COPIL team authors book chapter, “Social Justice In Service-Learning And Community Engagement”
A team of practitioner-scholars from NC Campus Compact’s Community of Practice, Inquiry, and Learning (COPIL) has authored a book chapter in the forthcoming volume, Critical Intersections In Contemporary Curriculum & Pedagogy. The chapter — “Social Justice In Service-Learning And Community Engagement: A Conversation About Meanings, Practices, And Possibilities” — is a reflection on the group’s formation and shared dialogue around key concepts that undergird higher education service-learning and community engagement, particularly “social justice.” In introducing the chapter, the authors note:
This reflective chapter is part of COPIL’s process and one of its products. Here, we converse around how social justice is (a) conceptualized, (b) operationalized, and (c) visualized. Some of our quotes here have been edited for brevity, specificity, and readability. We have made no attempt to reach or represent consensus; rather, we explore and share points of agreement and disagreement, including as we are using them to guide us in ongoing inquiry.
The authors include individuals from the NC Campus Compact network and from the Service-Learning Community Engagement Future Directions Project (SLCE-FDP):
Leslie Garvin, NC Campus Compact
Patricia Bricker, Western Carolina University
Margaret M. Commins, Queens University of Charlotte
Spoma Jovanovic, UNC Greensboro
Kelly Misiak, Pfeiffer University
Lane Perry, Western Carolina University
Sarah E. Stanlick, Lehigh University
Elizabeth Wall-Bassett, Western Carolina University
Catherine Wright, Wingate University
Patti Clayton, PHC Ventures
The volume Critical Intersections In Contemporary Curriculum & Pedagogy is edited by Laura Jewett, The University of Texas Rio Grande Valley; Freyca Calderon-Berumen, The Pennsylvania State University-Altoona; and Miryam Espinosa-Dulanto, The University of Texas Rio Grande Valley. The book is published by Information Age Publishing.