to adopt high-impact pedagogical practices that attempt to eliminate institutional injustices.

Culturally Engaging Service-Learning With Diverse Communities is a pivotal reference source for the latest scholarly research on service-learning models that recognize how systemic social injustices continue to pervade society. Featuring extensive coverage on a broad range of topics and perspectives such as cultural humility, oral histories, and social ecology, this book is ideally designed for scholars, practitioners, and students interested in engaging in thoughtful and authentic partnerships with diverse groups.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Community-Based Research
  • Cultural Humility
  • Identity Development
  • Mentoring
  • Oral Histories
  • Social Ecology

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Omobolade Delano-Oriaran earned her undergraduate and Master’s degrees at Savannah State University, Georgia and her Ph.D. at Pennsylvania State University before assuming her current position as Associate Professor of Education and director of the Student Teaching Abroad program at St. Norbert College, De Pere. Wisconsin, USA. Her teaching and research focuses on: diversity and inclusion issues in society; authentic critical culturally engaging service-learning, and pedagogical approaches to multicultural education. Dr. Delano-Oriaran’s work has been published in refereed journals and books, including: Journal of Teaching and Learning in Higher Education, Journal of Education for Teaching, Sociology of Education: An A-to-Z Guide and Encyclopedia of Human Services and Diversity. She is the lead editor of The Sage Sourcebook of Service-Learning and Civic Engagement with Marguerite W. Penick-Parks and Suzanne Fondrie. She is the recipient of numerous awards on diversity issues and community change: the Sister Joel Read Civic Engagement Practitioner Award, from the Wisconsin Campus Compact, and St. Norbert College’s “Bishop Morneau Community Service” award, and was recognized as one of the 28 most influential African-Americans in Wisconsin.
Marguerite Penick-Parks received her Ph.D. from the University of Iowa in Curriculum and Instruction. Prior to attending graduate school she worked as a high school teacher in an urban school in Kansas City, Kansas. Dr. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K-12 classrooms. She appears in the movie “Mirrors of Privilege: Making Whiteness Visible” by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing white privilege with pre-service teachers, and she is an editor of The Sage Sourcebook of Service-Learning and Civic Engagement with Omobolade Delano-Oriaran and Suzanne Fondrie, Everyday White People Confronting Racial and Social Injustice:15 Stories with Eddie Moore, Jr. and Ali Michael (Stylus, March 2015) and the forthcoming The Guide for White Women Who Teach Black Boys with Eddie Moore, Jr. and Ali Michael (Corwin, October, 2017).
Suzanne Fondrie received her Curriculum & Instruction Ph. D. from the University of Wisconsin and currently teaches teacher education courses, including children’s literature and secondary English language arts, at the University of Wisconsin Oshkosh, helping teacher candidates develop a diverse perspective on texts, students, and literacy. She engages with K-12 classroom issues by supervising clinical students and teacher candidates. Her research interests are children’s literature, service-learning, and LGBTQ issues in education. She is an editor of The Sage Sourcebook of Service-Learning and Civic Engagement with Omobolade Delano-Oriaran and Marguerite Penick-Parks and the author of a chapter in this book.