NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1116541
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1076-0180
Democratic and Social Justice Goals in Service-Learning Evaluation: Contemporary Challenges and Conceptual Resources
Meens, David E.
Michigan Journal of Community Service Learning, v21 n1 p41-54 Fall 2014
This paper is part of a study on the long-term effects of participation in a comprehensive service-learning program on alumni knowledge, skills, and dispositions necessary for effective democratic citizenship. In this article, the larger research project is introduced and its central questions are put into historical context. I contend that critical consideration of the changing context of higher education in recent decades--especially the advent of neoliberalism and a transformation in the meaning of the terms "civic" and "citizenship"--indicates the need for a more robust normative conceptual framework if democratic and justice goals of service-learning are to be incorporated meaningfully into evaluation work. Based on these historical/ideological challenges, I identify some core theoretical problems that must be addressed in evaluating service-learning's outcomes vis-à-vis democracy and social justice, and then explore conceptual resources for developing an adequate framework.
Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado (Boulder)
Grant or Contract Numbers: N/A