14 Mark Langseth Minnesota Campus CompactAs I argue here, relationships are fundamental to our work in both
service-learning and multicultural education. And, of course, getting
to know one another is fundamental to relationships. In this spirit, I
want to begin with some brief comments about who I am, with particular attention to the perspective from which I approach the concepts
and practices of service-learning and multicultural education.I write from a number of perspectives:
Why Service-Learning Must
More Fully Integrate
|• ||I am a White, middle-class, heterosexual male.|
|• ||I am a husband and father who is deeply concerned about the
formal education my daughters will receive, both at the K-12 and
higher education level.|
|• ||I am someone who spent half his life in a small rural town and
has since resided in the inner core of a large metropolitan area.|
|• ||I am someone who has been involved in service-learning and
campus-community collaboration work at the local, state, and
national level for more than 15 years.|
|• ||I am someone who has created and led a variety of programs that
integrate service-learning with multicultural education, including
very deliberately involving diverse groups of K-12 and college
students in service-learning experiences and, with some docu|
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Integrating Service Learning and Multicultural Education in Colleges and Universities.
Contributors: Carolyn R. O'Grady - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 2000.
Page number: 247.
This material is protected by copyright and, with the exception of fair use, may
not be further copied, distributed or transmitted in any form or by any means.