Edited by Ajay Heble
University of Toronto Press, Scholarly Publishing Division © 2017
224 Pages 10 Images
Building on the concept of a “teaching community,” Heble and his contributors explore what it might mean for teachers and students to reach outside the walls of the classroom and attempt to establish meaningful connections between the ideas and theories they have learned and the broader community beyond campus. Utilizing a case study approach, the chapters in this volume are conceptually and practically useful for teachers and students involved in thinking about and implementing community-based forms of teaching and learning.
Besides Dr. Heble, Classroom Action includes contributions from Elizabeth Jackson and Ingrid Mündel; Ashlee Cunsolo Willox, Paul Danyluk, and Robert Zacharias; Brendan Arnott; Gregory Fenton; Majdi Bou-Matar, Brendan Main, Morvern McNie, and Natalie Onuška; and Rachel Collins, Cory Legassic, and Bart Vautour.
Classroom Action links teaching and research in genuinely innovative ways, and provides a range of dissemination strategies to inspire broad-based outcomes and impact among a diverse range of knowledge-users. It marks a major advance on the ways in which the relationship among pedagogy, human rights, and community-based learning has hitherto been theorized and practiced. The community-based learning at the centre of Classroom Action prompts a radically new means of thinking about what teachers do in the classroom, and how and why they do it.