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Index Addams, Jane, x, 20, 43, 122–23; as community connector, 120; and John Dewey, 24, 45, 56–58; educational philosophy, 3, 45–47, 61–62, 89, 130; founding Hull House, 50–53, 135, 141; impact on Myles Horton and Highlander, 67–70; impact on service-learning and civic education, 47–48; on importance of flexibility, 136; and importance of time, 129; influence on Edward Ward and the social centers, 26; inspiration for Jane Addams School for Democracy, 96–97; and narratives, 52–53, 64–66, 131; and overcoming powerlessness, 52; views on democracy, 62, 67, 132, 135; vision for Hull House, 52, 135. See also Hull House; Labor Museum Alinsky, Saul, 72, 76, 102, 124 All Around the Neighborhood Summer Camps, 104–105, 107 Bailey, Liberty Hyde, 38 Barnard, Henry, 28–29 Barnett, Canon Samuel, 51, 96 Battistoni, Richard, 148n47 Beacon Schools, 36–37 being local, 124–26, 138–39 Benitez, Aleida, 94, 106 Benjamin Franklin High School, 31–32, 120–21 Beyond the Campus, 39 Beyond the Classroom, 101 Blank, Marty, 11, 34, 85 Bowen, Louise, 56 Boyer, Ernest, 20, 37–38, 40 Boyte, Harry, x, 5, 10, 18, 19, 20, 39, 61, 65, 89, 96, 110, 113, 116, 123, 148n47, 156n20 Building America: The Democratic Promise of Public Work, 10 Building Community in Schools, 35 Campus Compact, 9, 19, 40–42 Campus Outreach Opportunity League (COOL), 40 Carawan, Guy and Candie, 73, 81 Carnegie Corporation, 2, 37 Catt, Carrie, 129 Center for Community Partnerships, 41. See also University of Pennsylvania Center for Democracy and Citizenship, ix, 10, 96, 99, 100, 113, 116, 123–24 Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2, 11 Children’s Aid Society, 35–37 citizen centered. See citizenship; civic education; democracy 171 citizenship, 24, 51, 53, 82, 87, 90, 93, 96–97, 102, 107, 113, 123–24 Citizenship Group, 113–14, 139 Citizenship Schools, 81–89, 97; lessons from, 89; and Public Achievement, 113. See also Highlander Folk School civic education, ix–x, 2, 5, 17–20; as comprehensive, relational, and public, 9, 129–30; at Highlander, 83; at Hull House, 48; lessons from case studies for, 128–37; recognizing many institutions for, 3–4; recommendations on, 137–40; and role of educator, 131. See also civic learning; education; politics civic engagement: declining, 8–9; definitions of, 14–15; at Hull House, 46; and lessons from Freedom Festival, 105–6; projects, 33 Civic Innovation in America, 10 civic learning, x; definitions of, 11–12. See also civic education Civic Mission of Schools, 2, 9, 12, 29, 144n4 civic renewal: in higher education, 9–10, 37–42; in K–12 schools, 9 civil rights movement, 11, 44, 68, 72–75, 81–82, 89, 97, 124, 130 Clapp, Elsie, 20, 30–31 Clark, Septima, 20, 71, 73–74, 83–88, 120, 125–26, 133, 140 Coalition of Essential Schools, 35 Coleman, James, 7 Colleges with a Conscience, 40–41 Committee on Civic Education and Engagement, 1 Common Purpose, 10, 117 community: alive with learning, 91–92; benefits of focusing on, 17; as center of education, 45–46, 58, 140; limitations, 17, 128; obstacles to collaborating with schools, 110–12; recommendations for, 137–38; and time, 129. See also education in the community community connector, 59, 112–13, 119–22, 126, 130, 138 community education/learning. See education in the community community mapping: early example with youth, 32–33; community assets mapping, 122–23, 138–39, community power mapping, 123–24, 138–39 community organizing, 10, 14–15, 72, 74, 76, 98, 102, 106–108, 114, 131 community practitioner, 117–18, 133; habits of, 118–122; democratic tools, 122–26 community schools: contemporary types, 35–37; definition, 28; impact, 34. See also Henry Barnard; Elsie Clapp; Leonard Covello; Flint community schools; Schools of Tomorrow community service, ix, 36, 40, 110–11, 139; different from education in the community, 10; limitations of, 17–8 Copernican Revolution, 1, 101 Corporation for National and Community Service, 40 Cotton, Dorothy, 88–89, 124 Covello, Leonard, 20, 31–33, 120–21, 123–24 Creating a Democratic Public, 26 Cremin, Lawrence, 1–3, 19, 46, 50, 58, 71, 145n14 Cudahy, Bob, 104 culture: of abundance, 5; countering the loss of immigrant, 63–65 culture of learning, 92–93, 102–3, 164n5 Danish folk schools, 70, 71, 141 Daynes, Gary, 155n12, 157n36, 158n62 172 Index democracy, 135–36; Jane Addams views of, 62, 67, 132, 135–36; definition, 4, 67; Hull House as, 49; student definition, 18; West...


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