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The Ghana-Canada Global Community Service Learning Project: Teaching and Learning through Sharing and Praxis

The Ghana-Canada Global Community Service Learning Project: Teaching and Learning through Sharing and Praxis

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The Ghana-Canada Global Community Service Learning Project (GCP, for short) is a multi-layered, international, crossdisciplinary,
collaborative, mixed mode teaching and learning, and praxis-oriented undertaking, which uses simple technology, internship and field research to provide opportunity for students and scholars in Ghana and Canada to learn the skills of global citizenship while engaging, inspiring, supporting and empowering deprived students in rural Ghana in an environmentally-friendly and sustainable way. This paper is a brief description of the “nuts and bolts” of the project, its successes and challenges. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website:
http://www.transformativestudies.org ©2013 by The Transformative Studies Institute. All rights reserved.]
The Ghana-Canada Global Community Service Learning Project (GCP, for short) is a multi-layered, international, crossdisciplinary,
collaborative, mixed mode teaching and learning, and praxis-oriented undertaking, which uses simple technology, internship and field research to provide opportunity for students and scholars in Ghana and Canada to learn the skills of global citizenship while engaging, inspiring, supporting and empowering deprived students in rural Ghana in an environmentally-friendly and sustainable way. This paper is a brief description of the “nuts and bolts” of the project, its successes and challenges. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website:
http://www.transformativestudies.org ©2013 by The Transformative Studies Institute. All rights reserved.]

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Theory in Action, Vol. 6, No. 3, July 2013 (© 2013) DOI:10.3798/tia.1937-0237.

13022

The Ghana-Canada Global Community Service Learning Project: Teaching and Learning through Sharing and Praxis

Charles Quist-Adade1 The Ghana-Canada Global Community Service Learning Project (GCP, for short) is a multi-layered, international, crossdisciplinary, collaborative, mixed mode teaching and learning, and praxis-oriented undertaking, which uses simple technology, internship and field research to provide opportunity for students and scholars in Ghana and Canada to learn the skills of global citizenship while engaging, inspring, supporting and empowering deprived students in rural Ghana in an environmentally-friendly and sustainable way. This paper is a brief description of the “nuts and bolts” of the project, its successes and challenges. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2013 by The Transformative Studies Institute. All rights reserved.] KEYWORDS: Service Learning, Praxis, Transformative, Global Citizenship, Cultural Literacy, Reality Learning, Ghana Field School.
“Theory without practice is blind; practice without theory is empty.” Kwame Nkrumah
1 Charles Quist-Adade, Ph.D., is Sociology professor and Co-Chair of the Sociology Department at Kwantlen Polytechnic University. His research and teaching interests are Social justice, Globalization and Development, Racialization and Ethnicity and Media and Society, and Social Theory. His other areas of teaching and research interest revolve around "Third World" issues and religion. He is the author of several books—In the Shadows of the Kremlin and the White House: Africa’s Media Image from Communism to Post-Communism, and Social Justice in Local and Global Contexts, From Colonization to Globalization: The Intellectual and Political Legacies of Kwame Nkrumah (Co-editor). Address correspondence to: Charles Quist-Adade, Kwantlen Polytechnic University, 12666 72nd Avenue, Surrey, Canada V3W 2M8; e-mail: charles.quistadade@kwantlen.ca.

1937-0229 ©2013 Transformative Studies Institute 67

mixed mode teaching and learning. reciprocal learning about social justice and civic engagement issues through the application of theoretical/sociological knowledge. Students engage in classroom-based analysis and critical reflection about the interrelationships among organizations. cultures and Global 68 . civic responsibility. and sustainability of. The GCP is built around four planks: (1) a webconferencing course on social justice in local and global contexts. concepts. (4) a mixed method study of survey. and finally. (3) An international field school involving both Canadian and Ghanaian students. The project is the creation if a Global Community Service Learning Project. The GCP aims to deepen students’ formal preparation for local and global citizenship and gain practical experience through field placements. inspiring. co-create. interviews and focus group discussion of student participants in the GCP. which gives Ghanaian and Canadian students and their instructors an opportunity to acquire. internship and field research to provide opportunity for students and scholars in Ghana and Canada to learn the skills of global citizenship while supporting. They identify environmental-related problems facing deprived rural communities in a Global South country and work to solve or alleviate them. and methods to the practical. doing volunteer work with an international organization or other community organizations in another country. and praxis-oriented undertaking. the solar lantern project on rural students and their communities.(2) The creation and donation of environmentallyfriendly solar-powered lanterns to students in rural Ghana residing outside the national electricity grid to complete their take-home assignments and study at night.Charles Quist-Adade WHAT IS THE GHANA-CANADA GLOBAL COMMUNITY SERVICE LEARNING PROJECT? The Ghana-Canada Global Community Service Learning Project (hereinafter referred to as the Ghana-Canada Project or GCP) is a manylayered. everyday lives of disadvantaged people and groups. cross-disciplinary. and apply theoretical knowledge to social justice. Students engage in hands-on. and empowering deprived students in rural Ghana in an environmentally-friendly and sustainable way. research. international. Starting from the summer of 2013 students will begin a longitudinal field /Ethnographic research to study the impact on. collaborative. It uses simple technology. and sustainability issues in local and global settings.

A preliminary report of the pilot phase was published in the Commonwealth of Learning (COL) publication Education for a Digital World. Students in 69 . Akosua Darkwah. Dr. Ghana. space and distance thereby facilitating the sharing of knowledge between the students at both sites. Conceived on the basis of two ideas—“Classroom without Walls” and “Global Village”. through the integrative information and educational technologies.col. the course was designed to use a unique interactive multimedia approach to link students and faculty in two international locations—Ghana and Canada. Several students taking the course in 2008 asked me if and when a field school would be created to afford them the opportunity to translate their knowledge into action. the Kwame Nkrumah University of Science and Technology. The course was co-taught with Dr. The course. Prior to the field school. respectively. In 2011 and 2012 I organized the Ghana Field School with a total number of 22 Canadian students. civic engagement. The project involves students and professors from Kwantlen Polytechnic University. to engage in practical and tangible activities in deprived communities in Ghana. aimed to break the boundaries of time. (See http://www. BACKGROUND In the Spring of 2008 I initiated the project as a partiially online. Kumasi and the University of Cape Coast.Theory in Action society.com/2012/06/lanterns-for-learning/ . A new dimension of the project was introduced in the Spring of 2011. to engage in practical activities in deprived communities in Ghana.org/resources/crsmaterials/pages/eddigitalworld. the Ghana Institute of Journalism. Two years later I created a field school to afford interested students the opportunity to translate their knowledge into action.aspx) In 2009 and 2010 students from the Ghana Institute of Journalism and the Kwame Nkrumah University of Science and Technology respectively joined the course. students take a partially online course in “Social Justice in Local and Global Contexts” with a focus on global citizenship. and literacy in sustainable development. video-conference and web-based course and linked students taking my Sociology of Global Inequalities course at Kwantlen Polytechnic University with their peers in the Sociology Department at the University of Ghana taking a Globalization and Society course with my collaborator. The Aklowa Kane (Village Light) involves the creation of environmentally friendly solar-powered lanterns for rural students http://www.quist-adade. Darkwah. Also involved are two secondary schools—Eguafo Secondary School and Tiawiah Secondary School in the Central and Eastern regions of Ghana.

This involves guest lectures by local Ghanaian community leaders/experts in BC. the The term Global Sociological Imagination was coined by PI. It is an extension of American Sociologist Charles Wright Mills’ Sociological Imagination to the global or planetary realm. The importance and significance of “glocalization”—the link between domestic and global social justice and sustainability issues is explained. 2009)—the capacity of mind that enables students to link their personal biographies with history and social structure in both local and global contexts. Students are given additional orientation on arrival in Ghana by the host institutions. The preparatory or orientation aspect of the course consists of in-class lectures on global social justice.. from the end of June to the third week of July. 1) Theoretical studies in Global Service Learning/Global Praxis: this focuses on theoretical explorations of the broad concept of Global Citizenship. suitable wardrobe. global citizenship. PREPARATIONS After a four-week orientation course at Kwantlen. students and the instructor leave for Ghana at the end of June. which were donated to selected students in rural Ghana during the 2012 Ghana Field School. 70 2 . as well as the Canadian High Commission in Accra. It has two parts: 1) Theoretical studies in Global Service Learning/Global Praxis component and 2) Cultural Literacy and Sensitization. Additionally. flight arrangements. which also include medical and personal readiness—immunization. and representatives from Kwantlen’s Office for International Students and Scholars. 2) Cultural Literacy and Sensitization: Students are introduced to several aspects of Ghanaian and West African culture. sustainable development. students attend and/or participate in Ghanaian events in the Lower Mainland. They learn about the most salient cultural norms and values in the host country. It seeks to help students develop the Global Sociological Imagination2 (Quist-Adade. officials from the Canadian Ministry of Immigration and Citizenship. After the orientation and preparations. etc. students travel to Ghana for three weeks. and cultural sensitization.Charles Quist-Adade my Social Justice and Global Studies classes created 15 solar-powered lanterns.

history. places of academic and general interest. THE JOURNEY TO GHANA Kwantlen Polytechnic University recently revised its undergraduate degree in Sociology to allow its capstone course on Social Service Learning to be offered in an international setting.Theory in Action capital of Ghana. including museums. politics. Would there be enough student interest? Would facilitating a capstone course in a developing world context result in the expected learning outcomes? When the news of the 71 . The Ghana part of the Field School comprises the following three parts: a) Lecture: guest lectures on several aspects of Ghanaian and African culture. Launching new programs is never easy and the costs of travelling to Ghana are substantial. communities. rural/cottage settings. embedding the opportunity of a global experience into the education requirements of Sociology students. students participated in pre-departure academic classes in Canada. media. Accra. Working with a foundation in Ghana and several university partnerships including the University of Ghana and the Ghana School of Journalism. cultural highlights and a social service learning placement designed to meet their specific interests. state and parastatal institutions. Students also participate in drumming and dance lessons. and workplaces. economy. music and art. Ghana. geography. etc. b) Internship/Field School: This involves student placements with Non-Governmental Organizations. c) Reality Learning/Educational Tours: Students visit historical sites. and sports. lessons learned and unlearned during the field school and to demonstrate how they would apply both their theoretical knowledge and practical knowledge to their lifeworlds. The colloquium affords the students an opportunity to present their findings and share their experiences. 2011 saw the launch of the first international social service learning course (SOCI 4430) and its first location. WITNESS AND APPLICATION The students return to Kwantlen after the Field School to participate in a colloquium organized by the Sociology Department.

The following is a synopsis of the lessons [un]learned. We visited the world’s second largest man-made lake. ensuring the success of the field school and positioning it to be offered again in 2012. The Field School took us to countless cities. THE FIRST GHANA FIELD SCHOOL The first Ghana Field School was held in the summer of 2011 from May to July with 16 students and two instructors— Stephanie Howes faculty member of the School of Nursing and me. the country’s capital. And side by side with screaming despair and despondence lay a sense of hope and optimism. With few grants and scholarships available at KPU. one of poignant contrasts. Its story. we saw scenic mountains. which was nearly $6. Credit was recognized by all faculties and students from a range of disciplines participated. Criminology and Business to take part alongside fourth year Sociology students. villages and cottages in three regions—the Greater Accra. 72 . The field school provided a once-in-a-life time opportunity for transformative learning for students and faculty. 40 students indicated their interest and signed up immediately. what the students and their professors found in infinite supply is an almost irresistible display of happiness and contentedness.Charles Quist-Adade Ghana Field School spread. this number reduced dramatically. piles of rubbish and nightmarish traffic gridlock in Accra. The students interacted with Ghanaians from all walks of life. They dined. danced. The result was an interdisciplinary capstone course about social service learning with different student perspectives: from human rights to social justice. many did not follow with actual enrolment.000. and from economic development to standards of health – all with specialized placements. glitz and glamour. joked and laughed with rather warm. rainforests and savannahs. In the end about half (16) ended up enrolling in the six-credit course. lay grinding. In fact. heart-wrenching poverty. Accra is a microcosm of Ghana. is the story of the country. friendly and very hospitable people. Asante and Eastern. the Akosombo Dam. and we also saw eyesores—polluted streams. However. filth-chocked gutters. Side by side with modern high rise buildings and highways. towns. when they learned about the cost of the programme. Side by side with wealth. while the country may lack many things. The Department of Sociology reached out to other faculties and departments and made accommodations that would also allow for students in Nursing. lay slums and pot-hole-filled dirt roads.

community centres. and other institutions in nearby small towns and villages that could benefit from the nurses' skills. schools. instructions/directions) with transportation to their various sites. knowledge.     Recommendations from Instructors:  Arrive two or three days ahead of students to cross-confirm all arrangements on the ground 73 . in advance. in order that they can better prepare for their internships.g. orphanages. Acquire internet router strong enough to provide wifi (internet) access in the house. Provide more information about the type of work the students will be doing. e. if given the opportunity Life-changing Interesting Insightful Eye-opening Recommendations from students:  Expand the opportunities for internships into 'non-medical' areas. Spend an additional night in the Central Region (at Anomabo Beach Resort).g.. not enough rest time Too short Not enough information about placements Unexpected expenses—ground transportation Positive: Transformational The best learning experience Empowering “for being able to give and also learn” Will do it again.Theory in Action Students’ Comments Negative: Too intense. including any specific requirements or unique responsibilities they may face at any particular site. Provide more assistance (e. and training.

Charles Quist-Adade      Don’t be too worried over students’ safety Cut down the number of debriefing sessions Give students enough rest time Cut down number of long-distance travels Extend placement period to three weeks A major colloquium back at Kwantlen showcasing the different student placements highlighted the international. After one week of intensive pre-departure orientation classes and medical readiness. See a report on the project here http://www. which is spoken in the Greater-Accra and parts of the Eastern regions of Ghana. 74 3 . including Sociology. and the Akosombo Dam in the Eastern region. we were set for the second Ghana Field School. Cape Coast is the capital of the Central Region. lessons learned and recommendations. and Horticulture enrolled in the course.com/2012/06/lanterns-for-learning/. Anthropology. This was followed by internships with various Non-Governmental Organizations. Six students from a variety of disciplines. The first four days in Cape Coast were devoted to orientation. and supply affordable environmentally-friendly and sustainable solar-powered portable lanterns to be called Aklowa Kane-Village Light3 to rural communities in Ghana with the purpose of providing light to rural students to complete their homework and other school assignments. assemble. this student-led project aims to create. Criminology. The terms Aklowa Kane are borrowed from the Ga-Damgbe language. field placements and educational tours prior to our arrival. THE SECOND GHANA FIELD SCHOOL Armed with these experiences. intercultural and interdisciplinary learning outcomes that occurred – all of which were transformative for students. the students and I headed off to Ghana on June 29. 2012. Called Aklowa Kane (Village Light) Project.quistadade. A highlight of the field school was the donation of solar-powered lanterns created by my Social Justice and Global Studies students to selected students of the Eguafo Secondary School near Cape Coast. Kwame Nkrumah Mausoleum in Accra. educational tours to Cape Coast Castle. Elmina Castle. which was held in Cape Coast from June 29 to July 22. Our host organization. Abusua Foundation had pre-arranged guest lectures.

oftentimes the family business. do not have 75 . and not a day has gone by that I haven’t thought about my time in Ghana – be it while I take a shower that lasts longer than a few minutes and begin to think about how much water I’m using. how to speak. and everyone is happy and welcoming. the country’s future.Theory in Action Excerpts from the student blogs below provide a summary of their experiences in Cape Coast: I’ve been home for three weeks now. and a lot more than I had convinced myself there was. people are living absolutely fine lives. had no issue telling you when your “knickers were too short. The media paints that picture of poverty. But there is poverty. because change takes years. there was another part staring me in the face. There’s a lack in school supplies and school amenities that should not be in short supply. and people. because in the Western world. and absolutely every minute was a learning experience. so Ghana is not as disadvantaged as people make it seem. I wear shorts in Vancouver. That made it difficult.” There is both a lot more and a lot less expected from women in Ghana. because while everyone else was realising that people are a lot better off than we think they are. and the man runs the house. They are superwomen. I was constantly learning new things about how this or that is done in Ghana: how to eat. and it’s sad that children. Most of the women are better dressed than most of the women I know on a daily basis. Not to say it’s up to us to do those things. what time to arrive at. it is the exact opposite. I was re-realizing that there’s still a lot that could be done. I think with a different perspective than most. and even attending school at times. legs are not as big a deal to cover. If I thought I had nailed down one aspect of culture. How to behave as a woman was a big one. But they are considered the lesser sex in many ways. looking after kids. not weeks and months. children especially. Schools are where you see the real disadvantage. the home. as a woman’s upper half. and disadvantage. how to work. The culture shock was big. or when I receive a pay cheque and think about how far it would go in Ghana. I went to Ghana. I thought “Okay.” And they are fine. Their fine. In Ghana.

I am still trying to grasp everything that I experienced while in Cape Coast. but they did it out of caring. The people of Ghana. and they lectured us constantly about learning Fanti.Charles Quist-Adade access to the same things that children in other parts of the world do. Despite my and my colleagues constantly standing out. the people gave and gave. nothing would prepare me enough for the trip ahead. I have never felt so welcomed and a part of a community in my life. Ghana. I must say Africa was nothing like I had imagined and I was surprised at some of the things I saw during my trip. and be a part of our lives. As if we were a part of their families. however. bad and ugly. We were scholars. as it’s been said. Partaking in the Field School was one of the best decisions I could have made. Ghanaians are the most welcoming and sociable people I have ever met. they gave some more. They work so hard. To be honest. as it were. and when we were stuffed to the brim. I had to remind myself that I was in a totally different culture. I must look at the good. We didn’t get to slow down our pace and really explore where we were. give so much. everyone wanted to know us. We had to get everything in before we left. In Komoano. and get an introduction and a small understanding of the people and country. I left Canada with no expectations of what I would experience while in Ghana and although we had a few pre-departure classes to go over some of the cultural differences we might encounter. but we did get to spend an amazing time in an amazing country. I must say. and to understand the people and the way of life there. But. It was inconceivable. which did not leave a lot of time to stop and smell the roses. despite in many cases having little. but we were also tourists. It became 76 . and care about the quality of their products. three weeks was not enough time to get to know Ghana. I was taken back many times while working at the Human Rights Commission and seeing that the laws in place were not being followed through in reality. and it’s time to focus on the good. and I would recommend it to anyone who is looking for an experience of a life time. – Alise Scott After three and a half weeks in Africa.

Every time I take a hot shower. I quickly discovered that Amen slept in his drum shop and sometimes would go a day without eating. however. we see child labour as incomprehensible and immoral. I was able to leave a part of myself behind in Ghana (in the form of memories). in the West.Theory in Action imperative to open my sociological imagination and view the lives of Ghanaians in conjunction with the social. There. Not one day would go by without someone asking me for my e-mail or my Facebook. I have kept in touch with Amen since I’ve been back home and I’ve struggled with the desire to help him. I remind myself of how much water I really need – one bucket is all I really need. Ghana has opened my eyes to a whole new world. political and economic factors at play. however. we all went to the market in Kumasi before heading to the airport. cultural. in Ghana children under the age of fifteen are prohibited from working. I was taken back at seeing the majority of people with cell phones all the while living with no running water. On my last day in Ghana. I took the opportunity to get to know Amen and see his living arrangements. and at the same time. Thank you to everyone who made this trip an amazing experience! – Lison Daubigeon Three weeks in Ghana has come and gone! I find it hard to believe that our trip has ended so soon! I have had the opportunity to meet some of the most amazing people. he had Facebook and access to the internet. I met a young man named Amen. how does one really make a difference over the internet? Overall. 77 . Having done all my shopping the time before. one can understand the situation when looking at the socio-economic factors at play in Ghana. if basic needs such as food and a home are not provided. surprisingly. Although. One thing that struck me the most while abroad was the easy access to technology in a country that lacks such basic infrastructures such as paved roads and garbage disposals. Although I realize that technology can be a great tool to bring about change. I learned that Ghanaians are a very collectivist society and many families rely on their children to provide enough food to eat. I feel more than ever privileged to be living in Canada and every day I am thankful for everything that I have. Yes.

lightingafrica. (2009). 17. The sociological imagination. I traveled to Africa to learn from the people and experience a way of life that is very foreign to me. Toronto. Volume 3. (1959). 2012. I learned a lot from the Ghanaian people and I was able to bestow some of my knowledge as well. 8th ed. (1962). Freire. NY. 242-254. 17.org/resources/crsmaterials/pages/eddigitalworld.col. Lanterns for Learning: http://www.org/poor-peoplesenergy-outlook-2012. David and Anthony Petrosky. Issue 2November. but I cannot help but to think that I could have done more.Charles Quist-Adade I look back at my trip and wonder: Did I complete what I came here to do? Did I contribute in a tangible manner? Was I able to give as much as I took away from Ghana? Looking back. 2012.html?tmpl=component&print=1. ON. New York. The Gutenberg galaxy: the making of typographic man.com/2012/06/lanternsfor-learning/.St. Retrieved on July 20. Charles Wright. People’s Energy Outlook. Martin’s. – Iman Ghahremani REFERENCES Commonwealth of Learning (COL) publication Education for a Digital World. Canada: University of Toronto Press. Paulo. McLuhan.“How I teach the Sociological Imagination and Globalization” Journal of Transformative Dialogue. Although this feeling is currently bothering me. Boston: Bedford. http://www. Marshall.” Ways of Reading. http://www. I am happy that I was able to work simultaniously at the Commission for Human Rights and Administrative Justice and tutoring students at the after school project. 2009 78 .(2008) “The “Banking” Concept of Education. Retrieved on August. Mills.quist-adade.aspx Retrieved on August. 2012 Quist-Adade. USA: Oxford University Press. I believe I can utilize my emotions to ensure that I will never forget about my experience in Ghana and that I will return soon enough to give back in a more tangible manner. I feel that I took more away from the nation than I was able to contribute. Bartholomae.

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$18. No.95 Maureen Margaret Smith 35 52 67 79 83 . 2011. The Kunstler Cast: Conversations with James Howard Kunstler…the tragic comedy of suburban sprawl. 285 Pages. $16. 2013.CONTENTS Vol. 240 Pages. The New Press. New Society Publishers. 6. ISBN: 978-0865716963 (Paperback). ISBN: 978-1595588159 (Paperback). 3 1 July 2013 Unjamming the Insurrectionary Imagination: Rescuing Détournement from the Liberal Complacencies of Culture Jamming Richard Gilman-Opalsky Theory in Action: Reclaiming the Political Thought of Christopher Caudwell Amy Buzby Common Tables and Democratic Solidarity Patrizia Longo The Ghana-Canada Global Community Service Learning Project: Teaching and Learning through Sharing and Praxis Charles Quist-Adade Book Review: Duncan Crary.95 Debra Wetcher-Hendricks Book Review: Dave Zirin. Game Over: How Politics Has Turned the Sports World Upside Down.

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no c el l a ii.accumulation o f The freedom W R I T I N G S O N A N A R C H I S T E C O N O M I C S edit ed by der ic shannon. & john asimakop o ul os . ant hony j.

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From union retirees to active union members. AFL-CIO “Corey Dolgon’s “singing lecture” is a hit. Professor of Sociology. and organizing.coreydolgon. from academics to management.com . labor movement.” --Cheryl Johnson. and great knowledge about folksongs.D in American Culture and Sociology Professor has been performing “singing lectures” for almost a decade. New England College “Corey's music added tremendous spirit to our National Labor Assembly.” --Stonehill College student “Corey’s work weaves together a coherent and accessible narrative about labor struggles with a tour de force of labor songs that moves audiences.” --John Ralston. William Patterson U. I never knew there were songs about them. He is a long-time labor activist and community organizer and has used folk songs to build solidarity on the line and engage students in the classroom. More info @ www.S. abundant energy. [The lecture] made the period come alive for me. Please contact Corey for scheduling a lecture or receiving a sample CD at 617-298-0388 or at cdolgon@worcester.” --Kathleen Odell Korgen. This singing lecture covers labor history from a multicultural perspective and examines the function of folk songs in workers’ lives. and other social movements were entertaining. a Ph. Professor of Sociology. Folksinger & Sociologist Corey Dolgon. of Louisville Labor-Management Center “Corey’s wonderful voice. U.edu. President.In Search of One Big Union: A Singing Lecture by Corey Dolgon.” --Chris Dale. Corey’s words and music bring both history and theory to life. very informative. I encourage other unions to add Corey's talents and expertise to their agendas. labor. and inspiring. Focusing on the role that folksongs play in the U. labor. “I learned about the importance and power of strikes and labor unions. all received a good time and good learning. United American Nurses.

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and other concerned individuals in fields such as social sciences. through which research associates. Transformative learning goes beyond the mere acquisition of factual knowledge. utilities. • All laws providing full and equal treatment to all individuals and groups regardless of any and all character istics. Many of TSI’s members have multiple graduate degrees. It involves questioning assumptions. and values. activists. • Fair Trade • Direct action to foster meaningful change and social justice. housing. • Family planning and a woman’s right to make her own reproductive decisions with the availability of the required services. As part of the mission. universities. In addition. public infrastructure. military. • No corporate governance/involvement in news media and the creation of an independent public foundation with tax funds to finance free and independent journalism. Further. In order to achieve these goals TSI believes we must change how people perceive the world around them in order to foster fundamental and thus meaningful change. This requires objective information and a process of transformative learning. peerreviewed journal Theory in Action. advocacy groups and non-profit organizations. and law will be invited to conduct research and become involved in likeminded various grass roots organizations. What we do believe in: • The supremacy of community decision making over corporate governance. custom policy papers/projects. and operation of the center. governance. scholars. humanities. • Direct political and economic democracy. the institute plans on collaborating with various worker education programs. TSI also provides consulting services. Transformative learning inspires action for change by questioning and challenging what is valued. • A minimum living/family wage and job security laws with guaranteed universal quality housing. • Zero tolerance policies for conflicts of interests and political patronage for government positions at all levels. and its aim is to provide a working model of theory in action. beliefs. grassroots activists. health care. think-tanks. As such. as well as considering multiple viewpoints. The institute is concerned with issues of social justice and related activism. multiple years of secondary and college level teaching experience throughout most disciplines. labor centers. etc. and students may disseminate their research and expand thematic social dialogue. the institute may provide a working laboratory for evolutionary socioeconomic forms of organization. • Free not for profit universal quality comprehensive health care as a human right. TSI Principles and Policy Positions ‘No one is free unless we are all free’ We do not believe in the privatization of socially important goods and services e. and the concerned public. It seeks to positively impact participants by empowering them with skills that develop their awareness and initiative and to also help them create meaningful learning in their lives. transportation. education. TSI TRANSFORMATIVE STUDIES INSTITUTE PRINT ISSN: 1937-0229 ELECTRONIC ISSN: 1937-0237 . social services. TSI is managed and operated by a dedicated global team of academic scholar-activists. • Zero corporate involvement in the political process at all levels. • Free and equal public education at all levels and the elimination of all private educational institutions. we invite literary participation through our independent. scholars.g. TSI also welcomes opportunities to work with national and international scholars who serve as research associates and fellows. activists.The Transformative Studies Institute (TSI) fosters interdisciplinary research that will bridge multidisciplinary theory with activism in order to encourage community involvement that will attempt to alleviate social problems. • Sustainable development and the use of renewable resources for the protection of the environment. through shared research.

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