117 Michigan Journal of Community Service Learning Fall 2016, pp. 117–122 Review Essay Scholarship Redefned Dick Cone and Susan Harris University of Southern California Publicly Engaged Scholars: Next-Generation Engagement and the Future of Higher Education Margaret A. Post, Elaine Ward, Nicholas V. Longo, & John Saltmarsh (Eds.) Sterling, VA: Stylus Publishing. 2016 Publicly Engaged Scholars emerges from the Next Generation Engagement Project, a collabora- tion between the New England Resource Center for Higher Education (NERCHE), the American Asso- ciation of State Colleges and Universities (AAS- CU), and Imagining America (IA), and is “led by a group of recognized scholars and practitioners to develop and implement civic engagement initia- tives aimed at the next generation of students, fac- ulty, and scholars in higher education” (New En- gland Resource Center for Higher Education, n.d.). The book’s contributors include scholars from a wide range of disciplines committed to co-created knowledge, the transformative power of narrative and dialogue, and “higher education as a vehicle to increase equality and justice in society” (p. xx). This book arrives at an important moment in the history of service-learning and community engage- ment (SLCE) in higher education. In many ways, efforts to integrate community engagement into the academy have been tremendously successful, evidenced by the upsurge in SLCE research and practice across a wide range of academic disci- plines, and by the expansion of institutional sup- port through, for example, the creation of service- learning centers on campuses and the promotion of national agendas for SLCE in higher education by such infuential organizations as the Carnegie Foundation for the Advancement of Teaching and the American Association of Colleges & Universi- ties. However, most of the work to date has been inwardly focused, examining the positive impact of the pedagogy on college students and calling for changes within the academy to support engaged scholarship; less attention has been paid to the na- ture and potential of campus-community partner- ships, particularly the role and experience of “the community” in those partnerships. The growing support for service-learning and engaged scholarship across the academy has led to many creative approaches to this work in the U.S. and abroad. Yet the building enthusiasm for and the rapid, outward expansion of the practice leave it vulnerable to “growing pains” and a certain shal- lowness. Indeed, critics have lodged complaints against the feld for lacking depth and an intellec- tual core (Butin, 2011; Stewart & Webster, 2011). This is the context in which Publicly Engaged Scholars emerges, and the context it refects and attempts to address. The book’s editors note in the introduction: The central argument of this book is that a new generation of scholars, educators, and practi- tioners is committed to the public purposes of higher education, but not committed to per- petuating the existing policies, structures, and practices that have delegitimized their episte- mological and ontological position. (p. 2) The volume pays overdue and signifcant at- tention to the “public” in publicly engaged schol- arship, making a strong case for renewing higher education’s commitment to addressing community concerns, particularly in the wake of neoliberal pol- icies and the devolution of public responsibility to the private sector and to individuals. It argues for expanding notions of what counts as “scholarship,” acknowledging the important contributions that community partners can and do make in knowledge production, and identifying the need for substan- tial changes in the academy to support engagement practices that address issues of working between the two cultures (the academy and the community) and incorporate multiple points of view. Yet the vast majority of the book’s 32 contribu- tors are from within the academy. While arriving