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.And more and more of us will experience academic suc- cess – with few, if any, regrets.” (Rendón, 1992, p.In the 1990s, as our numbers multiply, our power grows.If the academy refuses to change, we will change it.She writes that “social justice becomes a theme anytime facul- ty work with underserved students (i.e., low- income, first-generation, underrepresented) in a way that seeks to liberate them from past invalidat- ing experiences that have fostered self-limiting views in order to transform them into powerful learners” (p. The oppression she addresses is not only about students whose academic success is not supported, but about the liberation of faculty from invalidating experiences that have fostered self-limiting views in order to transform faculty into powerful teachers and scholars. For both stu- dents and faculty, we need “democratic structures that honor diverse voices, ways of knowing, and participation in knowledge production” (p. Rendón refers to herself as “a reflective, socially active scholar” (p.
Yet, over time, with shifting national demographics that have created deeper awareness of the diversity of learners in our classrooms and the diversity of scholarly agendas that underrepresented faculty bring to their career aspirations, along with a widening interest in reclaiming the civic purposes of higher education, the kind of education Freire proposed moved from the margins to the main- stream and in doing so presented new challenges to the dominant cultures of higher education. and National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. The academically validating model suggests that: (1) students bring a rich reservoir of experience to the classroom; (2) the past is a source of strength and knowledge; (3) faculty should see themselves as partners in learning with students and employ student-centered, active learning techniques; and (4) learning allows for reflection, multiperspectives, and imperfection. 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.It is a book about the future of our community-based teaching, learning, and scholarship and the future of higher education.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.