Tina and Lucia speak to Dr. Beth Corrie, Associate Professor in the Practice of Youth Education and Peacebuilding and Director of the Youth Theological Initiative (2007-2019) at the Candler School of Theology at Emory University. We talk about her transformational work on the page and the classroom and in mentoring relationships with young adults has helped empower countless people to emerge as leaders in their communities and live out commitments to peace and justice.
In Act 2 Lucia and Tina talk with Beth about her Freirean model of sharing power with youth. Beth shares the practices of deliberative pedagogy and the ways that youth and staff in the Youth Theological Initiative faced difficult social and communal issues with transparency, mutual accountability, and intentionality.
Randy Stoecker, Liberating Service Learning and the Rest of Higher Education Civic Engagement, Temple UP, 2016.
Randy Stoecker, Research Methods for Community Change: A Project-Based Approach, 2nd Edition, Sage, 2012.
Stoecker, Defending Community: The
Struggle for Alternative Redevelopment in Cedar-Riverside (Conflicts In
Urban & Regional),
Temple UP, 1994.
Randy Stoecker, Nicholas
Holton, and Charles Ganzert, eds., The
Landscape of Rural Service Learning and What It Teaches Us All, Michigan
State UP, 2017.
Randy Stoecker, Nicholas
Holton, and Charles Ganzert, The
Landscape of Rural Service Learning, and What It Teaches Us All
(Transformations in Higher Education), Michigan State UP, 2016.
and Elizabeth A. Tryon, eds., The Unheard
Voices: Community Organizations and Service Learning, Temple UP, 2009.
Kerry J. Strand, Nicholas Cutforth, Randy Stoecker, Sam Marullo, and Patrick Donohue, Community-Based Research and Higher Education: Principles and Practices, Jossey-Bass, 2003.
PRAG: Policy Research Action Group (Chicago):
Rural Alliance for Service Learning:
Renewing the Countryside:
“Philosophers have only interpreted the world in various ways; the point is to change it.” Karl Marx
In Part Two Randy Stoecker takes us further into his understanding of community-based research as critical pedagogy. He offers a challenge to the “careerism” approach that is plaguing many institutions of higher education. Using participatory action research and community-based research models, Stoecker gives examples of the work his students are doing on the margins of higher education—with/in community organizations. He shows how a “campaign model” of democracy, of goal setting by and with community groups, provides the base for concrete social change. The model of leadership here is group-centered rather than hierarchical, making the lines between margin and center porous. It is in these margins that Stoecker finds hope—for the future of higher education, and for society.
Stoecker shares his vision for the future of civic engagement in higher education:
“This, then, is our vision: a future in which campus-community research partnerships are prolific, deep, sustained, reciprocal, and actively committed—in myriad ways, in every corner of the United States—to transforming communities and realizing a more just society. It is a future in which colleges and universities have finally become places where teaching and learning are vigorous and vital, scholarship is valued for its relevance as well as for its rigor, and the ends of knowledge truly are the benefit and use of life. We hope you will join us in working to achieve it.” (Liberating Service Learning and the Rest of Higher Education Civic Engagement, p. 241).