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New issue of Partnerships examines challenge of teaching “democratic thinking”

Partnerships Logo_P onlyThrough Campus Compact, colleges and universities pledge their commitment to educating engaged citizens – but how can teachers help students learn to think in ways that prepare them for active participation in a democratic society?

At the intersection of political and moral philosophy and pedagogy, a new special issue of the online journal Partnerships offers a critical examination of the challenge of teaching democratic thinking– the challenge, as guest editors Stephen Bloch-Schulman and Patricia Rogers write, of “how to prepare students for the kind of politics that would counteract the larger forces that lead to thoughtlessness.”

Partnerships: A Journal of Service-Learning and Civic Engagement is a peer-reviewed, online journal hosted by the University of North Carolina at Greensboro and sponsored in part by NobleHour. Join more than 1500 subscribers in exploring the latest issue. (Readers must create a free account to access full-text articles.) The newest edition — Volume 6 Number 1 (2015) — includes:

  • “Community Building in the Classroom: Teaching Democratic Thinking through Practicing Democratic Thinking” by Danielle Lake (Grand Valley State University)
  • “What Kind of Community? An Inquiry into Teaching Practices that Move beyond Exclusion”  by Stephen Bloch-Schulman (Elon University), J. F. Humphrey (North Carolina Agricultural and Technological State University), Spoma Jovanovic (University of North Carolina at Greensboro), Hollyce “Sherry” Giles (Guilford College), Dan Malotky (Greensboro College), Audrey Campbell (Bennett College)
  • From Teaching Democratic Thinking to Developing Democratic Civic Identity” by Robert Bringle (Appalachian State University), Patti Clayton (PHC Ventures), Kathryn E. Bringle (Burke Rehabilitation Hospital)
  • “Bringing Organizations Back In: Perspectives on Service-Learning, Community Partnership and Democratic Thinking in a Voter Engagement Project” by Jennifer Jackman and Tiffany Gayle Chenault (Salem State University), Joy Winkler (University of Massachusetts Boston)
  • “Service-Learning and the ‘Real World’ of Classroom Politics” by Oren Abeles (University of North Carolina at Chapel Hill)
  • “Rooting the Study of Communication Activism in an Attempted Book Ban” by Spoma Jovanovic (University of North Carolina at Greensboro), Mark Congdon Jr.(University of Maine), Crawford Miller (York Street CrossFit), Garrett Richardson (Young Innovators, Inc.)          
  • “‘The Science of Liberty is Not So Simple’: Teaching Democratic Thinking in Revolutionary France” by Adrian O’Connor (University of South Florida St. Petersburg)        
  • I Am Not Trying to Be Defiant, I Am Trying to Be Your Partner: How to Help Students Navigate Educational Institutions That Do Not Value Democratic Practice” by Stephen Bloch-Schulman (Elon University), maggie castor (University of British Columbia)
  • “Asking Another Question: Democratic Thinking Inside and Outside the Classroom – A Forthcoming Interview with Elizabeth Minnich and Si Kahn” by Stephen Bloch-Schulman (Elon University)

CALL FOR MANUSCRIPTS

Partnerships is now accepting submissions for the 2016 spring/summer issue. Manuscripts will be sent out for peer review upon receipt, pending the editor’s initial review. Our multidisciplinary, open access periodical provides scholars a forum for publishing research surrounding campus-community partnerships and collaborations in service-learning and community engagement projects. Research articles reflect diverse methodologies and theoretical perspectives. Essays that contribute new knowledge, address current issues, or highlight unique perspectives, anchored in a literature base, are also accepted for publication consideration. All work submitted should be original material not under review elsewhere, with a recommended  length of 8-13 single spaced pages excluding abstract and references. Learn more about the journal and its submission guidelines.

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