Re: Service for McWorld

Perhaps the best to come out of this example (or more
appropriately - situation) is to ask ourselves how are we going to define
"service" in a changing society? That seems to be the challenge
I see. The critical thinking we try to pass on to those in our charge
starts with ourselves. We have to differentiate between "logic and
the real world" and pass that insight on to those who do not yet
understand. The world is the world, we all profit and are challenged by
it. Chris had it right...we cannot forget the importance of reflection in
the process and we must do it in a way that says its ok to look at things
through critical eyes.

Ken Weaver
Southern Regional Exchange Coordinator
National Dropout Prevention Center
Clemson University, College of Health, Education and Human
Development
209 Martin Street
Clemson, SC 29631-1555
Phone: 864.656.2599  FAX:864.656.0136
email: kaweaver@clemson.edu
http://www.dropoutprevention.org/

At 03:00 PM 10/26/00 -0400, Christopher J. Koliba
wrote:
> Folks,
>
> Nan asked me to forward her reply to the rest of the list, so here it
> is.
>
> Just to add, some of you may feel that the example is obviously not
> a
> service-learning project, but I would add that the college students
> were
> probably conducting their service to the school and not McDonalds. 
> I
> think this example, though, stresses the importance of reflection, and
> I
> think is a wake-up call to all of us that these lines between
> for-profit
> and non-profit  are blurring.  
>
> I personally, feel that the service-learning movement (if indeed we see
> it
> as a social movement) need to be clear to our students and our
> community
> partners about the values we are trying to hold to.  It may mean, as
> in
> the case of the school that has developed this relationship with
> McDonalds, that we say "no" to some requests on the basis of
> our
> convictions.  I'm curious what others have to say on this.
>
> Cheers,
> Chris
>
> On Wed, 25 Oct 2000, NAN OTTENRITTER wrote:
>
> > Christopher,
> > Thanks for the posting.
> > I share your concerns as well.
> > I feel that the shift in culture that is happening right under our
> feet is momentous and often unrecognized.
> > We are shifting from nation states to corporate states.
> > I was riding my bike the other day and was noticing how many of my
> activities involve products that are labeled - my bike, my socks, my
> shoes, my pump, my waterpack, my biking shorts, my biking jacket, my
> helmet, my gloves...............
> > Companies aspire to have their products become generic names - like
> Band Aid and Zerox.
> > And the way to fuel all of this is through the schools. 
> > I don't know a lot about marketing, but I assume that when you
> create brand loyality at an early age you not only acustom people to a
> process (i.e. a drive-through at McDonald')  but a product as well
> (the fries!)
> > i don't know what to do about this shift.
> > Hope that corporations have large corporate giving and service
> programs? Which some do.
> > All I feel is that we can't buck this trend and that the best we can
> do is somehow shape it in healthy ways (salads at McDonalds?) and shape
> it to support those groups not in the inner corporate circle?
> > I don't know. Just musing on paper here.
> > What do the rest of you think?
> > Nan Ottenritter
> > American Association of Community Colleges
> > 
> > 
> > >>> "Christopher J. Koliba"
> <ckoliba@zoo.uvm.edu> 10/23/00 15:57 PM >>>
> > Hello all,
> > 
> > I was recently reading the latest edition of Education
> Leadership
> > (Vol. 58, No. 2; Oct. 2000) and came across an article written by
> Alex
> > Molnar and Jennifer Morales titled, "Commercialism
> @Schools".  In the
> > article they report on research into the growing relationships
> > corporations are forming with schools.  They list a number of
> forms these
> > relationships may take, one of which are "Incentive
> Programs."  I'd ike
> > to quote from this section of the article because I found that the
> example
> > they give of an "elaborate commercial incentive program"
> includes a role
> > that students from a local college played in the program.  It
> highlights
> > for me important issues pertaining to the role of what accounts
> for
> > legitimate "service," and how the lines between corporate
> public relations
> > and "good works" are getting blurrier by the second. 
> Here's some of the
> > text:
> > 
> > "The most elaborate commercial incentive program found by the
> Center for
> > the Analysis of Commercialism in Education (CACE) this year was
> developed
> > at Fleming Elementary School in Detroit, Michigan, which installed a
> Mini
> > McDonald's.  In exchange for reading, taking quizzes on books
> read, and
> > having good attendance, students earn the opportunity to buy
> meals
> > (shipped hot from a local McDonald's) at the Mini McDonald's. 
> Children
> > can apply at the school's "employment office" to serve the
> meals.  LOCAL
> > COLLEGE STUDENTS PAINTED A MURAL OF THE RESTAURANT'S CHARACTERS ON
> THE
> > CAFETERIA WALLS, and the school arranged McDonald's-related prizes
> in its
> > display case (Payne, 1999)." (Ed. Leadership p. 41) (Emphasis
> mine)
> > 
> > The point I'd like to raise here on this list pertains to the
> contribution
> > that the college students made to this endeavor.  It raises for
> me two
> > crucial questions:
> > 
> > 1.) How often do service or service-learning projects that blur
> corporate
> > sponsorship with good works occur?  Do you have examples?
> > 2.) Should projects of this nature occur?
> > 
> > I have many opinions about this, but I really wanted to hear what
> others
> > have to say.
> > 
> > Regards,
> > 
> > Chris Koliba, Ph.D.
> > John Dewey Project
> > University of Vermont
> > 
> > 
> > 
> >