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• W77057379 abstract "I apply the concept of unalienated recognition as a form of democratic exchange, introduced by Rheingold (2012), to a different educational setting. Through a case study of the School for Field Studies international environmental programs, that are, like Rheingold’s study school, field based and community centered, I explore the hypothesis that today’s undergraduate students’ desire to serve and to solve can be usefully harnessed in formal coursework and research to address real problems at their foundation. I link the cases by building on Rheingold’s use of the concept of boundary objects as an organizing principle behind the success in motivating student learning and performance. This article is a response to: Rheingold, A. (2012). Unalienated Recognition as a Feature of Democratic Schooling. Democracy and Education, 20 (2), Article 3. Available at: http://democracyeducationjournal.org/home/vol20/iss2/3 In a recent issue of this journal, Rheingold (2012) shares a middle school curricular approach to connecting students to community, a form of democratic exchange that engages young learners in a topic and in the learning process that fosters interactions across boundaries. In her case study, Rheingold describes a situation where student work produced through a schoolcommunity collaborative project ultimately “constitutes a public space” (p. 2) where the work has a use value across social boundaries, which may serve as a motivational factor in student engagement in a middle school. Because of the boundary crossing, student performance and work output are dependent on interactions with multiple actors in multiple social spaces outside of the classroom and outside of the school. This is in contrast to the dominant paradigm in schooling in which students often pursue work that has no particular meaning in the school setting, let alone in the students’ communities or families, but is produced to satisfy educational standards, suggesting that the main motivational factor may be simple adherence to those standards. To define this type of democratic exchange in school curriculum that connects students and student learning to the community, Rheingold introduces a new concept of “unalienated recognition,” a notion of education “in which students, teachers, and the school as a whole develop through exchanges in which mutual acknowledgement for work in and for the community is connected to participation in ‘activities well tuned to the relations among people and the world’ (Lave & McDermott, 2002, p. 38)” (Rheingold, 2012, p. 2). She concludes her paper: “When academic content is purposefully infused with social relationships and community practices, learning matters to students in substantially different ways than Robin R. Sears is vice president for academic affairs at the School for Field Studies (SFS), an environmental study abroad institution. She oversees the multidisciplinary, international academic programs. She has taught SFS and other international, fieldbased courses and has served as lecturer at several universities. She has published on topics ranging from education to forestry to international development. Acknowledgments: I thank Alison Rheingold for the rich discussions we have shared. Discussions with and feedback from two colleagues at SFS helped to improve this article. I am especially grateful to two anonymous reviewers for their suggestions on how to improve this paper." @default.
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• W77057379 date "2013-01-01" @default.
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• W77057379 title "Unalienated Recognition at the Core of Meaningful Exchange Between School and Community. A Response to Unalienated Recognition as a Feature of Democratic Schooling" @default.
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