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Concepts and Models for Service-Learning in Political Science DOCUMENT RESUME ED 449 738 HE 033 738 AUTHOR Battistoni, Richard M., Ed.; Hudson, William E., Ed. TITLE Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science. AAHE's Series on Service-Learning in the Disciplines. INSTITUTION American Association for Higher Education, Washington, DC. ISBN ISBN-1-56377-007-5 PUB DATE 1997-00-00 NOTE 251p.; For other documents in this series, see HE 033 726-743. Initial funding for this series was supplied by Campus Compact. AVAILABLE FROM American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110 ($28.50). Tel: 202-293-6440; Fax: 202-293-0073; E-mail: [email protected]; Web site: www.aahe.org. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Citizen Role; Citizenship; Civil Liberties; Civil Rights; College Students; Community Services; Democracy; Females; Foreign Countries; Higher Education; Integrated Curriculum; Intellectual Disciplines; Internship Programs; Leadership; *Political Science; Politics; Public Policy; Research Methodology; School Community Programs; *Service Learning; Student Empowerment; Student Participation; Student Volunteers; Theory Practice Relationship IDENTIFIERS Latin America; Peace Corps; Political Theories ABSTRACT This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection of essays focuses on the use of service learning as an approach to teaching and learning in political science. Following an Introduction by Richard M. Battistoni and William E. Hudson, the four essays in Part 1, "Service-Learning as a Mode of Civic Education," develop a theoretical framework for understanding service learning; titles include: "The Decline of Democratic Faith" (Jean Bethke Elshtain); "Teaching/Theorizing/Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science" (Meta Mendel-Reyes); "The Work of Citizenship and the Problem of Service-Learning" (Harry C. Boyte and James Farr); and "Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning into the Curriculum" (Karen D. Zivi). Chapters in Part 2,"Course Narratives," provide practical how-to guidance; including: "Community Service-Learning as Practice in the Democratic Political Arts" (Gregory B. Markus); "Service-Learning in the Study of American Public Policy" (William E. Hudson); "Political Theory" (James Farr); "Research Methods" (Daniel J. Palazzolo); "Women and Citizenship: Transforming Theory and Practice" (Cynthia R. Daniels); "Politics, Community, and Service" (Richard Guarasci); "Civil Rights and Liberties" (Bill Swinford); "Service-Learning and Comparative Politics: A Latin American Saga" (Robert H. Trudeau); "The Police Corps: Researching Teaching and Teaching Research" (Milton Heumann); and "Bringing Service and Politics Together: A Community College Perspective" (Mona Field). The essays in Part 3,"The Discipline and Beyond," examine more general concerns; they include: "Experiencing Government: Political Science Internships" (Stephen Reproductions supplied by EDRS are the best that can be made from the original document. Frantzich and Sheilah Mann); "Service-Learning and Empowerment" (Ed Schwerin); "Civic Leadership" (Richard A. Couto). An Afterword by Benjamin R. Barber closes the text. Appended are a 10-item annotated bibliography and a annotated list of service-learning courses in political science offered at various colleges and universities.(All essays include references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. AHES SERIES ON SERVICE-LEARNING IN THE DISCIPLINES Experienc.g/izenship ( Concepts and Models for Service-Learning in Political Science Richard M.`B.ttisto1li and William E. Hudson, editors CA T ON ACCOi, ^IT ING SOC. OGYNURSINGPEACEST, E S I ON I- - TIONPHIL OPHYHISTORYLu,,,,,,,,,.,AIIONSMATHEI I . S 110LOGYSPANIS OLITICALSCIENCETEACHEREDUCA P S INTINGSOCIOLOGYNURSINGPEACESTUDIESENVIRONI II L IlLOSOPHY HISTORYCOMMOMICATIONSMATNIMATICSI II E SPANISHPOLITICALSCIENEETEACHEREDUCATIONP's' 0 C sOCIOLOGY NURSINGPEACESTUDIESENVIRONMENTALS" . 8 5 ATIONSMATHEMATICSMANAGEMI 0 ME11 uJ.U:i: . I 1 ONACCOUNT INGSOCIOLO AMERICAN ASSOCIATION, 1 MIGATIONPHILOSOPHYHIST FOR HIGHER EDUCATION : ESBIOLOGYSPANISHPOL IICALSCIENCETEACHEE :COUNT INGSOCIOLOGYNURSINGPEACESTUDIES EN PHILOSOPHYHISTORYCOMMUNICAT 1 ONSMATHEMA I _ 1111 GYSPANISHPOL IT ICALSCIENCE DUCATI ' 11" SGSOCIOLOGYNURSINGPFACEST IIRONME AAHE'S SERIES ON SERVICE-LEARNING IN THE DISCIPLINES Experiencing. Citizenship Concepts and Models for Service-Learning in Political Science Richard M. Battistoni and William E. Hudson, volume editors Edward Zlotkowski, series editor A PUBLICATION OF THE AMERICAN ASSOCIATION FOR HIGHER EDUCATION 3 Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science (AAHE's Series on Service-Learning in the Disciplines) Richard M. Battistoni and William E. Hudson, volume editors Edward Zlotkowski, series editor C 1997 American Association for Higher Education. All rights reserved. Printed in the United States of America. Opinions expressed in this publication are those of the contributors and do not necessarily represent those of the American Association for Higher Education or its members. About This Publication This volume is one of eighteen in AAHE's Series on Service-Learning in the Disciplines to be released during 1997-1998. Additional copies of this publication, or others in the series from other disciplines, can be ordered using the form provided on the last page or by contacting: AMERICAN ASSOCIATION FOR HIGHER EDUCATION One Dupont Circle, Suite 360 Washington, DC 20036-1110 ph 202/293-6440 x11, fax 202/293-0073 ISBN 1-56377-007-5 www.aahe.org 4 ISBN (18 vol. set) 1-56377-005-9 Contents Foreword Edward Zlotkowski Introduction Richard M. Battistoni and William E. Hudson 1 Part I: Service-Learning as a Mode of Civic Education The Decline of Democratic Faith Jean Bethke Elshtain 9 Teaching/Theorizing/Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science Meta Mendel-Reyes 15 The Work of Citizenship and the Problem of Service-Learning Harry C. Boyte and James Farr 35 Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning Into the Curriculum Karen D. Zivi 49 Part 2: Course Narratives Community Service-Learning as Practice in the Democratic Political Arts Gregory B. Markus 69 Service-Learning in the Study of American Public Policy William E. Hudson 83 Political Theory James Farr 99 Research Methods Daniel J. Palazzolo 109 Women and Citizenship: Transforming Theory and Practice Cynthia R. Daniels 119 Politics, Community, and Service Richard Guarasci 127 Civil Rights and Liberties Bill Swinford 141 5 Service-Learning and Comparative Politics: A Latin American Saga Robert H. Trudeau 149 The Police Corps: Researching Teaching and Teaching Research Milton Heumann 167 Bringing Service and Politics Together: A Community College Perspective Mona Fiefd 183 Part 3: The Discipline and Beyond Experipncing Government: Political Science Internships Stephen Frantzich and Sheilah Mann 193 Service-Learning and Empowerment Ed Schwerin 203 Civic Leadership Richard A. Couto 215 Afterward Benjamin R. Barber 227 Appendix Annotated Bibliography 237 Additional Service-Learning Courses in Political Science 241 List of Contributors 245 Foreword by Edward Zlotkowski The following volume, Experiencing Citizenship: Concepts and Models for Service- Learning in Political Science, represents the second in a series of monographs on service-learning and the individual academic disciplines. Ever since the early 1990s, educators interested in reconnecting higher education not only with neighboring communities but also with the American tradition of edu- cation for service have recognized the critical importance of winning facul- ty support for this work. Faculty, however, tend to define themselves and their responsibilities largely in terms of the academic disciplines/interdisci- plinary areas in which they have been trained. Hence, the logic of the present series. The idea for this series first surfaced approximately three years ago at a meeting convened by Campus Compact to explore the feasibility of devel- oping a national network of service-learning educators. At that meeting, it quickly became clear that some of those assembled saw the primary value of such a network in its ability to provide concrete resources to faculty work- ing in or wishing to explore service-learning. Out of that meeting there developed, under the auspices of Campus Compact, a new national group of educators called the Invisible College, and it was within the Invisible College that the monograph project was first conceived. Indeed, a review of both the editors and contributors responsible for many of the volumes in this series would reveal significant representation by faculty associated with the Invisible College. If Campus Compact helped supply the initial financial backing and impulse for the Invisible College and for this series, it was the American Association for Higher Education (AAHE) that made completion of the proj- ect feasible. Thanks to its reputation for innovative work, AAHE was not only able to obtain the funding needed to support the project up through actual publication, it was also able to assist in attracting many of the teacher- scholars who participated as writers and editors. Three
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