Civic Pedagogies in Higher Education

Civic Pedagogies in Higher Education

Palgrave Studies in Global Citizenship Education and Democracy Series Editor: Jason Laker, Professor, San Jose State University, USA This series will engage with the theoretical and practical debates regarding citizenship, human rights education, social inclusion, and individual and group identities as they relate to the role of higher and adult education on an international scale. Books in the series will consider hopeful possibilities for the capacity of higher and adult education to enable citizenship, human rights, democracy and the common good, including emerging research and interesting and effective practices. It will also participate in and stimulate deliberation and debate about the constraints, barriers and sources and forms of resistance to realizing the promise of egalitarian Civil Societies. The series will facilitate continued conversation on policy and politics, curriculum and pedagogy, review and reform, and provide a comparative overview of the different conceptions and approaches to citizenship education and democracy around the world. Titles include: Jason Laker, Concepción Naval and Kornelija Mrnjaus CITIZENSHIP, DEMOCRACY AND HIGHER EDUCATION IN EUROPE, CANADA AND THE USA Jason Laker, Concepción Naval and Kornelija Mrnjaus CIVIC PEDAGOGIES IN HIGHER EDUCATION Teaching for Democracy in Europe, Canada and the USA Palgrave Studies in Global Citizenship Education and Democracy Series Standing Order ISBN 978 1 137 43357 2 ( Hardback) ISBN 978 1 137 43358 9 ( Paperback) ( outside North America only ) You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and one of the ISBNs quoted above. Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke, Hampshire RG21 6XS, England

Civic Pedagogies in Higher Education Teaching for Democracy in Europe, Canada and the USA Edited by Jason Laker Professor and Chair in the Department of Educational Counselling, San José State University, USA Concepción Naval Dean of the School of Education and Psychology, University of Navarra, Spain and Kornelija Mrnjaus Assistant Professor of Education, University of Rijeka, Croatia palgrave macmillan

Selection and editorial matter Jason Laker, Concepción Naval and Kornelija Mrnjaus 2014 Individual chapters Respective authors 2014 Softcover reprint of the hardcover 1st edition 2014 978-1-137-35558-4 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2014 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries ISBN 978-1-349-47020-4 ISBN 978-1-137-35559-1 (ebook) DOI 10.1057/9781137355591 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress.

Contents List of Illustrations Acknowledgments Notes on Contributors vi vii viii Introduction Civic Pedagogies in Higher Education: Teaching for Democracy in Europe, Canada and the USA 1 Jason Laker, Concepción Naval and Kornelija Mrnjaus 1 Colleges and Universities Can Make a Difference: Human Rights Education through Study Visits of Human Rights Institutions 9 Peter G. Kirchschlaeger 2 CommUniverCity: Building Community in the Silicon Valley 31 Dayana Salazar and Melinda Jackson 3 Negotiating Change in Romanian Tertiary Education: Volunteering and Democratic Citizenship 62 Maria-Carmen Pantea 4 Democratic Citizenship and the University Curriculum: Three Initiatives in England 81 Tristan McCowan 5 Standing on Guard? History, Identity and the Quandaries of Citizenship Education in Canada 102 Jane G. V. McGaughey 6 Student Designed Deliberative Forums as a Pedagogical Method 132 Alex Sager 7 Learning to Participate: International Experiences of Service-Learning and Community Service Programs 153 Concepción Naval, Carolina Ugarte and Arantzazu Martínez-Odría 8 The Personal Is Pedagogical: A Microcosmic Conversation on Democratic Education 177 Jason Laker, Minna J. Holopainen and Lorri Capizzi Index 195 v

List of Illustrations Figures 2.1 CommUniverCity s focus areas 40 2.2 CommUniverCity 2005 12 project totals by category 41 2.3 Changes in neighborhood satisfaction, 2005 10 48 2.4 CommUniverCity tutoring in schools and API scores, 2005 10 50 2.5 Open-ended student comments from post-project survey: What did you learn about yourself, the community, and the subject of the class through your participation in the CommUniverCity project? 51 Table 7.1 Factors in an SL project 157 vi

Acknowledgments The editors wish to thank their colleagues at the Centre for German and European Studies (CGES, St. Petersburg/Bielefeld), St. Petersburg State University, Faculty of Sociology, Centre for Independent Social Research (CISR), who organized and hosted the conference in October 2009 titled Participation: Goal, Content, Method of Citizenship Education: An International Conference for Researchers and Practitioners in St. Petersburg, Russia. The Steering Committee consisted of Professor Dr Reinhold Hedtke of Bielefeld University, Germany, Oksana Karpenko, Vice-Director of the CISR, St. Petersburg State University, and Dr Tatjana Zimenkova, representative of the German Director of the Centre for German and European Studies and lecturer and research fellow in teachers training at the Faculty of Sociology, Bielefeld University. We were inspired, through our participation in this fascinating conference, to develop this text. We did not realize at the time how formidable the task that we had taken on was, or the surprises associated with the journey to this positive end. We are especially grateful to our chapter authors for their superb contributions. They have all proved to be excellent colleagues, and their scholarly, conceptual and methodological creativity have been a great pleasure to read and to share here. We are also very grateful to our families for their tolerance and support of our academic careers and the countless hours required for teaching, research and scholarship to be possible. Kornelija Mrnjaus would like to particularly thank Miodrag for his unconditional support and encouragement. Jason Laker remains eternally appreciative to Leah for her steadfast brilliance and kindness. We also wish to thank Natalie Condon for her keen eye and diligence as our editorial assistant. vii

Notes on Contributors Lorri Capizzi has been serving in the Department of Counselor Education at San José State University for the last eight years as a lecturer and field site coordinator. Her research interests include examining social justice-based school counseling and its role in increasing access to higher education for foster youth, minority students and students from low-income families. She holds a BA in Child Development, a master s in Special Education, and a second master s in Counseling and Student Personnel from San José State University in California. Minna J. Holopainen has worked as a communication practitioner, trainer and lecturer with various organizations and universities in the San Francisco Bay Area and in Finland since 2008. Her work focuses on the practical application of dialogue, intercultural communication, leadership and organizational change on diversity issues. She holds an MA and a BA in Communication Studies from San José State University in California. Melinda Jackson is Associate Professor in the Political Science Department at San José State University. Her research interests include public opinion, civic engagement and political participation in American politics with a special focus on political psychology and political identity. She has published research on these topics in a variety of academic journals and books. Jackson also serves as Research Director for the Survey and Policy Research Institute at San José State University. Since joining the San José State University faculty in 2005, she has provided numerous media interviews on local, state and national political issues to the San Jose Mercury News, San Francisco Chronicle, Los Angeles Times, the Associated Press, Reuters, and several local TV and radio stations. Peter G. Kirchschlaeger is the Co-Director of the Centre of Human Rights Education (ZMRB) at the University of Teacher Education Central Switzerland (PHZ) Lucerne. He also serves as a consultative expert for national and international institutions and NGOs, such as the Office of the UN High Commissioner for Human Rights, UNESCO, the Organization for Security and Cooperation in Europe (OSCE), the Council of Europe, the European Union (EU), the Austrian Government, the Swiss Federal Department for Foreign Affairs, the Swiss Agency for viii

Notes on Contributors ix Development and Cooperation, Amnesty International and Member of the Board of Advisory of the European Youth Summit and of the Expert Jury of the Europeans for Peace Program and the Swiss Ethics Award. Jason Laker has over 20 years of academic and administrative experience in higher education at six universities in the US and Canada. He currently serves as Professor and Chair in the Faculty of Education at San José State University in California, where he previously served as Vice President for Student Affairs. Prior to this post, he worked at Queen s University in Canada as Associate VP & Dean of Student Affairs, Faculty in Gender and Cultural Studies, and Fellow in the Centre for the Study of Democracy in the School of Policy Studies. Arantzazu Martínez-Odría has a PhD in psychopedagogy from the University of Navarra. She was awarded a pre-doctoral scholarship by the Basque Government Training Program for research personnel. She is the author of the first doctoral dissertation on service-learning in Spain. She is the director of the Teaching Innovation Unit at the University San Jorge (Saragossa, Spain). Her research focuses on the introduction of service-learning in degree studies. She is a member of the Teaching Innovation in Higher Education (IDES) Research Group. Tristan McCowan is Senior Lecturer in Education and International Development at the Institute of Education, University of London. His research interests include educational rights, citizenship education, alternative universities and access to higher education. He is the author of Rethinking Citizenship Education: A Curriculum for Participatory Democracy (2009) and Education as a Human Right: Principles for a Universal Entitlement to Learning (2013). Jane G. V. McGaughey is Assistant Professor of Irish Diaspora Studies at Concordia University s School of Canadian Irish Studies in Montreal. She teaches Irish global emigration and settlement, the Irish in Canada, gender and the Irish Diaspora and Irish America on film. She is the author of Ulster s Men: Protestant Unionist Masculinities and Militarization in the North of Ireland, 1912 to 1923 (2012), a gendered history of the Great War era in Ulster. Her current research focuses on popular representations of manliness, rebellion and the Orange Order in pre-confederation Canada. Concepción Naval is Dean of the School of Education and Psychology at the University of Navarra, Spain. She holds a PhD in education from the School of Humanities and Social Sciences, University of Navarra

x Notes on Contributors (1989). She was awarded a scholarship in the pre-doctoral program of the Spanish Ministry of Education and a postdoctoral fellowship by the Fulbright Commission. She has been a Professor of Educational Theory at the University of Navarra since 1993. From 1996 to 2001, she directed the Department of Education and held the position of Vice President of the University of Navarra from 2001 to 2012. Prior to that, she was a Visiting Scholar at Harvard University, the University of Notre Dame, the International Office of Education of UNESCO in Geneva, St. Edmund s College of Cambridge University and Boston University. She has also been Visiting Professor at the Universidad Panamericana (Mexico City and Guadalajara). In 2003 she was a Fellow of the Salzburg Seminar (Austria), and during 2012 13 Visiting Fellow and Oliver Smithies Lecturer at Balliol College, University of Oxford. She is the editor of the journal Estudios sobre Educación and is on the editorial board of Journal of Social Science Education and the journals such as the Citizenship, Teaching and Learning, amongst others. Her current research focuses on the bases of education for citizenship and social participation, the development of social skills in children, the social impact on young people of information and communication technologies, educational innovation in higher education and art education. In 2010 she set up and has since then directed the Civic Parliament Project and the consolidated research group Citizenship and education, in Spain (since 1997). Maria-Carmen Pantea is a lecturer at Babeş-Bolyai University, Romania. She completed her MS in Evidence-Based Social Interventions at Oxford University and holds an MA with Merit in Gender Studies from the Central European University. She authored Working Children in Romania (2008) and has published over 30 peer-reviewed articles and book chapters on youth volunteering, migration and the Roma minority. She is also an editorial board member of Research on Social Work Practice and a member of the Pool of European Youth Researchers. Besides research, she has worked as a consultant for the European Youth Foundation, EU-CoE youth partnership, CoE, UNIFEM, American Institutes for Research. Alex Sager is Assistant Professor in Philosophy and University Studies at Portland State University. He is co-editor of Pessimism of the Intellect, Optimism of the Will: The Political Philosophy of Kai Nielsen and an editor of The Broadview Anthology of Social and Political Thought. He has recent or forthcoming papers in the Critical Review of International Social and Political Philosophy ; Global Justice: Theory, Practice, and Rhetoric ; European Legacy ; and the Journal of Workplace Rights.

Notes on Contributors xi Dayana Salazar is a professor in the Urban Planning Department at San José State University and the Executive Director of CommUniverCity San José. Specializing in participatory community planning, Salazar leads students out of the classroom to work towards improving the quality of life in our communities. She is also part of a multi-sector team of faculty, students, community residents, community benefit organizations and city agencies that power CommUniverCity, a partnership between central San José neighborhoods (community), San José State (university) and the City of San José (city) focusing collective resources, knowledge and expertise on resident-driven priorities. Carolina Ugarte is Associate Professor of the Theory and History of Education at the University of Navarra, Spain. Her research centers on the development of professional and civic competencies in higher education within the field of education and citizenship. She is member of the Civic Parliament Project being developed by the University of Navarra together with the Navarra Parliament. She cooperates with a local organization (ANAIN) in a project on developing the employability of university graduates and with Volkswagen Navarra in a project for developing managerial competencies.