Rendon validating culturally diverse students

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Michigan Journal of Community Service Learning Spring 2010, pp.90-94 Review Essay The New American Scholar John Saltmarsh University of Massachusetts Boston Sentipentsante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation Laura I.

Rendón Sterling, VA: Stylus, 2009 “There are more and more of us (including white men and women) who are not buying into this flawed model of academic success.

In the 1990s, as our numbers multiply, our power grows.

For the past three decades and more, Rendón has engaged this struggle, and, as she reveals in the book, it has taken its toll; but it has also produced this magnificent vision of authentic educa- tion and what higher education can become.

In the early 1970s, Paulo Freire offered a groundbreaking critique of education in his Pedagogy of the Oppressed.

He reframed classroom practice from a banking model of education to one in which learning occurred through a dialogue between teacher and students.

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63) For service-learning practitioners and scholars, Sentipentsante (Sensing/Thinking) Pedagogy is one of those rare books that subtly but fundamentally alters the purpose and scope of our work.

We will change teaching and learning to accommodate diversity.

We will find our voice and use it to assert our rights and control our destiny…We will change the academy, even as the academy changes us.

I think of bell hooks and her observation in Teaching to Transgress (1994) that “we have to realize that if we are working on ourselves to become more fully engaged, there is only so much that we can do. Leaving college: Rethinking the causes and cures of student attrition. Author JOHN SALTMARSH ([email protected]) is director of the New England Resource Center for Higher Education and professor of Higher Education Administration at the University of Massachusetts Boston.

Ultimately the institution will exhaust us simply because there is no sustained institutional sup- port….” (p.160).

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