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Publications and Resources

Pedagogía de la acción común [Pedagogy of the common action], Josep M. Puig Rovira. Graó, 2021

This recent work by the Catalan specialist Josep Puig, one of the service-learning pioneers in Spain and for many years coordinator of the Group Research of Moral Education (GREM), University of Barcelona, can be considered essential for those who study and practice service-learning. 
It is not a work dedicated to this pedagogical proposal, but places it in a much broader context, i.e. the contemporary history of education for citizenship and the innovative proposals for the future. In this sense, for those who are immersed in daily practice, it is a welcome view from the political, social and pedagogical frameworks that give relevance and meaning to our service-learning choice.
The author offers a historical view of education for democratic citizenship, from the traditional school to critical pedagogies, the pedagogies of diversity recognition and the emergence of neoliberalism. In a concise and didactic way, and with a clear position, Puig depicts the consequences of the anthropology of Homus Economicus and of what he calls "the revolution of competitive individualism" for school life in general, and training for citizenship in particular.
Faced with the neoliberal model, Puig presents the ethical option of the "universe of the ordinary," which is made explicit in empathy and the ethics of care, gift and reciprocity, and raises in this framework the question of common goods, the democratic participation and community action, and the journey from the ego to the "ordinary world."
In this framework, he develops the proposal of the "Pedagogy of collective action," an educational theory and ethical proposal that allows a revision of the different spheres of a democratic education appropriate to the present. In that context, Puig naturally brings together the pedagogy of collective action with the service-learning proposal.
For those who believe, like Adela Cortina, that "a just society is not built with mediocre citizens," this profound and timely work is a welcome encouragement to continue betting that our service-learning practices are effective contributions to pave the road to more fair and less mediocre democracies. Links:  

María Nieves Tapia


Socially Responsible Higher Education: International Perspectives on Knowledge Democracy, Rajesh Tandon y Bud Hall 

Tandon (PRIA, India) and Hall (University of Victoria, Canada) are holders of the UNESCO Chair on Community Based Research and Social Responsibility in Higher Education. Their most recent work, Socially Responsible Higher Education: International Perspectives on Knowledge Democracy—free downloadable—, shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge.
They have intentionally selected examples from regions of the planet that are not usually known to the English-speaking audience, this way constituting a valuable contribution to the global dialogue on the subject. Links: 

We remind you that you have access to all plenary sessions of the 24th International Service-Learning Conference on YouTube, in Spanish: @clayssdigital; in English: @uniservitate; and in Portuguese: @seminarioclayss.  All conference material and presentations are available on our website: