| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434421 |
| 005 | | 20200226150651 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392532690 |
| 035 | |
▼a (MiAaPQ)AAI27541662 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 301 |
| 100 | 1 |
▼a Rost-Banik, Colleen . |
| 245 | 10 |
▼a How Service Learning Constructs Ideal Citizens for the Nation. |
| 260 | |
▼a [S.l.]:
▼b University of Minnesota.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 261 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: A. |
| 500 | |
▼a Advisor: Chhuon, Vichet. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Minnesota, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Part of the mission of U.S. postsecondary institutions is molding citizens for participation in democratic society. Service learning is a popular pedagogy to enact this formation. This dissertation highlights how mechanisms of domination accompany the aims of democracy within service learning practices. I offer theoretical and practical insights of how democracy and domination-often considered contradictory powers-are mutually reinforced through contemporary civic engagement efforts. I find that the framing of service learning projects, and how students are positioned within them, influence the direction of racial formation and the augmentation and/or disruption of ideal citizenship. Through three service learning sites-an after-school tutoring program, a labor union, and a Native Hawaiian land stewardship program-I illustrate how societal messages, rhetoric from instructors and site coordinators, and the roles expected of service learners set parameters around democracy while fostering hierarchies of bodies and knowledge. The analytic focus of this critical ethnography is on the discourses and interactions that occur within the processes of service learning. Using a year of data from university service learning classrooms, community sites, and in-depth interviews with students, faculty, administrators, and site coordinators, I examine how these processes encourage characteristics of ideal citizenship that support the nation-state. Informed by theories of racial formation (Omi & Winant, 2015) and neoliberal governmentality (Foucault, 1991 |
| 590 | |
▼a School code: 0130. |
| 650 | 4 |
▼a Educational sociology. |
| 650 | 4 |
▼a Higher education. |
| 650 | 4 |
▼a Sociology. |
| 690 | |
▼a 0340 |
| 690 | |
▼a 0745 |
| 690 | |
▼a 0626 |
| 710 | 20 |
▼a University of Minnesota.
▼b Education, Curriculum and Instruction. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0130 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494428
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |