I engage in both "traditional" and "public" scholarship. A sample of my key research themes and issues are below. I conduct workshops, give keynote talks, consult, and teach on these topics. Please see my CV, academia.edu page, or google scholar page for a full listing of my scholarship
This site is no longer updated, as of Nov. 1, 2017. Please go to Dan Sarofian-Butin's new website (http://www.dansarofianbutin.net/)
My books have been cited in hundreds of academic publications and reviewed in numerous academic journals, such as Teachers College Record, Educational Studies, Anthropology & Education Quarterly, and the Michigan Journal of Community Service Learning. Several of my books have been awarded prestigious awards and translated into Arabic, Korean, and Chinese. My books and articles are used in dozens of undergraduate, graduate and doctoral programs around the country and internationally. Joel Westheimer, at the University of Ottawa, called Service-Learning in Theory and Practice “intellectually honest, theoretically sophisticated, and deeply impassioned…This book will shake your assumptions about service learning in all the right ways." Benjamin R. Barber, Distinguished Senior Fellow at DEMOS and the Walt Whitman Professor Emeritus at Rutgers University, praised The Engaged Campus as a “must-read for everyone who cares about democratic citizenship, from college students and university faculty to community organizers and civic NGO leaders."
Public scholarship is a major component of my academic work. Such bridging of theory and practice – what is oftentimes referred to as translational research, the scholarship of engagement, or public work – is, I believe, a critical component of linking academic work and public practice. My public scholarship – which includes blogging and writings in general audience publications – is viewed by 100,000+ readers. I have been interviewed in national and international media outlets such as the Los Angeles Times, the BBC and Forbes magazine and have served on national task forces for MIT, AAC&U, the US Department of Education, NSF, and the Carnegie Corporation. I have been honored four years in a row as one of the top two hundred “Public Edu-Scholars” in Rick Hess’s Influence Rankings. As Hess writes on his EdWeek blog, “Given that there are well over 20,000 university-based faculty tackling educational questions in the U.S., even making the Edu-Scholar list is an honor--and cracking the top 100 is quite an accomplishment in its own right.” The list, writes Hess, is meant to honor and rank “the 200 university-based education scholars who had the biggest influence on the nation's education discourse last year…[The] rankings reflect, in roughly equal parts, the influence of a scholar's academic scholarship, on the one hand, and their influence on public debate as reflected in old and new media, on the other” and provide a “sense of a scholar's public footprint in the past year.”
Kurt Lewin is credited with saying that there is nothing so practical as a good theory. To that end, I use pragmatist, feminist, and poststructuralist theorists -- such as John Dewey, Robyn Wiegman, Stanley Fish, and Michel Foucault -- to help "clear away the underbrush" of complex issues. I think of these theorists and their numerous overlapping (and, yes, oftentimes contradictory) perspectives as heuristics to guiding my own analyses of the "wicked problems" of education.
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