Suchergebnisse

El presente artículo ofrece un análisis de las políticas y la normativa que dan soporte al concepto de la universidad cívica (Goddard, 2009) desde una perspectiva histórica e internacional, así como desarrolla lo que se entiende por la "universidad cívica", atendiendo a la literatura existente. Partiendo de contextos tanto internacionales como europeos, se presenta el caso de Irlanda es analizando igualmente sus bases políticas y legislativas, lo que permite poner de manifiesto tanto los retos como las oportunidades que podrían reforzar potencialmente el concepto y la práctica de la "universidad cívica". El artículo aboga a favor de articular múltiples niveles de políticas y de legislación con el fin de llevar a cabo la puesta en práctica del compromiso cívico en la Educación Superior. ; This article offers an analysis of historic and international policy and legislation that underpin the concept of the civic university (Goddard, 2009) and understandings of what is meant by the 'civic university' drawing form the literature. Drawing from both international and European contexts, Ireland is presented as a case study from policy and legislative bases that highlight both the challenges and opportunities that could potentially buttress the concept and practice of the 'civic university'. The article argues for multiple layers of policy and legislation so as to enact the practice of civic engagement within higher education. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada

Resumen basado en el de la publicación ; Monográfico con el título: "Aprendizaje y Servicio (ApS) en la formación del profesorado : haciendo efectiva la responsabilidad social y el compromiso ético" ; Se ofrece un análisis de las políticas y la normativa que dan soporte al concepto de la universidad cívica desde una perspectiva histórica e internacional, y se desarrolla lo que se entiende por la "universidad cívica", atendiendo a la literatura existente. Partiendo de contextos internacionales y europeos, se presenta el caso de Irlanda. Se es analizan sus bases políticas y legislativas, lo que permite poner de manifiesto tanto los retos como las oportunidades que podrían reforzar potencialmente el concepto y la práctica de la "universidad cívica". Se aboga a favor de articular múltiples niveles de políticas y de legislación con el fin de llevar a cabo la puesta en práctica del compromiso cívico en la Educación Superior. ; ESP

El presente artículo ofrece un análisis de las políticas y la normativa que dan soporte al concepto de la universidad cívica (Goddard, 2009) desde una perspectiva histórica e internacional, así como desarrolla lo que se entiende por la "universidad cívica", atendiendo a la literatura existente.Partiendo de contextos tanto internacionales como europeos, se presenta el caso de Irlanda es analizando igualmente sus bases políticas y legislativas, lo que permite poner de manifiesto tanto los retos como las oportunidades que podrían reforzar potencialmente el concepto y la práctica de la "universidad cívica". El artículo aboga a favor de articular múltiples niveles de políticas y de legislación con el fin de llevar a cabo la puesta en práctica del compromiso cívico en la Educación Superior.

This article offers an analysis of historic and international policy and legislation that underpin the concept of the civic university (Goddard, 2009) and understandings of what is meant by the 'civic university' drawing form the literature. Drawing from both international and European contexts, Ireland is presented as a case study from policy and legislative bases that highlight both the challenges and opportunities that could potentially buttress the concept and practice of the 'civic university'. The article argues for multiple layers of policy and legislation so as to enact the practice of civic engagement within higher education.

Resumen basado en el de la publicación ; Monográfico con el título: "Aprendizaje y Servicio (ApS) en la formación del profesorado : haciendo efectiva la responsabilidad social y el compromiso ético" ; Se ofrece un análisis de las políticas y la normativa que dan soporte al concepto de la universidad cívica desde una perspectiva histórica e internacional, y se desarrolla lo que se entiende por la "universidad cívica", atendiendo a la literatura existente. Partiendo de contextos internacionales y europeos, se presenta el caso de Irlanda. Se es analizan sus bases políticas y legislativas, lo que permite poner de manifiesto tanto los retos como las oportunidades que podrían reforzar potencialmente el concepto y la práctica de la "universidad cívica". Se aboga a favor de articular múltiples niveles de políticas y de legislación con el fin de llevar a cabo la puesta en práctica del compromiso cívico en la Educación Superior. ; ESP

Higher education and civic engagement : conceptual issues -- Concepts of citizenship in the context of political education / Richard Taylor -- Love, reason and the future of civil society / Michael Edwards -- Recovering the civic university / Ronald Barnett -- The case for service learning / Edward Zlotkowski -- Institutional considerations -- Rethinking the place of community-based engagement at universities / Ahmed C. Bawa -- Institutionalizing service-learning in higher education / Andrew Furco -- The process of localising pedagogies for civic engagement in Ireland : the significance of conceptions, culture and context / Josephine A. Boland and Lorraine McIlrath -- Embedding process and practice -- Identifying and teaching civic engagement skills through service learning / Marshall Welch -- Towards enhanced citizenship : the potential of service learning in teacher education : a national and international perspective / Timothy R. Murphy -- Service learning's challenge to the educator / Mark Doorley -- Serving, learning and reflective practice at Roehampton University, London / Jennifer Iles -- Civic youth work and implications for service learning : lessons from Northern Ireland / Ross Velure Roholt and Paul Smyth -- Place matters : partnerships for civic learning -- Nan Kari and Nan Skelton -- Service learning as a shared developmental journey : tapping the potential of the pedagogy / Brandon Whitney, Julie McClure, Alissa Respet, and Patti Clayton. - Includes bibliographical references and index. - Formerly CIP

Internationally, citizenship education has come to the fore in the past decade. It may be particularly important within the context of societies with a legacy of political conflict, such as Northern Ireland and the Republic of Ireland, where it is being implemented as part of the statutory curriculum.This article explores understandings of citizenship education among stakeholders in the private and public sectors in Northern Ireland and the Republic of Ireland with the aim to compare these with curricular conceptualizations of citizenship in both contexts. Semi-structured interviews were conducted in both societies involving non-governmental organizations, political parties, trade unions and the police. Results indicated that levels of awareness about citizenship education varied substantially and understandings mainly reflected current theory and curriculum practice in citizenship. Commonalities emerged as in both societies similar key concepts were identified while differences transpired over issues relating to national identity and political conflict, which may raise questions for history and citizenship education in both societies.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of contents -- Figures -- Tables -- Notes on contributors -- Acknowledgements -- Introduction -- Purpose of the book -- Background to the book -- Organisation of the book -- Part I: foundations of service learning within Europe -- Part II: Europe Engage - approaches to service learning -- Part III: European higher education practice - case studies -- Part IV: future considerations for service learning in Europe -- Notes -- References -- Part I Foundations of service learning within Europe -- 1 What is service learning?: Making sense of the pedagogy and practice -- Introduction -- The rising tide of service learning across the globe -- Defining and conceptualising service learning -- The purple sphere -- The balance beam -- The service learning quadrants -- The essential elements of service learning -- Service learning principles -- Looking to the future -- Conclusion -- Note -- References -- 2 The changing face of higher education: Economic and democratic imperatives -- Introduction -- Discourses of engagement: mutual benefit, collaboration and co-creation -- Background to current notions of university engagement -- Tensions between public and private benefit and between engagement and employability -- Europe's current challenges and the potential for higher education -- Conclusion -- Notes -- References -- 3 Youth life purpose: Evaluating service learning via development of lifelong 'radar' for community contribution -- Impacting the common good and generating prosocial momentum -- Universities' social missions to contribute to civic well-being -- Service learning evaluated through life purpose -- Service + purpose > -- life momentum toward contribution -- How students in service learning evaluate their own life purposes.

Higher Education and Civic Engagement provides an original and challenging contribution to contemporary debates on the civic purpose of higher education, exploring its manifestations through the practices of teaching and research. The chapters offer critical perspectives on the role of higher education institutions in terms of realizing civic missions, especially in current global market conditions

This article provides a reflective critique of the process undertaken to pilot the Carnegie Community Engagement Framework in Ireland between 2015 and 2016. Of particular interest to the authors is the cultural specificity of employing a US-centric self-assessment data capturing tool in a heterogeneous Irish context. Taking the reader through from conception of the idea to its execution and post-pilot reflections, we examine the cultural appropriateness and translatability of the tool to Irish higher education. To frame the discussion of the process, we employ the concept of a community of practice, as defined by Wenger (1998). This was adopted to promote a culture of collaboration in an ever-growing neoliberal system that promotes competition between institutions, rather than facilitating their co-construction of knowledge. In the analysis, we demonstrate how forming this community of practice allowed for a cohesive assessment of the challenges and opportunities that arose through the pilot process. This was particularly important since each participating institution had different motivations for engaging with the pilot. Reflecting with some distance, we consider the value that comes from operating as a community of practice, as well as some shortcomings that we identified as specific to this pilot.