Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-18T05:23:03.841Z Has data issue: false hasContentIssue false

7 - A Case Study on Community and Identity in a Study Abroad Program

from Part II - University–Community Partnerships

Published online by Cambridge University Press:  14 December 2018

Joseph A. Allen
Affiliation:
University of Nebraska, Omaha
Roni Reiter-Palmon
Affiliation:
University of Nebraska, Omaha
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Reading List for Student Participants

Duncan, D., & Kopperud, J. (2007). Service-learning companion. Boston, MA: Wadsworth.Google Scholar
Engels, F. (1993). The great towns. In Engel, F. (Ed.), The conditions of the working class in England (pp. 3686). Oxford: Oxford University Press.Google Scholar
Haslam, D. (1999). Immigrants, merchants, anarchists: the birth of the city. In Haslam, D. (Ed.), Manchester, England: The story of the pop cult city (pp. 328). Manchester: Fourth Estate.Google Scholar
Haslam, D. (1999). Manchester: Past imperfect, present tense, future uncertain. In Haslam, D. (Ed.), Manchester, England: The story of the pop cult city (pp. viixxxi). Manchester: Fourth Estate.Google Scholar
Holden, A. (2002). Bomb sites: the politics of opportunity. In Peck, J. & Ward, K. (Eds.), City of revolution: Restructuring Manchester (pp. 132154). Manchester: Manchester University Press.Google Scholar
Mellor, R. (2002). Hypocritical city: Cycles of urban exclusion. In Peck, J. & Ward, K. (Eds.), City of revolution: Restructuring Manchester (pp. 213235). Manchester: Manchester University Press.Google Scholar
Peck, J., & Ward, K. (2002). Placing Manchester. In Peck, J. & Ward, K. (Eds.), City of revolution: Restructuring Manchester (pp. 117). Manchester: Manchester University Press.Google Scholar
Simmel, G. (1903). The metropolis and mental life. In Bridge, G. & Watson, S. (Ed.), The Blackwell city reader (pp. 103110). Oxford and Malden, MA: Wiley-Blackwell.Google Scholar
Somerville, P. (2011). Making sense of community development. In Somerville, P. (Ed.), Understanding community: Politics, policy, and practice (pp. 3366). Bristol: Policy Press.Google Scholar
Ward, K. (2002). Capital and class. In Hall, T., Hubbard, P., & Short, J. R. (Eds.), The Sage companion to the city (pp. 109122). Thousand Oaks, CA: Sage Publications.Google Scholar
Wilson, D. (2002). Segregation and division. In Hall, T., Hubbard, P., & Short, J. R. (Eds.), The Sage companion to the city (pp. 210230). Thousand Oaks, CA: Sage Publications.Google Scholar

References

Biggs, S. (1999). Community capacity building in Queensland: The Queensland Government service delivery project. Unpublished paper. Brisbane: Office of Rural Communities.Google Scholar
Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221239.Google Scholar
Bullen, E. (2015). Manchester migration: A profile of Manchester’s migration patterns. Manchester: Manchester City Council.Google Scholar
Caulfield, S. L., & Caroline, H. P. (2006). Teaching social science reasoning and quantitative literacy: The role of collaborative groups. Teaching Sociology, 34(1), 3953.Google Scholar
Christenson, J. A., & Robinson, J. W. (1989). Community development in perspective. Ames, IA: Iowa State University Press.Google Scholar
Cooper, D. D. (1998). Reading, writing, and reflection. New Directions for Teaching and Learning, 1998(73), 4756.Google Scholar
Crabtree, R. D. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service Learning, 15(1), 1836.Google Scholar
Crone, J. A. (1997). Using panel debates to increase student involvement in the introductory sociology class. Teaching Sociology, 25(3), 214218.Google Scholar
Duncan, D., & Kopperud, J. W. (2008). Service-learning companion. Boston, MA: Houghton Mifflin.Google Scholar
Everett, K. D. (1998). Understanding social inequality through service learning. Teaching Sociology, 26(4), 299309.Google Scholar
Flora, C. B., & Flora, J. L. (1993). Entrepreneurial social infrastructure: A necessary ingredient. The Annals of the American Academy of Political and Social Sciences, 539(1), 4858.CrossRefGoogle Scholar
Flora, J. L., Green, G. P., Gale, E. A., Schmidt, F. E., & Flora, C. B. (1992). Self-development: A viable rural development option? The Policy Studies Journal, 20(2), 276288.Google Scholar
Friends of Swinton Grove Park (n.d.). History of Swinton Grove Park. Retrieved from www.fosgp.org.uk/history-of-the-park.html.Google Scholar
Green III, C. S., & Klug, H. G. (1990). Teaching critical thinking and writing through debates: An experimental evaluation. Teaching Sociology, 18(4), 462471.Google Scholar
Holden, A. (2002). Bomb sites: the politics of opportunity. In Peck, J. & Ward, K. (Eds.), City of revolution: Restructuring Manchester (pp. 132154). Manchester: Manchester University Press.Google Scholar
Justice, C., Rice, J., Warry, W. et al. (2007). Inquiry in higher education: Reflections and directions on course design and teaching methods. Innovative Higher Education, 31(4), 201214.Google Scholar
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Kuh, G. D. (2008). Excerpt from high-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: American Association of Colleges and Universities.Google Scholar
Lee, V. S. (2011). The power of inquiry as a way of learning. Innovative Higher Education 36(3), 149160.Google Scholar
Lo, C. C. (2010). Student learning and student satisfaction in an interactive classroom. The Journal of General Education, 59(4), 238263.Google Scholar
Manchester City Council (2017a). Annual population survey. Manchester: Chief Executive’s Department (Performance and Intelligence, PRI).Google Scholar
Manchester City Council (2017b). Swinton Grove Park. Retrieved from www.manchester.gov.uk/directory_record/89314/swinton_grove_park/category/304/play_areas.Google Scholar
Mahoney, S., & Schamber, J. (2011). Integrative and deep learning through a learning community: A process view of self. The Journal of General Education, 60(4), 234247.Google Scholar
Marullo, S. (1998). Bringing home diversity: A service-learning approach to teaching race and ethnic relations. Teaching Sociology, 26(4), 259275.Google Scholar
McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279294.Google Scholar
McKinney, K., Howery, C. B., Strand, K. J., Kain, E. L., & Berheide, C. W. (2004). Liberal learning and the sociology major updated. Washington, DC: American Sociological Association.Google Scholar
Mobley, C. (2007). Breaking ground: Engaging undergraduates in social change through service learning. Teaching Sociology, 35(2), 125137.Google Scholar
Mooney, L. A., & Edwards, B. (2001). Experiential learning in sociology: Service learning and other community-based learning initiatives. Teaching Sociology, 29(2), 181194.Google Scholar
National Leadership Council for Liberal Education and America’s Promise (2008). College learning for the new global century. Retrieved from www.aacu.org/leap/documents/GlobalCentury_final.pdf.Google Scholar
Palmer, C. E., & Savoie, E. J. (2002). Challenges to connecting sociology and service learning. Sociological Practice: A Journal of Clinical and Applied Sociology, 4(1), 8997.Google Scholar
Peck, J., & Ward, K. (Eds.) (2002). City of revolution: Restructuring. Manchester: Manchester University Press.Google Scholar
Pillay, H., & Elliott, B. (2001). Emerging attributes of pedagogy and curriculum for the “New World Order.” Innovative Higher Education, 26(1), 722.CrossRefGoogle Scholar
Pitt, R. N., & Packard, J. R. (2010). Stakeholder meetings as a means of engaging student learning of complex social problems. Teaching Sociology, 38(3), 215225.Google Scholar
Rashotte, L. S. (2002). Service learning in a small groups course. Sociological Practice, 4(1), 7987.Google Scholar
Sanders, I. T. (1958). Theories of community development. Rural Sociology, 23(1), 112.Google Scholar
Schneider, C. G. (2011). President’s message: Civic learning in college: Our best investment in the future of our democracy. Liberal Education, 97(2). Retrieved from www.aacu.org/publications-research/periodicals/presidents-message-civic-learning-college-our-best-investment.Google Scholar
Shaffer, R. (1989). Community economics. Economic structure and change in smaller communities. Hoboken, NJ: Wiley-Blackwell.Google Scholar
Williams, P. (2004). Victoria Baths: Manchester’s water palace. Salisbury: Spire Books.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×