Student Development and Social Justice, Softcover reprint of the original 1st ed. 2018 Critical Learning, Radical Healing, and Community Engagement

This book weaves together critical components of student development and community building for social justice to prepare students to engage effectively in community-campus partnerships for social change. The author combines diverse theoretical models such as critical pedagogy, asset-based community development, and healing justice with lessons from programs promoting indigenous knowledge, decolonization, and mindfulness. Most importantly, this book links theory to practice, offering service-learning classroom activities, course and community partnership criteria, learning outcomes, and assessment rubrics. It speaks to students, faculty, administrators, and community members who are interested in utilizing community engagement as a vehicle for the development of students and communities towards wellbeing and social justice.

Part I. Theories of Engagement.- Chapter 1: Introduction: Know Peace, Know Justice.- Chapter 2: Disrupting injustice and mobilizing social change.- Chapter 3: Self-awareness and radical healing.- Chapter 4: Critical, Contemplative Community Engagement.- Part II. Praxis of Engagement.- Chapter 5: Community Engagement Activities, Outcomes and Policies.- Chapter 6: Evaluation Case Study: “Healing Ourselves, Healing Our Communities”.- Chapter 7: Conclusion: Integrating Community Engagement into Institutions of Higher Education.

Tessa Hicks Peterson is Assistant Vice President for Community Engagement and Assistant Professor of Urban Studies at Pitzer College, USA. For the last twenty years she has facilitated trainings and taught classes on anti-bias education, social justice, and community engagement. She is the author of several articles on community engagement and social change.

Explores ideas of personal transformation, social change, intercultural understanding, and critical community engagement in higher education Examines student pathways to “eudaimonic well-being” that results from finding purpose, realizing potential, and engaging with self and the world Uses logic models to draw parallels between student development and community engagement Includes supplementary material: sn.pub/extras